Abstract/Notes: As the Montessori Method continues its expansion in public education, a social justice lens is needed to analyze its contributions and limitations, given the increase in racial and socioeconomic diversity in the United States. Furthermore, much of the work in Social Justice Education (SJE) focuses on classroom techniques and curriculum, overlooking the essential work of school administrators and parents, whose work significantly influences the school community. The current study applied an SJE framework to the efforts of one urban, socioeconomically and racially integrated Montessori charter school. We examined the extent to which SJE principles were incorporated across the school community, using an inductive, qualitative, case-study approach that included meetings, surveys, focus groups, and interviews. Administrators quickly adopted a system-wide approach, but parents—often color-blind or minimizing of the relevance of race—consistently resisted. Study results imply a continued need for an institutional approach, not solely a classroom or curricular focus, when integrating social justice into Montessori schools.

Language: English

DOI: 10.17161/jomr.v2i2.5066

ISSN: 2378-3923

Abstract/Notes: This action research studied the impact of peace education and portions of the Positive Discipline curriculum in a three-six primary Montessori classroom. During five weeks of implementing the research, sixteen students participated in class meetings for twenty minutes a day. The peace table activities and wheel of choice lessons were conducted individually and as a whole class. The peace table activities included a set of mini dishes on a tray, a rain stick, and a peace rose. The wheel of choice consisted of pictures and words of examples of what students could choose to help them solve problems. A few examples are count to ten, apologize, ask for help, and write your name on the agenda. Implementing the presentations into the classroom environment became a work for the students to use if needed and did not occur daily. As a work choice, the previous activities were available on tables and children were allowed to choose the work as many times as they felt was necessary. The research began with baseline data collection through SWIS (School Wide Information System) referral records, student interviews, and student surveys. Sources of data obtained during the study included interviews, surveys, observation tally sheets, and a field journal. The results presented an increase in social awareness and problem-solving skills through the class meetings. Students began acknowledging problems and brainstorming solutions. Class meetings will continue daily to extend the positive problem-solving capabilities and mindfulness students developed in their classroom community.

Language: English

Published: St. Paul, Minnesota, 2016

Language: English

Abstract/Notes: Speech delivered by author on October 12, 1956 at the 4th National Study Conference (Venice, Italy).

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1957

Abstract/Notes: The social state, the phenomenon of the active citizen, and empowering education are the actual goals of what ‘New Kazakhstan’ has to achieve. Maria Montessori is a globally known, leading thinker and practitioner of humanistic education philosophy and positive social transformations. Montessori believed in and practiced the principles of developing non-commercialized and accessible to all quality education, which is not just child-centric but is also conducive to creating global citizens with an inclusive outlook who perceive themselves as the integral parts of the whole, called Universe. Montessori’s education philosophy helps children develop a way of thinking based on the unity of the Universe, awakens and sustains in them an unrestrained interest in exploring the Universe, evokes creativity, and induces them to see everything in interconnectedness. Overall, an analysis of Cosmic education, a fundamental concept in Montessori’s humanistic philosophy of education, which also can be depicted as empowering education, shows some concrete ways how to form active citizens, create a vital social state and build an inclusive society. / Социальное государство, феномен “активный граждан” и расширяющее права и возможности образование – одни из главных целей, которых должен достичь «Новый Казахстан». Мария Монтессори – одна из всемирно известных ученых и практиктов философии гуманистического образования и позитивных социальных преобразований. Монтессори верила и практиковала принципы развития доступного для всех, некоммерческого и качественного образования, которое не только ориентировано на ребенка, но и способствует формированию глобальных граждан с инклюзивным мировоззрением, которые воспринимают себя как неотъемлемую часть целого, называемого Вселенная. Философия образования Монтессори помогает формировать у детей образ мышления, основанный на единстве Вселенной, пробуждает и поддерживает в них безудержный интерес к познанию Вселенной, пробуждает творчество и побуждает видеть все во взаимосвязи. В целом, анализ Космического образования, фундаментальной концепции гуманистической философии образования Монтессори, которая по сути является расширяющей права и возможности системой образованием, может показать некоторые пути создания феномена “активный гражданин”, формирования сильного социального государства и построения инклюзивного общества. / Әлеуметтік мемлекетті, белсенді азамат құбылысын және құқық пен мүмкіндіктерді кеңейтетін білім беру жүйесін – «Жаңа Қазақстанның» қол жеткізуі тиіс басты мақсаттарының арасында атауға болады. Мария Монтессори – жаһанға танымал, гуманистік білім беру философиясы мен оң әлеуметтік өзгерістер жасаудың жетекші ойшылы және практиктерінің бірі. Монтессори барлық азаматтарға қолжетімді, коммерциялық емес сапалы білім беруді дамыту қағидаттарына сенді және оны жүзеге асыра білді. Монтессоридің білім беру философиясы баланы (яғни баланың қажеттіліктерін) негізге алып қана қоймай, сонымен бірге балаға өзін “Ғалам” деп аталатын үлкен жүйенің ажырамас бөлігі және жаһан азаматы ретінде қабылдайтын инклюзивті көзқарас құруға ықпал етеді. Монтессори білім беру философиясы балаларға Ғаламда әр нәрсенің басқалармен тығыз байланыста екенін көрсетуге негізделген ойлау тәсілін дамытуға көмектеседі, оларда Ғаламды зерттеуге деген шексіз қызығушылықты оятады және қолдайды, шығармашылық рухты оятады. Тұтастай алғанда, Монтессоридің гуманистік білім беру философиясында (оны құқық пен мүмкіндіктерді кеңейтетін білім беру жүйесі деп те сипатауға болады) іргелі тұжырымдама болып табылатын “Ғарыштық білім” түсінігі, белсенді азамат құбылысын қалыптастырудың, күшті әлеуметтік мемлекет пен инклюзивті қоғам құрудың кейбір нақты жолдарын көрсетеді.

Language: English

DOI: 10.48010/2022.4/1999-5849.08

ISSN: 1999-5849

Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.

Language: Turkish

DOI: 10.7176/JSTR/6-06-12

ISSN: 2422-8702

Abstract/Notes: This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. As Fuchs points out in an article in the present issue, the field of education at this time was being internationalized, and, being an international movement, the field impacted on by the NEF was international in scope.1 As will be seen, the ideas and practices of the new education were mediated by national cultural differences and thus their impact on the disciplinary field varied from nation to nation.2 In addition, the development of the field in terms of journals, conferences and its institutionalization within nations was uneven, which presents further difficulties when trying to evaluate the impact of the NEF's conferences. Much of the following discussion focuses on their impact on the disciplinary field in England though, as will be seen, not exclusively so. One of the distinguishing features of the NEF other than its international scope was that it was a movement that connected lay enthusiasts for the educational reforms associated with the new education with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. The relation between these lay and professional constituencies is examined and conclusions drawn regarding the professionalizing process in the field and the impact of the conferences on educational research and its institutionalization.

Language: English

DOI: 10.1080/0030923042000293742

ISSN: 0030-9230, 1477-674X

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: Renouant avec les pratiques d’échanges intellectuels d’avant 1914, des spécialistes de l’éducation d’une quinzaine de pays, appartenant à l’enseignement public comme au secteur privé, tiennent un congrès original, durant deux semaines, à Calais. Au-delà du thème qui les rassemble, « l’expression créatrice de l’enfant », éducateurs théosophes, pédologues et psychologues de l’enfant, praticiens des écoles nouvelles et représentants de l’institution scolaire débattent d’une conception de l’éducation pertinente pour l’ère nouvelle de l’humanité qu’ils appellent de leurs vœux. Conscients d’ouvrir un chantier immense, les personnalités majeures du rassemblement calaisien (B. Ensor, O. Decroly, A. Ferrière) mettent à profit le congrès pour fonder une organisation durable qui poursuivra la réflexion : la Ligue internationale pour l’éducation nouvelle. [Reviving the practices of intellectual exchange that began before 1914, education specialists from some fifteen countries, belonging to public and private school organizations, gathered for an original congress held over two weeks in Calais. Beyond the matter that brought them together, dedicated to “the creative expression of children,” educators, theosophists, pedologists and child psychologists, practitioners of New Education and school officials, discussed what could be the significant educational concepts for the new age of humanity they expected. Conscious of launching a huge project, the prominent personalities of the Calais gathering (Béatrice Ensor, Ovide Decroly, and Adolphe Ferrière) built on that project to create a sustainable organization that could carry on discussions: The New Education Fellowship.]

Language: French

DOI: 10.3917/etsoc.163.0043

ISSN: 0014-2204

Language: Korean

ISSN: 2005-0860, 2671-5821