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404 results

Article

Montessori Foundation Research Initiative: Summary Statement

Available from: ISSUU

Publication: Montessori Leadership, vol. 16, no. 2

Pages: 13-14

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Language: English

Book Section

Education as a Discipline in India: Foundations and Histories

Available from: Taylor and Francis Online

Book Title: Practising Interdisciplinarity: Convergences and Contestations

Pages: 21 p.

Asia, Comparative education, Education - History, United States of America, Montessori method of education - Criticism, interpretation, etc., South Asia

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Abstract/Notes: This chapter traces the historical trajectory of the discipline of education in India with a special focus on one of the foundations of education, i.e., psychology. It maps the emergence and shifts in the imagination, discourses, and practices of psychology as a foundation to understand how the contours of education, as a discipline, was being fashioned at various historical junctures in India in interactions with and influence on global discourses. The chapter uses various annual, quinquennial, commission, and committee report, syllabi and examination papers, research trends to trace and reconstruct the beginnings, continuities, and disjuncture at various points and across several sites. It draws attention to the interlinkages between the child study movement and education both globally and in India. It critically examines the deployment of categories/frameworks of deficit, ‘deprivation’ and developmentalism in the syllabus and researches to construct the ‘child’, to coalesce anxiety around the adjustment of the adolescent, and blame/mobilise the family in the projects to achieve and contribute to ‘social control’ and ‘discipline’. The chapter argues that psychology, with its paraphernalia of concepts and tools to measure and classify the children has brought more harm to education than contribute to removing the conditions that produce and reproduce ‘deficits’.

Language: English

Published: London, England: Routledge India, 2024

Edition: 1st ed.

ISBN: 978-1-00-332942-8

Article

The Foundation of the Human Personality: Movement, Language, Independence, Freedom

Publication: Montessori Australia eArticle, vol. 2017, no. 4

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Language: English

Article

Foundations of Research; Two Philosophies

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 587

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Language: English

ISSN: 0040-7887

Article

Foundation Study [review]

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: B8

Book reviews

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Abstract/Notes: Review of 3 books: Montessori: A Modern Approach (Paula Polk Lillard); Dr. Montessori's Own Handbook (Maria Montessori); and From Childhood to Adolescence (Maria Montessori).

Language: English

ISSN: 0040-7887

Article

Heiwa iyashino ishizue (nuchido~u takara) / 平和・癒しの礎(ヌチドゥ宝) / Peace, Foundation of Healing

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 36

Pages: 10-19

Asia, East Asia, Japan

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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

Book

Building the Foundations for Creative Learning: Proceedings of the 1963 AMS National Seminar

American Montessori Society National Seminar (2nd, Chicago, Illinois, 1963), Conferences

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Language: English

Published: New York, New York: American Montessori Society, 1964

Article

Fundamente der Montessori-Pädagogik [Foundations of Montessori pedagogy]

Publication: Zeitschrift für Heilpädagogik, vol. 36, no. 12

Pages: 143-150

Montessori method of education - Criticism, interpretation, etc.

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Language: German

ISSN: 0513-9066

Article

✓ Peer Reviewed

Math and Art Curriculum Integration: A Post-Modern Foundation

Available from: JSTOR

Publication: Studies in Art Education, vol. 37, no. 1

Pages: 6-18

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Abstract/Notes: This paper suggests a post-modern curriculum reform in art education by examining elements of math and art that are congruent. The paper does not suggest that one discipline or the other is more significant. Three curricular domains are considered: the ideal, the instructional, and the operational by reviewing a range of materials from those generated by philosophers such as Edmund Husserl to those created by educational theorists. A shared web of meaning (Doll, 1993) emerges from the consideration of historic documents and events in both disciplines. Suggested ways to begin to restructure and coordinate math and art curricula include: inspection of the content areas for congruent elements; examination of older curricular models for related theory and materials; and review of the developmental bases for creating operational curricula in both disciplines. Brigham (1989), D'Amico and Ostrander (1940), Hurwitz and Day (1991), and a curriculum by Ware and Hooe (1907) are examined for the math and art coordination. Bruner, Lowenfeld, Piaget, and other developmental theorists' writings about learning in art and geometry are explored. A selection of curricula are inspected for math and art relations. The integration of math and art activities in art classes shows potential for complementary learning in both disciplines.

Language: English

DOI: 10.2307/1320488

ISSN: 0039-3541, 2325-8039

Article

✓ Peer Reviewed

Teaching in the Montessori Classroom: Investigating Variation Theory and Embodiment as a Foundation of Teachers' Development

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 6, no. 1

Pages: 33-45

Montessori method of education, Teachers, Trainings

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Abstract/Notes: The theory of Montessori education has been interpreted by some researchers to be vaguely formulated. However, as shown in previous research, Maria Montessori’s didactic approach to teaching and learning mathematics is fully consistent with variation theory and the theory of embodiment. Dr. Montessori used the theoretical concept of isolation of quality, which means that the learning objects have to be kept identical except for one variable, which has to differ to be perceptible. This concept is in alignment with variation theory, which emphasizes variation as a necessary condition for learners to discern aspects of an object of learning. The other theory applied in this article is the theory of embodiment: important cognitive functions are fundamentally grounded in action that is concordant with Dr. Montessori’s view that mind and movement are parts of the same entity. This article reports on a qualitative single-case study with a formative intention in which we investigated the significance of being acquainted with variation theory and the theory of embodiment when working with Montessori material. The study analyzes a teacher’s mathematics presentations with the Montessori material and the children’s work with this material, using Epistemological Move Analysis, which focuses on how the teacher directs children’s learning. The analysis was shared with the teacher to support her awareness of the ways teaching can be developed from a variation and embodiment theoretical perspective. Results show that the teacher’s awareness of why a specific learning object be treated in accordance with variation theory and embodiment seems to promote a more constructive and effective way to direct children’s learning.

Language: English

DOI: 10.17161/jomr.v6i1.12051

ISSN: 2378-3923

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