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Article

TEP Listings

Available from: ProQuest

Publication: Montessori Life, vol. 32, no. 1

Pages: 54-55

⛔ No DOI found

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Abstract/Notes: Teacher education programs affiliated by the American Montessori Society provide comprehensive courses of study that prepare the adult learners of today to be the highly skilled, highly qualified Montessori teachers and leaders of tomorrow. ARIZONA ARIZONA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Chandler KHALSA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary II, Elementary I-II Tucson ARKANSAS ARKANSAS CENTER FOR MONTESSORI STUDIES Early Childhood, Elementary I, Elementary I-II Little Rock CALIFORNIA CAPITAL EDUCATION INSTITUTE Early Childhood Claremont COTTAGE MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Fresno Additional Site: Lancaster EAST BAY MONTESSORI TRAINING Early Childhood Fremont FOUNTAINHEAD MONTESSORI ADULT EDUCATION Early Childhood Dublin MONTESSORI CENTER FOR TEACHER EDUCATION Early Childhood, Elementary I, Elementary II, Elementary I-II San Diego MONTESSORI HILLS ACADEMY TEACHER CERTIFICATION PROGRAM Early Childhood Chula Vista MONTESSORI INSTITUTE OF ADVANCED STUDIES Early Childhood Castro Valley MONTESSORI TEACHER ACADEMY Early Childhood Dana Point MONTESSORI TEACHER EDUCATION CENTER/SAN FRANCISCO BAY AREA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II San Leandro, San Mateo, Sunnyvale Additional Site: West Covina MONTESSORI TRAINING CENTER Early Childhood, Elementary I, Elementary I-II Shingle Springs UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM AT UC IRVINE Early Childhood Irvine COLORADO MONTESSORI EDUCATION CENTER OF THE ROCKIES Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator Boulder DELAWARE DELAWARE INSTITUTE FOR MONTESSORI EDUCATION Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Hockessin MONTESSORI INSTITUTE FOR TEACHER EDUCATION Infant & Toddler, Early Childhood Wilmington FLORIDA BARRY UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I-II Miami Shores DUHOVKA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I-II Additional Site: Fernandina Beach MAITLAND MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Maitland MONTESSORI ACADEMY TRAINING INSTITUTE Early Childhood Pembroke Pines MONTESSORI TEACHER TRAINING INSTITUTE/MTTI Early Childhood Palmetto Bay ORLANDO MONTESSORI TEACHER EDUCATION INSTITUTE Early Childhood Celebration PALM HARBOR MONTESSORI TEACHER EDUCATION CENTER Early Childhood Tarpon Springs SUMMIT MONTESSORI TEACHER TRAINING INSTITUTE Infant & Toddler, Early Childhood, Elementary I Davie GEORGIA MONTESSORI TEACHER EDUCATION INSTITUTE-ATLANTA Infant & Toddler, Early Childhood Atlanta HAWAII CHAMINADE UNIVERSITY OF HONOLULU MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Honolulu ILLINOIS MIDWEST MONTESSORI TEACHER TRAINING CENTER Early Childhood, Elementary I, Elementary I-II Evanston MONTESSORI HEARTLAND TEACHER EDUCATION CENTER Early Childhood Moline SETON MONTESSORI INSTITUTE Infant & Toddler, Early Childhood, Administrator Clarendon Hills INDIANA MONTESSORI TEACHER ACADEMY AT EDISON LAKES Early Childhood Mishawaka KENTUCKY GREATER CINCINNATI CENTER FOR MONTESSORI EDUCATION Infant & Toddler, Early Childhood Covington MAINE MAINE MONTESSORI INSTITUTE Early Childhood Falmouth MARYLAND INSTITUTE FOR ADVANCED MONTESSORI STUDIES Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator Silver Spring MARYLAND CENTER FOR MONTESSORI STUDIES Early Childhood Lutherville MONTGOMERY MONTESSORI INSTITUTE Infant & Toddler, Early Childhood Rockville MASSACHUSETTS CAMBRIDGE MONTESSORI INSTITUTE Infant & Toddler Cambridge MONTESSORI ELEMENTARY TEACHER TRAINING COLLABORATIVE Elementary I, Elementary II, Elementary I-II Lexington MONTESSORI INSTITUTE - NEW ENGLAND Infant & Toddler, Early Childhood Beverly NEW ENGLAND MONTESSORI TEACHER EDUCATION CENTER Early Childhood Newton NORTHEAST MONTESSORI INSTITUTE Infant & Toddler, Early Childhood Wenham MICHIGAN ADRIAN DOMINICAN MONTESSORI TEACHER EDUCATION INSTITUTE Early Childhood Adrian MICHIGAN MONTESSORI TEACHER EDUCATION CENTER Early Childhood, Elementary I, Elementary I-II, Elementary II Waterford MINNESOTA VIRGINIA MONTESSORI TEACHER EDUCATION CENTER Early Childhood Additional Site: Excelsior MISSOURI HOPE MONTESSORI EDUCATIONAL INSTITUTE Infant & Toddler, Early Childhood St. Louis MONTANA MONTANA MONTESSORI TEACHER EDUCATION INSTITUTE Early Childhood Kalispell NEBRASKA MID-AMERICA MONTESSORI TEACHER TRAINING INSTITUTE Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Omaha NEVADA MONTESSORI TRAINING OF SOUTHERN NEVADA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Las Vegas NEW JERSEY MONTESSORI CENTER FOR TEACHER DEVELOPMENT Early Childhood Morristown MONTESSORI TEACHER TRAINING INSTITUTE OF MERCER COUNTY COMMUNITY COLLEGE Early Childhood Robbinsville PRINCETON CENTER TEACHER EDUCATION Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator Princeton WEST SIDE MONTESSORI SCHOOL TEACHER EDUCATION PROGRAM Infant & Toddler Additional Site: Whitehouse Station NEW YORK BUFFALO MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Clarence CENTER FOR MONTESSORI EDUCATION I NEW YORK Infant & Toddler, Early Childhood, Administrator New Rochelle WEST SIDE MONTESSORI SCHOOL TEACHER EDUCATION PROGRAM Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator New York City NORTH CAROLINA CENTER FOR MONTESSORI TEACHER EDUCATION/NORTH CAROLINA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Huntersville OHIO CINCINNATI MONTESSORI SECONDARY TEACHER EDUCATION PROGRAM Secondary I, Secondary I-II Cincinnati COLUMBUS MONTESSORI TEACHER EDUCATION PROGRAM Infant & Toddler, Early Childhood Columbus XAVIER UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Cincinnati OKLAHOMA OKLAHOMA CITY UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Oklahoma City OREGON MONTESSORI OF ALAMEDA TEACHER EDUCATION PROGRAM Infant & Toddler, Early Childhood Portland PENNSYLVANIA CHESTNUT HILL COLLEGE MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Philadelphia PUERTO RICO INSTITUTO NUEVA ESCUELA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Secondary I Rio Piedras SOUTH CAROLINA GULF COAST MONTESSORI TEACHER EDUCATION CENTER Elementary I, Elementary I-II Additional Site: Charleston HOUSTON MONTESSORI CENTER Secondary I-II, Administrator Additional Site: Charleston LANDER UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary II, Elementary I-II Greenwood NORTHEAST MONTESSORI INSTITUTE Early Childhood Additional Site: Mt. Pleasant SEACOAST CENTER FOR EDUCATION Elementary I, Elementary I-II Charleston TENNESSEE MONTESSORI TRAINING CENTER OF BRENTWOOD Infant & Toddler, Early Childhood Brentwood TEXAS DALLAS MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Plano GULF COAST MONTESSORI TEACHER EDUCATION CENTER Elementary I, Elementary I-II Houston HOUSTON MONTESSORI CENTER Infant & Toddler, Early Childhood, Elementary I, Elementary II, Elementary I-II, Secondary I, Secondary I-II, Administrator Houston MONTESSORI DEVELOPMENT CENTER OF DFW Infant & Toddler, Early Childhood Irving MONTESSORI TEACHER EDUCATION INSTITUTE-HOUSTON Early Childhood Houston NORTH TEXAS MONTESSORI INSTITUTE Early Childhood Frisco SHELTON MONTESSORI TRAINING Early Childhood, Elementary I, Elementary I-II Dallas UTAH INSTITUTE FOR MONTESSORI INNOVATION AT WESTMINSTER COLLEGE Infant & Toddler, Early Childhood, Elementary I, Elementary II, Elementary I-II, Administrator Salt Lake City VIRGINIA NORTHERN VIRGINIA MONTESSORI INSTITUTE Early Childhood Ashburn VIRGINIA CENTER FOR MONTESSORI STUDIES Infant & Toddler, Early Childhood Richmond VIRGINIA MONTESSORI TEACHER EDUCATION CENTER Early Childhood Chesapeake WASHINGTON MONTESSORI CENTER FOR TEACHER EDUCATION-WASHINGTON STATE Early Childhood Bellevue MONTESSORI EDUCATION INSTITUTE OF THE PACIFIC NORTHWEST Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Bothell WISCONSIN UNIVERSITY OF WISCONSIN- RIVER FALLS MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II River Falls INTERNATIONAL BAISHAN MONTESSORI TEACHER EDUCATION INSTITUTE Infant & Toddler, Early Childhood Qingdao, CHINA BEIJING HEART & MIND MONTESSORI TEACHER EDUCATION CENTER Infant & Toddler, Early Childhood Beijing, CHINA Early Childhood Additional Site: Yiwu, CHINA CADALIN GLOBAL EDUCATION Infant & Toddler, Early Childhood Hsinchu City, TAIWAN CAPITAL COLLEGE Infant & Toddler, Early Childhood Richmond, BC, CANADA CAPITAL EDUCATION INSTITUTE Early Childhood Additional Site: Nanning, CHINA CENTRE FOR ADVANCED MONTESSORI STUDIES-VANCOUVER Elementary I, Elementary I-II Vancouver, BC, CANADA CENTRO DE ENSEÑANZA MONTESSORI, A.C. Early Childhood Tijuana, BC, MEXICO CENTRO DE ENTRENAMIENTO MONTESSORI Early Childhood, Elementary I, Elementary I-II Monterrey, NL, MEXICO THE CHILDREN'S HOUSE MONTESSORI EDUCATION CENTER Early Childhood Beijing, CHINA DR. JUN INSTITUTE OF MONTESSORI EDUCATION Infant & Toddler, Early Childhood Seoul, REPUBLIC OF KOREA DUHOVKA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Prague, CZECH REPUBLIC ETONKIDS MONTESSORI TEACHER TRAINING ACADEMY Infant & Toddler, Early Childhood Beijing, CHINA HOUSTON MONTESSORI CENTER Secondary I, Secondary I-II Additional Site: Prague, CZECH REPUBLIC INFINITY MONTESSORI ACADEMY OF HONG KONG Infant & Toddler, Early Childhood Kowloon Tong, Kowloon, HONG KONG INTERNATIONAL MONTESSORI EDUCATION INSTITUTE Early Childhood, Elementary I, Elementary I-II Taichung City, TAIWAN INTERNATIONAL MONTESSORI TEACHING INSTITUTE Early Childhood Beijing, CHINA KOREAN INSTITUTE FOR MONTESSORI Early Childhood Seoul, REPUBLIC OF KOREA KOREAN MONTESSORI COLLEGE Early Childhood Seoul, REPUBLIC OF KOREA LMS MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Windsor, ON, CANADA MONTESSORI INSTITUTE FOR TEACHER EDUCATION Early Childhood Additional Site: Istanbul, TURKEY MONTESSORI TEACHER EDUCATION CENTER/SAN FRANCISCO BAY AREA Infant & Toddler Additional Site: Taipei City, TAIWAN Early Childhood Additional Site: Kowloon Tong, HONG KONG NORTHEAST MONTESSORI INSTITUTE Infant & Toddler, Early Childhood Additional Site: Chengdu, CHINA OKLAHOMA CITY UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Additional Site: Taipei City, TAIWAN PALM HARBOR MONTESSORI TEACHER EDUCATION CENTER Early Childhood Additional Site: Beijing, CHINA SHANGHAI MONTESSORI EDUCATION ACADEMY Infant & Toddler, Early Childhood, Administrator Shanghai, CHINA WEIMING MONTESSORI EDUCATION CENTRE Early Childhood Beijing, CHINA WEST SIDE MONTESSORI SCHOOL TEACHER EDUCATION PROGRAM Infant & Toddler Additional Site: Beijing, CHINA

Language: English

ISSN: 1054-0040

Doctoral Dissertation

A institucionalização do método Montessori no campo educacional brasileiro (1914-1952) [The institutionalization of the Montessori method in the Brazilian educational field (1914-1952)]

Available from: Federal University of Santa Catarina - Institutional Repository

Americas, Brazil, Latin America and the Caribbean, Montessori method of education - History, South America

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Abstract/Notes: Montessori constituiu, em 1907, em Roma, uma escola pública para crianças em situação de risco, a Casa dei Bambini, embasada numa educação integral alicerçada na liberdade, na atividade e na individualidade. Durante aproximadamente quatro décadas, Montessori realizou pesquisas sobre o desenvolvimento infantil, cujos resultados foram difundidos transnacionalmente, configurando práticas e pensamento educacional inovadores fundamentados na relação entre o professor, o aluno e um ambiente de aprendizagem promotor da paz, da autoeducação, da autonomia, do respeito ao outro e do espírito científico e crítico. Com isso, também empreendeu uma didática para professores e a venda em série dos materiais que idealizou. O objeto desta narrativa historiográfica respaldada em Certeau (2014), Chartier (2010) e Magalhães (2004) foi a institucionalização do Método Montessori no Brasil, no âmbito cronológico das cinco primeiras décadas do século passado. Objetivou: reconhecer as formulações teóricas que permitiram identificar a origem do Método Montessori e cotejá-las com os projetos brasileiros desenvolvidos entre 1914-1952 apontando permanências e contribuições à educação brasileira; historicizar o processo de institucionalização da Pedagogia montessoriana no Brasil; problematizar a sua forma de apropriação na Educação Infantil e Ensino Primário, identificando por que o método é relacionado principalmente ao uso de materiais didáticos específicos e de mobiliário adequado ao tamanho das crianças. Foi constatado que a primeira escola montessoriana no Brasil, proveniente da vertente educacional estadunidense, atendeu ao público infantil, em São Paulo, no ano de 1915, num investimento particular de Ciridião Buarque e Mary Buarque. Esta pedagogia se irradiou por intermédio das apropriações realizadas pelos docentes da Escola Normal da Praça, em São Paulo, estado que possuía, desde 1924, legislação que indicava o uso de materiais didáticos de Montessori e de Froebel, mas de forma desarticulada dos princípios pedagógicos. No Paraná, a educação montessoriana foi institucionalizada na legislação educacional da Pré-escola em 1915 e investimentos foram realizados em 1924, quando Lysímaco Costa adquiriu os ?enxovais montessorianos? para quatro Jardins de Infância. Em Curitiba, em 1927, durante a Primeira Conferência Nacional da Associação Brasileira de Educação (ABE) foram apresentadas teses com base montessoriana. Ainda no Paraná, no final da década de 1940, a utilização do método ocorreu no ensino público no Programa da Pré-escola e do Ensino Primário e em 1952 foi inaugurada a Escola Experimental Montessoriana Rural para crianças do Ensino Primário, por iniciativa de Eny Caldeira. Ela e Piper de Lacerda Borges, presidente da Associação Montessori do Brasil, fizeram curso com Montessori, na Itália, em 1951. Já na Bahia, em 1927, efetivaram-se cursos de férias para formação de professores durante os quais foram disseminadas pelos docentes da Escola Normal de Salvador concepções montessorianas e a ressignificação dos materiais, tanto para a Pré-escola como para o Ensino Primário. O teor destes cursos foi divulgado por revistas pedagógicas. No mesmo local, em 1924, Alípio Franca traduziu o Livro Pedagogia Científica. No Rio de Janeiro, materiais e frações do método montessoriano se disseminaram para a Educação Infantil por meio da legislação educacional, em 1921 e em 1929. Evidências da utilização do Método Montessori em perspectiva não restrita ao uso de materiais didáticos foram encontradas nos programas infantis radiofônicos realizados por Mary Buarque, em São Paulo, a partir de 1936; no vínculo do método com a assistência social e teosófica, na década de 1950, disseminado por Piper de Lacerda Borges; no reuso dado ao método pelo lusitano Agostinho da Silva, também nos anos 1950, na criação de algumas universidades. Conclui-se que, entre 1914 e 1952, o processo de institucionalização do método Montessori no Brasil foi capitaneado por diversos sujeitos, em diferentes lugares do país, com apropriações e representações. [Abstract : Montessori established, in 1907, in Rome, a public school to children at risk, The Casa dei Bambini, which since then preserve the Montessori method characteristics, advocating the integral education based on freedom, action and on the individuality. For approximately four decades, Montessori researched about Children development, whose results were spread abroad, defining practices and innovative educational thoughts grounded on the relationship between teacher, the student and the learning environment advancing peace, self-education, self-correction with autonomy in sight, mutual respect, critic and the scientific spirit. The Objective of this study is the Montessori method establishment in Brazil, on the chronologic aspect along the first five decades from the last century. It?s a biographical research and documentary with a historical focus. The analysis is grounded in Certeau (2014), Chartier(2010) e Magalhães(2004). Objective: Recognize the formulation of the Montessori method in projects of its establishment in Brazil between 1914-1952; To Problematize political conditions, social, economical and cultural to set up the Montessori method in Brazil and its Educational applicability, questioning the reductionist mode relating to its use as specific materials and its adequate child-sized furniture. It has been verified that The First Montessori-based in Brazil served the children?s audience, in São Paulo, in the year of 1915, coming from the American strand, in a private enterprise of Ciridião Buarque e Mary Buarque. Such pedagogy irradiated by the mediation of these appropriation and representations made by teachers of the Escola Normal da Praça. São Paulo possessed, since 1924, laws that indicated the use of Montessori and Froebel?s course-ware, mas in a inarticulate way to the pedagogical principles. In Paraná, the Montessori-based education was established in the child education legislation in 1915 and investments were performed in 1924, when Lysímaco Costa acquired the ?montesorri layettes? to 4 Kindergarden. In Curitiba, in 1927, at the First National Conference of The Brazilian Association of Education (ABE), were presented thesis with Montessori bases. Still in Paraná, at the end of 40s, the method utilization occurred in the public education in the Preschool Program and Primary School and in 1952 was opened in Curitiba The Rural Montessori Experimental School to primary school, by the enterprise of Eny Caldeira.Piper Borges de Lacerda and Eny Caldeira speeches, whom realized in 1950 a course with Montessori in Perugia.In 1927, in Bahia, were realized vacation courses to teachers complementary training which were disseminated by the teacher of the Normal School of Salvador the Montessori concepts and the course-ware new meanings to the child education such as primary education. The matters discussed in these courses were spread by pedagogical magazines. In 1924, Alípio Franca translated The Method of Scientific Pedagogy applied to the Child Education at the Boys? House. In Rio de Janeiro, course-wares and parts of Montessori method were spread to Children education by education law, in 1921 and in 1929. Evidences of the Montessori use in perspective non-restricted to materials were found in children radio shows performed by Mary Buarque, in São Paulo, from 1936, whereupon self-education, the independence, the knowledge of child development phases, the singers freedom movement and the minimal intervention of the adult tutor made part of the proposal. In a mystic perspective, there was a link with the method and the social and theosophic assistance, in the 50 decade, disseminating in Rio de Janeiro and Paraná, by Piper Lacerda Borges and his husband. In the reuse given to the Agostinho da Silva method, also in the 1950, were present in the some universities creations, such as the Federal University of Santa Catarina as well from Paraíba and The University of Brasilia. Concluded that between 1914 and 1952, the establishment process of the Montessori method in Brazil was lead by several different individuals, from different parts of the country, with appropriations and personal representations.]

Language: Portuguese

Published: Florianópolis, Brazil, 2017

Article

Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education

Available from: SpringerLink

Publication: International Journal of Early Childhood, vol. 52, no. 3

Pages: 337-353

Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.

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Abstract/Notes: Montessori, Waldorf, and Reggio Emilia education remain three of the most popular models for alternative early childhood education. Each of these approaches has developed globally, with a rich history of supporting children’s educational freedom. This narrative analysis provides a means for early childhood educators and scholars to understand the aims, philosophical and theoretical frameworks, historical development, benefits, and challenges in these models and their methods of practice. As early childhood education evolves with technology and as re-conceptualizations about early education occur, an understanding of these alternatives to traditional education models is important. While adaptive options of these models may emerge in education systems across national contexts, this review allows educators to consider their applications and cultural appropriateness in specific local and community contexts.

Language: English

DOI: 10.1007/s13158-020-00277-1

ISSN: 0020-7187, 1878-4658

Article

Yanzheng haishi zhiyi: Meiguo jiaoyu xuejie dui meng tai suo li jiaoyu de pipan / 验证还是质疑:美国教育学界对蒙台梭利教育的批判 [Verification or Questioning: American Educational Circles’ Criticism on Montessori Education]

Publication: Xueqian jiaoyu yanjiu / 学前教育研究 [Studies in Preschool Education], vol. 2019, no. 10

Pages: 24-31

Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America, ⛔ No DOI found

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Abstract/Notes: At the beginning of the 20th century, Montessori’s educational thought and practice disseminated to the United States in a short and concentrated way. This process was always accompanied by the questioning and criticism of Montessori education in the American educational circles. The in-depth analysis and inspiration of the questioning and criticisms are currently lacking in domestic and foreign research. Most of the educational psychologists, progressive education scholars, and Froebelians who dominated the American educational community were critical of Montessori education. American education scholars criticized Montessori education on two levels: fundamentals of philosophy and psychology, curriculum system. They believed that Montessori's education theory lagged behind the times, and the curriculum system ignored young children’s sociality, imagination and freedom. These criticisms reflected the cautious attitude of the American educational scholars who didn’t blindly follow the imported theory, and promoted the Americanization of Montessori education. At present, China’s educational academics are keen to interpret and verify when introducing western educational theories. This situation is not conducive to the creation of original educational theories. In order to change this situation, the Chinese educational scholars should first establish cultural self-confidence, treating western educational theories with an equal mindset and perspective; second discriminate and absorb the foreign educational theories on the basis of reflective criticism; third, root in China’s educational practice. In this way can the scholars better absorb western educational theories’ essence and promote the creation of original educational theories.

Language: Chinese

ISSN: 1007-8169

Doctoral Dissertation

La Problematique de l'Education a la Paix a la Lumiere de Deux Representants de l'Education Nouvelle: Célestin Freinet et Maria Montessori [The Problematic of Education for Peace in the Light of Two Representatives of New Education: Célestin Freinet and Maria Montessori]

Available from: Université Lyon 2 Theses

Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Maria Montessori - Biographic sources, New Education Fellowship, Peace education

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Abstract/Notes: L'étude du thème de l'éducation à la paix en regard des options spécifiques, éducatives et pédagogiques - historiquement ancrées - de Célestin Freinet et Maria Montessori, inscrites dans le mouvement de l'Education nouvelle, imposent avant tout d'interroger le concept de paix à la lumière des approches philosophiques. La notion de conflit, comme lieu - d'espace et de temps, moment différé à la violence - où s'articulent les rapports de tensions entre les contraires mis en présence, apparaît dès lors comme l'élément central à prendre en considération dans ce qui caractérise les relations humaines, afin que ces dernières ne dégénèrent pas en violence aveugle. S'il est indéniable que les deux pédagogues ont été animés par un profond désir de voir la paix s'installer dans le monde après deux catastrophes mondiales, il n'en demeure pas moins que leurs approches en ce domaine révèlent, à l'instar de leur attitude vis à vis des conflits armés, un déni de la notion même de conflit au sein des relations entre les hommes et par voie de conséquence de la valeur qui lui est attachée. L'établissement d'une adéquation entre nature et paix, renforcée en cette époque charnière du début du XXe siècle, amène Célestin Freinet et Maria Montessori à asseoir leurs conceptions, pour l'un comme pour l'autre, sur les bases du naturalisme et du vitalisme en prenant, pour Maria Montessori plus particulièrement, le chemin de la religion. C'est en cela que les conceptions et démarches de ces deux pédagogues, s'inscrivant dans le mouvement plus général de l'Education nouvelle, s'appuient sur la nécessité de l'éradication des conflits. Outre le fait que par la voie du pacifisme, la paix ne saurait advenir, l'éducation à la paix demeure un problème parce qu'elle se doit de considérer la composante conflictuelle tant dans les relations inter-individuelles qu'inter-éthniques et inter-étatiques. Il reste au demeurant que non seulement on peut mais que l'on doit éduquer à la paix, au risque de la violence possible, afin d'assurer aux futures générations l'apprentissage de liberté et de l'autonomie. [The probematics of education for peace in light of two representatives of the New education : Célestin Freinet and Maria Montessori The study of education for peace theme from the specific, educational and pedagogical – historically rooted – options of Célestin Freinet and Maria Montessori, registered in the New Education movement, imposes first to question the concept of peace in the light of philosophical approaches. The notion of conflict, as unit – of space and time, moment differred to violence – where tension struggles between opposites, appear from that time as the central element to be considered in what caracterizes human relations, so that these relations do not degenerate in blind violence. If it is undeniable that both pedagogues have been incited by a deep desire to see peace spreading over the world after both world catastrophes, the fact remains that their approaches in this domain reveal, in the manner of their attitude towards armed conflicts, a denial of the very notion of conflict in relations between men and consequently of the value hereto attached. The setting-up of an adequacy between nature and peace, reinforced at this hinge time of the beginning of the 20th century, leads Célestin Freinet and Maria Montessori to ground their conceptions, for both of them, on the basis of naturalism and vitalism, by taking, especially for Maria Montessori, the way of religion. Conceptions and approaches of these both pedagogues, in the scope of the general New Education movement, lean on the necessity to eradicate conflicts. Besides the fact that by the way of pacifism, peace could not come to pass, education to peace remains a problem because it has to consider the conflict element in inter-individual as well as inter-ethnical and inter-state relations. The fact remains that education to peace not only can be but has to be dispensed, at the risk of possible violence, in order to ensure to future generations learning of freedom and autonomy.]

Language: French

Published: Lyon, France, 2004

Book Section

Théosophie et éducation en Espagne (1891-1939): espaces de sociabilité et réseaux éducatifs [Theosophy and education in Spain (1891-1939): spaces of sociability and educational networks]

Available from: OpenEdition Books

Book Title: Éduquer dans et hors l’école: Lieux et milieux de formation. XVIIe-XXe siècle

Pages: 87-102

Europe, Southern Europe, Spain, Theosophical Society, Theosophy

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Abstract/Notes: L’occasion de lancer des recherches sur les liens entre le mouvement théosophique et l’éducation en Espagne et l’intérêt que celles-ci pouvaient présenter surgirent à partir de la lecture du Petit Journal d’Adolphe Ferrière dans les Archives de l’institut J.-J. Rousseau de l’université de Genève. En 1930, de passage à Barcelone sur le chemin de son long voyage vers l’Amérique latine, le pédagogue suisse fut reçu par Maria Solà de Sellarés, Attilio Bruschetti et José Forteza. Cependant ces personnages n’apparaissent pas dans les pages de l’historiographie de l’éducation nouvelle et de la rénovation pédagogique en Catalogne au cours du premier tiers du XXe siècle. Après les recherches qui s’imposaient, nous sûmes qu’ils militèrent dans l’hétérodoxe mouvement théosophique et que, suivant les pas de Béatrice Ensor, ils se rapprochèrent de sa pédagogie par le biais de la Fraternité internationale de l’Éducation. La vocation éducative du mouvement théosophique se manifesta dans l’organisation de cours et de conférences, l’édition de livres et de dépliants à caractère doctrinal et didactique, la création d’espaces de sociabilité et, entre autres initiatives, par la fondation d’un certain nombre d’écoles et de centres éducatifs qui tentèrent de rejoindre les mouvements rénovateurs européens, tout en restant fidèles au spiritualisme oriental. Plus tard et malgré les distances que leur imposèrent dissidences et fractures, un autre courant allait apparaître à l’horizon de l’évolution de ce mouvement: l’anthroposophie de Steiner et la pédagogie Waldorf. Cet article se propose d’analyser, dans les contextes européen et international, la fonction sociale, éducative et socialisatrice de la théosophie et des réseaux socioéducatifs théosophiques, hors et dans l’école, en Espagne au cours du premier tiers du XXe siècle. Cette recherche part de l’analyse de sources orales (membres de familles de théosophes et personnes ayant des liens avec le mouvement théosophique) et de sources écrites (directes et indirectes) consultées et étudiées dans diverses archives : Biblioteca de Cataluña (Barcelone), bibliothèque privée de la Branche Arjuna de Barcelone, Centro nacional de la Memoria histórica de Salamanque (Espagne), archives privées de la famille Jover Dalmau (ancien élève de l’école Damon) et Archives historiques municipales de Sabadell (Catalogne). [The opportunity to launch research on the links between the theosophical movement and education in Spain and the interest that these could present arose from the reading of the Petit Journal d'Adolphe Ferrière in the Archives of the institute J.-J. Rousseau from the University of Geneva. In 1930, passing through Barcelona on the way to his long journey to Latin America, the Swiss teacher was received by Maria Solà de Sellarés, Attilio Bruschetti and José Forteza. However, these characters do not appear in the pages of the historiography of new education and educational renewal in Catalonia during the first third of the twentieth century. After the necessary research, we learned that they were active in the heterodox theosophical movement and that, following in the footsteps of Beatrice Ensor, they approached her pedagogy through the International Fraternity of Education. The educational vocation of the theosophical movement was manifested in the organization of courses and conferences, the publication of books and leaflets of a doctrinal and didactic nature, the creation of spaces for sociability and, among other initiatives, by the foundation of a number of schools and educational centers which tried to join the European renovating movements, while remaining faithful to Eastern spiritualism. Later and despite the distances imposed by dissidence and fractures, another current would appear on the horizon of the evolution of this movement: the anthroposophy of Steiner and the Waldorf pedagogy. This article aims to analyze, in European and international contexts, the social, educational and socializing function of theosophy and theosophical socio-educational networks, outside and in school, in Spain during the first third of the twentieth century. This research starts from the analysis of oral sources (members of families of Theosophists and people with links to the Theosophical movement) and written sources (direct and indirect) consulted and studied in various archives: Biblioteca de Cataluña (Barcelona), library private of the Arjuna Branch of Barcelona, ​​Centro nacional de la Memoria histórica de Salamanca (Spain), private archives of the Jover Dalmau family (former pupil of the Damon school) and Municipal Historical Archives of Sabadell (Catalonia).]

Language: French

Published: Rennes, France: Presses universitaires de Rennes, 2018

ISBN: 978-2-7535-5561-7

Series: Histoire

Article

Basic Education and the Montessori Method [Gandhi's Wardha Scheme of Basic Education]

Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 1, no. 2/3

Pages: 44-49

Comparative education, Montessori method of education - Criticism, interpretation, etc., Wardha scheme of education - Criticism, interpretation, etc.

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Language: English

Book

The Montessori Method: The Origins of an Educational Innovation, Including an Abridged and Annotated Edition of Maria Montessori's 'The Montessori Method'

Available from: Internet Archive

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: An essential resource for all students and scholars of early childhood education, this book offers a rich array of material about Maria Montessori and the Montessori Method. Distinguished education scholar Gerald Gutek begins with an in-depth biography of Montessori, exploring how a determined young woman overcame the obstacles that blocked her educational and career opportunities in Italy during the late Victorian age. The author then analyzes the sources and influences that shaped the Montessori philosophy of education. After laying the foundation for Montessori's development, Gutek presents an annotated and abridged edition of The Montessori Method (1912), the seminal work that introduced her educational innovations to a U.S. audience. The book concludes with key historical documents, including disciple Anne E. George's notes on the Montessori lectures and William H. Kilpatrick's critique of the Montessori method. Preserving the historical context of Montessori's contribution, Gutek also shows the continuing relevance of her thought to educational reform in the twenty-first century.

Language: English

Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2004

ISBN: 978-0-7425-1911-4 978-0-7425-1912-1

Article

Une éducation pour une ère nouvelle: le congrès international d’éducation de Calais (1921) [Education for a new era: the international congress of education in Calais (1921)]

Available from: CAIRN

Publication: Les Études Sociales, vol. 163, no. 1

Pages: 43-77

Europe, France, New Education Fellowship, New Education Movement, Theosophical Society, Theosophy, Western Europe

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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

Article

Prospects of Morality-Based Education in the 21st Century

Available from: University of Management and Technology (Pakistan)

Publication: Journal of Islamic Thought and Civilization, vol. 11, no. 1

Pages: 1-21

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Abstract/Notes: This article proposes to re-focus education towards morality and universal values, which have always been the traditional aim of education. This paper is designed using a qualitative research method applying content analysis to textual and video materials from a historical and contemporary perspectives. The paper demonstrates morality problems of the current mainstream education systems and how alternative systems are better equipped to inculcate values. It is observed that trans-disciplinary, problem-based and religious education helps build stronger ethical foundation in students regardless of their geographical location or income levels. The article proposes for schools and universities to include community engagement programmes in their curricula, support religious communities through special programmes, and promote values education at all levels not through academic subjects but through studies, research and development of real-life application of ethics at local and international levels. The paper adds value to existing research on ethics and values-based education and calls for further research in the field of education. It is also relevant to policy makers and researchers in public policy disciplines.morality-based education, trans-disciplinary approach, holistic education, universal values, ethics, alternative education

Language: English

DOI: 10.32350/jitc.111.01

ISSN: 2520-0313

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