Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

975 results

Book Section

Paul Oswald (1914-1999): Nachruf auf Professor Dr. Paul Oswald [Paul Oswald (1914-1999): Obituary for Professor Dr. Paul Oswald]

Book Title: Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]

Pages: 124-125

Europe, Germany, Harald Ludwig - Writings, Paul Oswald - Biographic sources, Paul Oswald - Biographic sources, Western Europe

See More

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Book Section

Paul Oswald (1914-1999): Begegnung mit Paul Oswald [Paul Oswald (1914-1999): Encounter with Paul Oswald]

Book Title: Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]

Pages: 126-128

Europe, Germany, Western Europe

See More

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Book

Reformpädagogik als Utopie: der Einheitsschulgedanke bei Paul Oestreich und Fritz Karsen

Fritz Karsen - Biographic sources, Fritz Karsen - Philosophy, Paul Oestreich - Biographic sources, Paul Oestreich - Philosophy

See More

Abstract/Notes: Die vorliegende Untersuchung befasst sich mit zwei bisher weniger beachteten Reformpädagogen des 20. Jahrhunderts aus der Zeit der Weimarer Republik, Beide waren anfangs Mitglieder im „Bund entschiedener Schulreformer“ in Berlin, gingen dann aber verschiedene Wege. Die koreanische Erziehungswissenschaftlerin Jai-Jeong Choi unterzieht das Wirken der beiden Reformpädagogen einer vergleichenden Untersuchung, bei welcher der Begriff der „Utopie“ eine Leitfunktion hat.

Language: German

Published: Münster, Germany: Lit, 2004

ISBN: 3-8258-5937-1 978-3-8258-5937-4

Series: Impulse der Reformpädagogik , 4

Article

✓ Peer Reviewed

Entre Pauline Kergomard et Maria Montessori [Between Pauline Kergomard and Maria Montessori]

Available from: Open Edition

Publication: Le Portique, vol. 2007, no. 4

See More

Abstract/Notes: In the 19th century the references concerning the education in the early years of infants took 2 different orientations. One uses an “educational mother” as the model. Between the love and limits that she offers her child, she brings a moral education. In the other reference, the educator, very respectful to the dynamic of the child, intervenes as little as possible. The objective is that he conquers autonomy and learns a sense of responsibilities. Two educated women are representative of these 2 tendencies: On one hand Pauline Kergomard (preschool inspector 1838–1925), author of “the motherly education at school”, in her teaching to school principals, presents as a reference the “comprehensive and devoted mother” taking care of the physical intellectual and moral development of children. In this case she represents more the dimension of “care”. On the other hand, Maria Montessori, (Italian pedagogue, 1870-1952) author of "scientific education”, is going to impute little by little her ideas based on the fact that the child has the necessary qualities to grow on his/her own. So according to the educator with just creating a high-quality environment in order to enable the child to find the extract to grow up and be the autor of their own evolution. We consider her to represent the concept of education, resulting from a method. We have presented the essence of both authors convictions. Alter restoring them in their context, we will confront them to see in what degree these methods are opposed or not, in the sense of seeing how they complete and intervene with each other. Our idea is to make use of the analysis of both orientations and develop to what point care is indispensable to the quality and the education of child and more over at the present time. Au XIXe siècle les références concernant l’éducation de la petite enfance ont pris deux orientations différentes. L’une donne comme modèle la mère éducatrice. Dans l’autre référence, l’éducatrice très respectueuse de la dynamique de l’enfant, intervient le moins possible. Deux femmes pédagogues sont représentatives de ces courants : D’une part, Pauline Kergomard (inspectrice des écoles maternelles, 1838-1925) auteur de « L’éducation maternelle à l’école » présente comme référence « la mère intelligente et dévouée » ; elle représente plutôt la dimension « soin ». D’autre part, Maria Montessori (pédagogue italienne,1870-1952) auteur de « La pédagogie scientifique » va peu à peu imposer ses idées basées sur le fait que l’enfant possède les qualités nécessaires pour grandir par lui-même. Nous la considérons comme représentant le concept d’éducation fruit d’une méthode. Notre propos est de nous servir de l’analyse de ces deux orientations pour dévoiler combien les soins sont indispensables à la qualité de l’éducation même.

Language: French

ISSN: 1283-8594

Article

Reggio Meets Montessori: St. Paul Preschool Developing a Hybrid Worth Watching [MacDonald Montessori Child Care, St. Paul, Minnesota]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 13, no. 3

Pages: 1, 28-29

Public Montessori

See More

Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

“The Ayn Rand School for Tots”: John Dewey, Maria Montessori, and Objectivist Educational Philosophy during the Postwar Years

Available from: Historical Studies in Education (Canada)

Publication: Historical Studies in Education/Revue d'histoire de l'éducation, vol. 25, no. 1

John Dewey - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Objectivism (Philosophy) - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc.

See More

Abstract/Notes: Objectivism, the libertarian philosophy established by Ayn Rand during the postwar years, has attracted a great deal of attention from philosophers, political scientists, economists, and English professors alike in recent years, but it hasn’t received much notice from historians with an interest in education. This article will address that problem by discussing how Rand and her followers established a philosophy of education during the 1960s and 1970s that was based, in part, on vilifying the so-called collectivist ideas of John Dewey and lionizing the so-called individualist ideas of Maria Montessori. Unfortunately, the narrative that emerged during this time seriously misrepresented the ideas of both Dewey and Montessori, resulting in a somewhat distorted view of both educators.

Language: English

DOI: 10.32316/hse/rhe.v25i1.4285

ISSN: 0843-5057, 1911-9674

Doctoral Dissertation

Per un'educazione al pensiero complesso Metodo Montessori e Philosophy for Children: connessioni e sconfinamenti

Available from: AMS Dottorato - Institutional Theses Repository (University of Bologna Digital Library)

Comparative education, Montessori method of education, Philosophy for Children

See More

Abstract/Notes: La presente ricerca, di impianto teorico, si prefigge lo scopo di indagare - all’interno della cornice teorica del problematicismo pedagogico - le connessioni tra due proposte educative che concorrono alla promozione dell’esercizio del pensiero complesso già nell’infanzia: il Metodo elaborato da Maria Montessori e la Philosophy for Children sviluppata da Matthew Lipman. Attingendo alla bibliografia scientifica di riferimento, sia nazionale sia internazionale, e a partire dalle connessioni individuate, si arrischiano sconfinamenti in saperi altri: sostando in ambiti di ricerche, apparentemente lontani, vengono interrogate le teorie dell’apprendimento, i rapporti con le tecnologie, fino al confronto con le interessanti conferme che emergono dalle recenti ricerche neuroscientifiche. La scelta dell’oggetto della ricerca nasce da una riflessione relativa all’emergere di fenomeni di negazione dell’infanzia e dei suoi diritti; ra gli altri, il diritto al pensiero. Sembra necessario richiamare alla responsabilità di accompagnare l’infanzia sulle strade della complessità nella cittadinanza GLocale. In questa direzione, le proposte educative prese in esame sembrano offrire, a partire dall’infanzia, modalità diversificate e divergenti delle esperienze di conoscere, sentire, comunicare alle quali poter attingere come bambini e bambine e nelle successive età della vita. Con il presente lavoro di ricerca, che mi ha vista impegnata in diverse forme per tre ricchi e intensi anni, ho tentato di mettere al centro della riflessione l’esercizio del pensiero che emerge come imprescindibile responsabilità educativa a cui i dispositivi propri del Metodo Montessori e della Philosophy for Children possono contribuire a corrispondere. [The research undertaken for this doctoral thesis - within the theoretical framework of pedagogical problematicism - explores the connections between two educational proposals that contribute to the promotion of the exercise of complex thought already since childhood: the Method elaborated by Maria Montessori and the Philosophy for Children developed by Matthew Lipman. With reference to the scientific bibliography, both national and international, this work matches Learning Theories, Studies on New Technologies and Practices in Education, comparing it with the interesting discoveries that emerge from recent neuroscientific research. It seems necessary to recall the responsibility of accompanying childhood on the roads of complexity in GLocal citizenship and, so, to offer children the tools and times for developing the capacity to think critically, to reason around events, and to undertake constructive relations with the environment and with others. With the present research, which has engaged me in different forms for three richly intense years, I have tried to centre my analysis on the exercise of thought as an indispensable educational responsibility to which the devices of the Montessori Method and of the Philosophy for Children can contribute.]

Language: Italian

Published: Bologna, Italy, 2018

Article

✓ Peer Reviewed

Maria Montessori’s Philosophy of Experimental Psychology

Available from: The University of Chicago Press Journals

Publication: HOPOS: The Journal of the International Society for the History of Philosophy of Science, vol. 5, no. 2

Pages: 240-268

Maria Montessori - Philosophy

See More

Abstract/Notes: Through philosophical analysis of Montessori’s critiques of psychology, I aim to show the enduring relevance of those critiques. Maria Montessori sees experimental psychology as fundamental to philosophy and pedagogy, but she objects to the experimental psychology of her day in four ways: as disconnected from practice, as myopic, as based excessively on methods from physical sciences, and—most fundamentally—as offering detailed examinations of human beings (particularly children) under abnormal conditions. In place of these prevailing norms, Montessori suggests a model of the teacher-scientist in a specially prepared environment, who can engage in sustained and impassioned observation of “normalized” children. Drawing from a variety of texts and recently published lectures, this article lays out Montessori’s philosophy of experimental psychology and briefly discusses its relevance today.

Language: English

DOI: 10.1086/682395

ISSN: 2152-5188

Article

✓ Peer Reviewed

The Montessori Philosophy is a Good Foundation to Education of New Generation

Available from: Directory of Open Access Journals (DOAJ)

Publication: ILIRIA International Review, vol. 8, no. 2

Pages: 227-238

⛔ No DOI found

See More

Abstract/Notes: The purpose of the paper is to present the philosophy of reform of education in Albania during the post-communist transition. Reforming education is a priority, but has been neglected by governments over the last 25 years. Over the last five years, the new curriculum and the new textbook system are being implemented according to the European standards. The core of reform is "have human beings learnt" (E. Ultarur, 2012). The constructivist philosophy of learning is a sure foundation that guarantees the new quality of the educational process. The Montessori's philosophy guarantees high quality and safety for the future because: First, this philosophy serves as a theoretical basis and serves as a method. Montessori has discovered the stages of natural development of the thinking human beings from childhood to adolescence, basing on scientific evidence, from childhood to adolescence. Secondly, Montessori’s constructivism moved the knowledge from the product into the process. Montessori illuminates the way of building human values during educational teaching process at school and in the community by the falling down of the classic wall that separates school from the community (public). Our research is based on the study of curricular experiences and on data from consultations with students, parents and specialists. The search method is holistic. By the holistic education the children need not only to develop academically, but to develop the ability as well in order to survive in the real world. The real world in our era is in front of the virtual world. In this contexts, we must teach children to learn not what?, but how? (How does it work/learn?). The teacher must learn his/her students how they construct the values by their immediate relationships with their friends and family as well as social development, health, and intellectual development.

Language: English

DOI: 10.21113/iir.v8i2.447

ISSN: 2365-8592, 2192-7081

Article

✓ Peer Reviewed

On Ki Hadjar Dewantara’s Philosophy of Education

Available from: Universitetsbiblioteket OsloMet

Publication: Nordic Journal of Comparative and International Education (NJCIE), vol. 5, no. 2

Pages: 65-78

Asia, Australasia, Indonesia, Ki Hadjar Dewantara - Philosophy, Maria Montessori - Philosophy, Southeast Asia, Taman Siswa

See More

Abstract/Notes: This comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are "pendidikan karakter" (character education) and "merdeka belajar" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia's current approach to education to find the similarities and differences of purpose relative to Dewantara's views of education. In this article, I argue that Dewantara's philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation.

Language: English

DOI: 10.7577/njcie.4156

ISSN: 2535-4051

Advanced Search