Abstract/Notes: L’article retrace l’itinéraire de la philanthrope américaine Mary Cromwell et sa participation dès le début du XXe siècle à la promotion de la méthode Montessori en France, à des moments charnières qui favorisèrent l’éclosion de réformes éducatives empreintes de progressisme dans le contexte de la Première Guerre mondiale. Loin de l’image des jardins d’enfants montessoriens accueillant les enfants des familles aisées qui fleurissent dans l’entre-deux-guerres, les classes Montessori qu’elle met en place dans les œuvres de guerre au profit de petits réfugiés révèlent une dimension curative de la pédagogie Montessori. Forte de cette expérience, Mary Cromwell tentera d’implanter la pédagogie Montessori dans les classes maternelles de l’Institution publique de l’après-guerre. / This article traces the path of the American philanthropist Mary Cromwell and her participation in the promotion of the Montessori method in France from the beginning of the twentieth century, at pivotal moments that fostered the emergence of progressive educational reforms in the context of the First World War. Far from the image of the Montessori kindergartens for children from wealthy families that flourished between the two wars, the Montessori classes that she set up in war charities for the benefit of child refugees revealed a curative dimension of Montessori pedagogy. Based on this experience, Mary Cromwell then attempted to implement Montessori pedagogy in the kindergarten classes of the post-war public institutions.

Language: French

DOI: 10.3917/etsoc.175.0105

ISSN: 0014-2204

Abstract/Notes: Evelyn Greenberg, Jessica Wagner, Stephanie Mau

Language: English

Language: English

Language: English

Language: English

Language: English

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: This text describes a contention between Pierre Bovet (director of the Jean-Jacques Rousseau Institute, in Geneva) and Maria Montessori, at the beginning of the internationalization of this pedagogy (1913). It suggest the notion of 'diffraction' in order to describe the effects of loss, dilution or deviation of intentions or practices, when a pedagogy is diffused. The 'diffraction' aims to get the nature and the contents of the 'transfers' and the resemantizations at work in this case. This text puts forth the hypothesis that this contention contributed to the specific internationalization of Montessori pedagogy, apart from Genevese and New Education networks. But this text emphasizes on the place of concrete practices in the diffusion of a pedagogy. What kind of status can be given to a bad importer of a pedagogy - that is to say, an importer who broadcasts a 'diffracted pedagogy'? The practices are they affected by the political or ideological context which receives a pedagogy? On this point, the Montessori pedagogy presents itself as 'scientific' and without ideology. So how can we understand this specificity, especially in the Mussolinian context, in the 1930s? Has the pedagogue to control the diffraction - and how - and how can the historian consider this problem?

Language: French

Published: Geneva, Switzerland: Alphil-Presses Universitaires Suisses, 2020

ISBN: 978-2-88930-322-9 978-2-88930-324-3

Language: English

ISSN: 1083-6373

Abstract/Notes: Research shows that environmental education and time outdoors increase social emotional, cognitive, and physical health. We know it’s important to start early and to use a holistic systems-based lens. While research is underway in traditional early childhood programs, research is lacking on how environmental education is implemented and practiced in Montessori early childhood programs. The purpose of the study is to integrate information on the philosophical underpinnings of environmental education with Montessori philosophy and pedagogy, create a questionnaire to examine the implementation of environmental education in Montessori early childhood programming, and pilot the questionnaire to gather information through educators’ responses to systems-based environmental education-framed questions on teacher’s understanding of environmental education, program and pedagogical practices, health promotion, social systems education, natural systems education, and barriers to implementation. Special attention was paid to constructivism, realism mixed with wonder, interdisciplinary practices, biophilia versus ecophobia, critical pedagogy of place, local versus global awareness, and the use of play. A pilot questionnaire was created and sent out via the Internet; 43 questionnaires were returned with sufficient information and analyzed using descriptive statistics and qualitative methods. The results are included in full to support continuing conversation about the interaction between environmental education and Montessori pedagogy. Final discussion highlights discrepancies between the philosophical foundations of Montessori pedagogy and environmental education and the reported practices.

Language: English

Published: River Falls, Wisconsin, 2019