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Article
Appel aux Réformateurs de notre Education Nationale [Appeal to the Reformers of our National Education]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: La Nouvelle Éducation, no. 133
Date: Mar 1935
Pages: 39-43
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Language: French
ISSN: 2492-3524
Article
The New Curriculum of Education in Kenya: a Linguistic and Education Paradigm Shift
Available from: eRepository at University of Nairobi, Kenya
Publication: International Journal of Novel Research in Education and Learning, vol. 5, no. 1
Date: 2018
Pages: 15-27
Africa, East Africa, Kenya, Sub-Saharan Africa
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Abstract/Notes: The current system of education in Kenya is the 8-4-4 structure, where children study for eight years of Basic (primary) education, four years of Secondary education and four years of University education. This system was introduced in 1985 to promote man-power capable of performing blue collar jobs, as compared to the former 7-6-3 system that targeted developing a local workforce to replace the British workforce who largely held white collar jobs in the new, independent Kenya. However, over the years, the 8-4-4 curriculum has been widely criticised for a myriad of reasons. The criticisms against this curriculum are that it is too heavily loaded with content, purely examinations-oriented, and generally violating the Rights of the Child by placing undue physical and psychological pressure on learners. In order to address this problem therefore, a new curriculum was hastily crafted and taken through a rushed pilot drive in April 2017 and is expected to replace the current 8-4-4 system by January 2018. Admittedly, this new education system addresses some of the weaknesses of the current 8-4-4 education system, since it is competency-based and focuses more on skills acquisition as opposed to a purely knowledge-based acquisition system. The issues addressed in this paper is how this new and hurriedly crafted curriculum (as well as the introduction of Free Secondary School Education) will be implemented by teachers who are yet to come to terms with the new paradigm shift of teaching and learning. The second issue addressed is whether the crafters of this system took into consideration children’s rights, or whether at all, the system was crafted from a child-centred perspective. The concerns are that apart from the manner in which this syllabus was been crafted and planned for implementation, if not reviewed comprehensively may not only violate the rights of future generations of children, but also enhance negative ethnicity from a linguistic perspective
Language: English
ISSN: 2394-9686
Article
Montessori Education and a Neighborhood School: A Case Study of Two Early Childhood Education Classrooms
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 6, no. 1
Date: 2020
Pages: 1-18
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.
Language: English
ISSN: 2378-3923
Conference Paper
Maria Montessori’s Philosophy of Education: An Early Beginning of Embodied Education
Available from: University Colleges Knowledge database (Denmark)
18th International Network of Philosophers of Education Conference: Pedagogical Forms in Times of Pandemic (Copenhagen, Denmark, 17-20 August 2022)
Comparative education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: For a century Montessori’s philosophy of education has been understood in separation from Dewey’s philosophy of education. According to Thayer-Bacon [1], a plausible explanation is that Kilpatrick, Dewey’s influential student, rejected Montessori’s system of education [2]. His main objection was that her educational system was founded on an outdated psychology. In contrast, this paper suggests, Montessori’s educational systems is founded on a psychology which, like Dewey’s, was markedly ahead of her time by putting purely embodied interactions with the environment as the foundation of human understanding. By comparing Montessori’s psychology [3; 4] to Dewey’s [5; 6] this paper shows their compatibility. The developed pragmatism of Sellars [5;6] and the interactivism of Bickhard [7] further enables us to explain how the prelinguistic human-environment interactions (or transactions), central to Dewey and Montessori, are pure processes [8]. The pure process ontology enables us to see how more complex processes emerge from simpler ones and how learning in the mere causal domain of bodily human-environment interactions can grow into the linguistic and conceptual domain of education. The ambition is to show that a flourishing interaction between Montessori and pragmatism is possible and preferable if we are to understand the proper role of the body in education. [1] Thayer-Bacon, Barbara (2012). Maria Montessori, John Dewey, and William H. Kilpatrick. Education and Culture, 28, 1, 3-20. [2] Kilpatrick, W. H. (1914). The Montessori system examined. Cambridge, Mass.; The Riverside Press [3] Montessori, M. (1912). The Montessori method. NY: Frederick A. Stokes Company [4] Montessori. M. (1949). The absorbent mind. Adyar: The Theosophical Publishing House [5] Dewey, J. (1916). Democracy and education. NY: The Macmillan Company [6] Dewey, J. (1925) Experience and nature. Chicago: Open Court Publishing Company [7] Sellars, W. (1960). Being and Being Known. Proceedings of the American Catholic Philosophical Association, 34, 28-49. [8] Sellars, W. (1981). Foundations for a metaphysics of pure process: The Carus lectures of Wilfrid Sellars. The Monist 64 (1):3-90. [9] Bickhard, M. H. (2009). The interactivist model. Synthese, 166, 3, 547-591. [10] Seibt, Johanna (2016). How to Naturalize Intentionality and Sensory Consciousness within a Process Monism with Gradient Normativity—A Reading of Sellars. In James O'Shea (ed.), Sellars and His Legacy. Oxford: Oxford University Press, 186-222.
Language: English
Published: Copenhagen, Denmark: International Network of Philosophers of Education, 2022
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
Date: 2006
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
Article
Career Education vs. Education as a Career
Publication: American Montessori Society Bulletin, vol. 15, no. 4
Date: 1977
Pages: 1-11
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Language: English
ISSN: 0277-9064
Book Section
Erziehung zum Frieden - aber wie?: Praktische Beispiele zur Friedenserziehung [Education for Peace - But How?: Practical Examples for Peace Education]
Book Title: Montessori-Pädagogik und die Erziehungsprobleme der Gegenwart [Montessori Pedagogy and Current Educational Problems]
Pages: 112-115
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Language: German
Published: Würzburg, Germany: Königshausen und Neumann, 1990
ISBN: 3-88479-423-X
Article
The Learning Abilities of the Young Child: Arguments in Favour of Day-Care, Pre-School Education and Parent Education
Publication: Montessori Quarterly, vol. 25
Date: 1986
Pages: 2–13
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Language: English
Book
Peace 101: The Introduction of Education for Peace as a Mandatory Subject of the Montessori Teacher Education Curriculum
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Language: English
Published: [S.I.]: Nienhuis Montessori USA, 1992
Book Section
A new method in infant education (da The Journal of education, settembre 1909)
, Leonardo De Sanctis (Editor)Book Title: L'infanzia svantaggiata e Maria Montessori: esperienze psicopedagogiche, educative e sociali dal '900 ad oggi
Pages: 148-151
Americas, Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, United States of America
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Language: Italian
Published: Roma, Italy: Fefè Editore, 2013
ISBN: 978-88-95988-36-8
Series: Pagine Vere , 19