Language: English

Abstract/Notes: In this study where literature review method is used, Montessori education method that is considered among the alternative education methods and the one that carefully defines what kind of education and learning experiences are suitable and useful for each growing period and Islamic education whose basic aim is to grow "mature human being" has been compared. In the introduction part of the study containing two sections as introduction and another two parts, the problem, aim, importance, hypotheses, methods and limitations of the study are handled. Montessori Education system is examined in the first part, and in the second part it is compared with Islamic education that forms the basis for the study, giving information about Islamic education system. Studies carried out on both Montessori and Islamic education systems were searched thoroughly and then they were carefully evaluated before starting to write. Within this context, all the sources related to the subject in the libraries in Turkey were provided, a very large database of information for foreign sources were scanned and they were obtained through different ways. In the light of the data obtained as a result of the study, the methods and principles that are similar in both approaches were determined and their comparison which forms the base for the study was made through the findings obtained. / Literatür taraması yönteminin kullanıldığı bu araştırmada, her gelişim aşamasına, hangi çeşit eğitim ve öğrenme deneyimlerinin uygun ve yararlı olduğunu özenle belirleyen ve alternatif eğitim modellerinden Montessori eğitim sistemi ve esas hedefi "kamil insan yetiştirmek" olan İslam eğitim sistemi karşılaştırılmaya tabi tutulmuştur. Giriş ve iki bölümden oluşan bu çalışmanın giriş kısmında araştırmanın problemi, amacı ve önemi, hipotezleri ve yöntem ve sınırlılığı ele alınmıştır. Çalışmanın birinci bölümünde Montessori eğitim sistemi incelemeye tabi tutulmuş, ikinci bölümde ise araştırmanın temelini oluşturan İslam eğitim sistemi hakkında bilgilere yer verilerek, Montessori ve İslam eğitim sisteminin karşılaştırılması yapılmıştır. Araştırmanın yazım aşamasına başlamadan önce Montessori ve İslam eğitim sistemiyle ile ilgili çalışmalar taranmış ve değerlendirilmiştir. Bu çerçevede Türkiye'deki kütüphanelerdeki konuyla ilgili tüm kaynak eserlerin temini yapılmış, yabancı kaynakların temini için pek çok veritabanlarında taramalar yapılmış ve bu eserler çeşitli şekillerle elde edilmiştir. Araştırma sonucu ortaya çıkan veriler ışığında her iki yaklaşımın benzerlik gösterdiği metot ve ilkeler tespit edilmiş ve elde edilen bulgularla çalışmanın esasını oluşturan her iki yaklaşımın karşılaştırılması yapılmıştır.

Language: Turkish

Published: Bursa, Turkey, 2016

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

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

Language: German

Published: Frankfurt am Main, Germany: P. Lang, 1994

ISBN: 978-3-631-47463-1

Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 43

Abstract/Notes: In the traditional school system, many values are set in line with the wishes of adults. This situation appears as a blind conflict between the weak and the strong in education. This environment, which causes the creation of only weak and strong people by keeping the individual in the background, comes to light with the sense of loss and self-worthlessness, and the characteristics of membership left alone or without faith. Individuals with this point of view have developed neither personal courage nor ability to criticize and judge. If we love the child so that he/she can build with his/her own unique values and natural laws, it is possible for us to develop all his abilities. At this point, Montessori Education Method emerges as one of the most valuable methods for us to achieve this development. The Montessori Method is based on the developmental needs of the child and is implemented in a carefully prepared appropriate environment. In this process, when the superiority of the method is realized, the child develops both his/her intelligence and his/her physical and mental abilities with experiences.This study aspires to determine how the primary school second grade visual arts education class topics affect students' knowledge levels by applying the method of Montessori Education. The aim of the study is to cover the effect of teaching art history education with the Montessori Education Method on student knowledge level. / Geleneksel okul sisteminde, yetişkinlerin istekleri doğrultusunda birçok değer konulmaktadır. Bu durum eğitimde sadece zayıf ve güçlünün arasında kör bir çatışma olarak karşımıza çıkmaktadır. Bireyi arka planda tutarak sadece zayıf ve güçlü insanların yaratılmasına sebebiyet veren bu ortam, kendiliğinden gelişen kayıp ve kendi kendine olan değersizlik duygusu ile beraber yalnız başına bırakılmış ya da inançsız üyelik özellikleriyle açığa çıkmaktadır. Bu bakış açısına sahip bireylerin, ne kişisel cesaretleri ne de eleştirme ve muhakeme yetisi gelişmemiştir. Eğer çocuğu kendine özel değerleriyle ve doğal yasalarıyla inşa edebilmesi için seversek bütün yeteneklerini geliştirmemiz mümkün olabilmektedir. Bu noktada Montessori eğitimi bu gelişimi sağlayabilmemiz için en değerli yöntemlerden biri olarak karşımıza çıkmaktadır. Montessori yöntemi çocuğun gelişimsel ihtiyaçları üzerine kurulur ve dikkatlice hazırlanan uygun bir çevrede bu durum kolaylaştırılarak uygulanır. Yöntemin üstünlüğünün farkedildiği bu süreçte çocuk, deneyimlerle hem zekasını hem de fiziksel ve ruhsal yeteneklerini geliştirmektedir. Bu araştırmada, ilköğretim 2. sınıf görsel sanatlar eğitimi ders konularının, Montessori eğitimi yöntemi uygulanarak öğrenci bilgi düzeylerine etkisinin nasıl olduğu belirlenmeye çalışılmıştır. Araştırmanın amacı, sanat tarihi eğitiminin montessori eğitimi yöntemiyle öğretilmesinin öğrenci bilgi düzeyine etkisini kapsamaktadır.

Language: Turkish

ISSN: 2458-9624

Language: English

ISSN: 1071-6246

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

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

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