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Presentation

'Cosmic education', the Cornerstone of Montessori education

Conferences, Cosmic education, Eva-Maria Tebano Ahlquist - Speeches, addresses, etc.

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Language: English

Book Section

Montessori Education: Ecoliteracy, Sustainability, and Peace Education

Book Title: The Bloomsbury Handbook of Montessori Education

Pages: 545-552

Ecology, Experiential learning, Montessori method of education - Criticism, interpretation, etc., Sustainability

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Abstract/Notes: Maria Montessori’s vision of peace education includes a deep respect for integral human development where a focus on the whole child in the context of the larger community is the norm. Within Montessori education, children learn each part of the universe, living and non-living, play a role in the cosmic order of the world. Long before climate change became a mainstream concern and imminent threat, Montessori understood that ecoliteracy and a deep reverence for understanding how sustainability, sustainable living, respect for the environment, and a deep understanding of the means of production and exchange were essential to the development of a peaceful world. This chapter explores her philosophy of peace education, its relationship to environmental stewardship, and the implementation of these themes within the Montessori context.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Article

✓ Peer Reviewed

Una rivista internazionale per il movimento montessoriano: The Call of Education (1924-25) / An international journal for the Montessori Movement: The Call of Education (1924-25)

Available from: Hemeroteca Científica Catalana

Publication: Educació i Història: Revista d'Història de l'Educació, no. 40

Pages: 55-81

Maria Montessori - Biographic sources, Montessori method of education - History

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Abstract/Notes: The multilingual journal of the Montessori movement The Call of Education (1924-1925) marks a stage in the internationalisation of the method in the context of educational renewal between the wars. It was also the result of a mature Montessori associationism in the Netherlands. Through the profiles of the editors who flanked Montessori, J.L.C. Godefroy and G. Révész, it is possible to discern common dynamics in the pedagogical mobilisation of a bourgeoisie committed to early childhood education and some specific features that made Amsterdam a Montessori capital. / La revista multilingüe del movimiento Montessori The Call of Education (1924-1925) marca una etapa en la internacionalización del método en el contexto de la renovación educativa del periodo de entreguerras. Al mismo tiempo, es el resultado de la madurez de las asociaciones Montessori en los Países Bajos. A través de los perfiles de los dos editores que trabajan junto a Montessori, J.L.C. Godefroy y G. Révész, es posible captar algunas dinámicas comunes de movilización pedagógica de una burguesía educadora y algunas características específicas que hacen de la ciudad de Ámsterdam, una capital Montessori. / La revista multilingüe del moviment Montessori The Call of Education (1924-1925) marca una etapa en la internacionalització del mètode en el context de la renovació educativa del període d’entreguerres. Al mateix temps, és el resultat de la maduresa de les associacions Montessori als Països Baixos. A través dels perfils dels dos editors que treballen al costat de Montessori, J. L. C. Godefroy i G. Révész, és possible copsar algunes dinàmiques comunes de mobilització pedagògica d’una burgesia educadora i algunes característiques específiques que fan de la ciutat d’Amsterdam, una capital Montessori. / La revista multilingüe del movimiento Montessori The Call of Education (1924- 1925) marca una etapa en la internacionalización del método en el contexto de la renovación educativa del periodo de entreguerras. Al mismo tiempo, es el resultado de la madurez de las asociaciones Montessori en los Países Bajos. A través de los perfiles de los dos editores que trabajan junto a Montessori, J.L.C. Godefroy y G. Révész, es posible captar algunas dinámicas comunes de movilización pedagógica de una burguesía educadora y algunas características específicas que hacen de la ciudad de Ámsterdam, una capital Montessori.

Language: Italian

DOI: 10.2436/e&h.v0i40.150349

ISSN: 2013-9632, 1134-0258

Doctoral Dissertation (Ed.D.)

Hybrid Montessori Education: Teacher Reflections on the Care and Education of Under-Served Black Children

Available from: DePaul University - Digital Commons

African American children, Americas, Culturally responsive teaching, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, Public Montessori, Social justice, United States of America

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Abstract/Notes: This qualitative case study explores how Montessori educators in a public charter Montessori school experience Montessori education for low-income Black children. Using the methodology of a qualitative intrinsic case study, semi-structured interviews were conducted with eighteducators (six teachers and two administrators). The participants are diverse in terms of age (26 to 54), race (three white, six African American), gender (two male and six female) and educational experience (2–25 years teaching). Education for Black children in the United States recounts histories of exclusion and segregation. Montessori education for children in the U.S. over the past 100 years shows a progression from exclusivity to inclusivity with the modern push for Montessori in the public sector. Neoliberal education reform is an important context to consider in the reproduction of injustice in American schools. This study’s findings show that participants are responding to this injustice. Negotiating tension, these educators draw onMontessori philosophy, culturally responsive teaching practices, and the tenets of an education for social justice to meet the unique needs of students who are impacted by trauma, inequity, and structural racism. Blending educational traditions to become more responsive to the conditions created by oppressive constructs has created a path through the tension. Prospect Montessori educators enact a hybrid Montessori program that focuses on relationships, communication, and social/emotional learning. This study’s educational implications stem from a call for Montessorieducation to examine its relevancy for under-served Black students.Keywords: Montessori, Neoliberal education reform, culturally responsive teaching, socialjustice

Language: English

Published: Chicago, Illinois, 2022

Conference Paper

Education for Conflict – Education for Peace

Available from: ERIC

Annual Meeting of the Comparative and International Education Society

City Montessori School (Lucknow, India), Peace education, Public Montessori

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Abstract/Notes: This paper contrasts the use of education for conflict with the use of education for peace, shows some historical developments in the field of peace education, and summarizes facets and the diffusion of peace education. The paper explores some considerations for learning environments suitable for peace education programs and describes selected features of two schools to illustrate the implementation of some of the characteristics of peace education. It explains that, although college offerings in peace education worldwide demonstrate the scarcity of peace education programs in mainstream educational institutions, a Web site listing colleges and universities that offer peace studies programs shows approximately 120 graduate and undergraduate programs, most of which are located in North America. The paper notes that in public schools, peace education can at best be found in the international education or conflict resolution programs designed to prevent school violence. Appended is a reference list of peace education Web sites, selected by the U.S. Department of Education. (Contains 27 references.)

Language: English

Published: Orlando, Florida: Comparative and International Education Society, Mar 2002

Book

Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]

Europe, Montessori method of education, Montessori movement, Montessori organizations - Switzerland, Montessori schools, Switzerland, Western Europe

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Abstract/Notes: Harold Baumann ordnet die schweizerische Montessori-Pädagogik in die internationale Reformpädagogik ein, skizziert ihre Anfänge im Kanton Tessin, zeigt die Auswirkungen und Einflüsse der Montessori-Bestrebungen in vielen Schweizer Kantonen, u.a. anhand der staatlichen Montessori-Kindergärten im Kanton Wallis. Zudem erläutert er den heutigen Stand der Montessori-Pädagogik in der Schweiz. Harold Baumann ergänzt seine Recherchen durch Beiträge, die ihm von Zeitzeugen überreicht wurden. [Harold Baumann classifies the Swiss Montessori pedagogy in the international reform pedagogy, outlines its beginnings in the canton of Ticino, shows the effects and influences of the Montessori endeavors in many Swiss cantons, e.g. with the help of the state Montessori kindergartens in the canton of Valais. He also explains the current state of Montessori education in Switzerland. Harold Baumann supplements his research with contributions that were presented to him by contemporary witnesses.]

Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Article

A Theosophical Paradigm in Montessori Educational Thought: A Point of Contact with Steiner Educational Thought / モンテッソーリ教育思想にみる神智学的パラダイム--シュタイナー教育思想との接点 / A Theosophical Paradigm in Montessori Educational Thought: A Point of Contact with Steiner Educational Thought

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 39

Pages: 50-68

Montessori method of education, Theosophy, Waldorf method of education

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

Language: Japanese

ISSN: 0913-4220

Report

Comparing Montessori Education and Conventional Education on Aspects of Creativity

Available from: Syracuse University

Comparative education, Montessori method of education

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Abstract/Notes: My Honors Thesis compares creativity in children taught in a Montessori classroom with students taught in a conventional classroom. I tested 58 children at Belle Valley Elementary School in Erie Pennsylvania, half in the Montessori program, half in traditional classrooms. Their ages ranged from 5-9, from kindergarten to 3rd grade. I hypothesized that the independence allowed in Montessori classrooms would help foster creativity in its students. The project uses two forms of evaluation to test the concept of creativity, the Torrance Test of Creative Thinking and consensual assessment to score a creative collage. Significant developmental differences were found; older children scored higher on the creativity tests. There was, however, no significant difference between Montessori and conventionally taught children. The conclusion is that in young children creativity develops over time, but that the type of schooling does not moderate this development.

Language: English

Published: Syracuse, New York, 2005

Article

What Is Meant by Cosmic Education? Why Does Cosmic Education Begin with the Six Year Old?

Publication: The National Montessori Reporter, vol. 16, no. 4

Pages: 16-18

Cosmic education

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Language: English

Article

La Nouvelle Education en France / The New Education in France

Publication: Entente

Pages: 8-10

Europe, France, Maria Montessori - Biographic sources, Montessori method of education, New Education Movement, Western Europe

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Language: English, French

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