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Article

Montessori education for environmental education

Publication: Montessori Voices [Montessori Aotearoa New Zealand], no. 77

Pages: 21

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Language: English

ISSN: 1178-6213, 2744-662X

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 His main objection was that her educational system was founded on an outdated psychology.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

Master's Thesis (M.A.)

“All Education but No Schooling”: Education Reform in Charlotte Perkins Gilman’s Herland

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: When critics consider utopian literature, they often claim that the utopian imagination is limited in its ability to provide practical instruction for societal reform. In Archaeologies of the Future, Fredric Jameson extends this critique by arguing that the utopian imagination only exists “to demonstrate and to dramatize our incapacity to imagine the future” (288-289). By returning to an early twentieth century utopian novel, Charlotte Perkins Gilman’s Herland (1915), we can put pressure on Jameson’s ideas about the ultimate function of the utopian imagination. By analyzing the education system in Herland, we are able to see how Gilman integrated the contemporary educational philosophy of John Dewey and methods of Maria Montessori to provide an intellectual and institutional foundation for her utopian education system. Therefore, Gilman provides a set of ‘instructions’ to suggest how we might reform current methods of education to fit within her utopian vision. Gilman’s Herland allows us to see how a highly imaginative utopian text can promote social change to build a ‘better’ future.

Language: English

Published: Carbondale, Illinois, 2016

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

Pages: 39-43

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Language: French

ISSN: 2492-3524

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

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

Peace education

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Language: German

Published: Würzburg, Germany: Königshausen und Neumann, 1990

ISBN: 3-88479-423-X

Report

Hartford Early Childhood Program, Hartford, Connecticut: An Urban Public School System's Large-Scale Approach Toward Restructuring Early Childhood Education. Model Programs - Childhood Education

Available from: ERIC

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Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)

Language: English

Published: Palo Alto, California, 1970

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

Book

Comparative and International Studies in Theory and Practice of Education: Proceedings of the Annual Conference of the Australian Comparative and International Education Society

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Language: English

Published: Hamilton, New Zealand: Australian Comparative and International Education Society, 1983

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