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Article
Competence Theories of Learning and Motivation: How They Pertain to Montessori Philosophy
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 9, no. 4
Date: Fall 1982
Pages: 12–14
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Language: English
ISSN: 0010-700X
Article
Montessori's Philosophy of Everyday Living
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 10, no. 2
Date: Spring 1983
Pages: 4–8
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Language: English
ISSN: 0010-700X
Article
Philosophy of Education: A Teacher's Starting Point
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 14, no. 1
Date: Winter 1987
Pages: 17–19, 21–23
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Language: English
ISSN: 0010-700X
Article
Montessori in Practice: A Teacher's Interpretation of Dr. Montessori's Philosophy
Available from: Internet Archive
Publication: New Era in Home and School, vol. 51, no. 6
Date: Jun 1970
Pages: 170-172
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Language: English
ISSN: 0028-5048
Article
Filsafat Pendidikan Maria Montessori Dengan Teori Belajar Progresivisme Dalam Pendidikan Aud [Maria Montessori Educational Philosophy with Progressivism Learning Theory in Early Childhood Education]
Available from: Universitas Islam Negeri Ar-Raniry
Publication: Bunayya: Jurnal Pendidikan Anak [Journal of Children's Education], vol. 6, no. 2
Date: 2020
Pages: 64-88
Asia, Australasia, Indonesia, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southeast Asia
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Abstract/Notes: Tulisan ini berusaha menjelaskan pendidikan Islam dari sudut pandang Maria Montessori, yang merupakan tokoh pendidikan anak yang mencurahkan hampir keseluruhan hidupnya untuk anak-anak. Maria Montessori memiliki prinsip dasar mengenai metode montessori ini, yang sangat memfokuskan anak sebagai childern center dan orang dewasa sebagai pembimbing. Menurutnya, suatu fase kehidupan di awal sangat berpengaruh terhadap faserase kehidupan selanjutnya artinya bahwa pengalaman-pengalaman yang dialami oleh seorang anak di awal kehidupannya sangat berpengaruh terhadap kedewasaannya kelak begitu juga perlakuan yang di dapatkan anak sejak kecil akan sangat berpengaruh terhadap perkembang an anak selanjutnya. Kemudiaan sebagai umat Islam, sudah menjadi kewajiban bagi orang tua dan pendidik untuk menanamkan nilai-nilai ke-Islaman pada anak-anaknya. Dan agar nilai-nilai ke-Islaman tersebut dapat terserap dengan sempurna, maka harus diajarkan sejak anak-anak usia dini juga. Rasulullah telah menegaskan tentang tanggung jawab orang tua terhadap anak-anak dalam sabdanya. [This paper tries to explain Islamic education from the perspective of Maria Montessori, who is a figure of children's education who devotes almost her entire life to children. Maria Montessori has a basic principle regarding this Montessori Method, which is very focused on children as children centers and adults as guides. According to him, a phase of life at the beginning is very influential on the phases of the next life which means that the experiences experienced by a child early in life are very influential on their maturity as well as the treatment that children get from childhood will greatly affect the subsequent development of children. Youth as Muslims, it has become an obligation for parents and educators to instill Islamic values in their children. And so that these Islamic values can be absorbed perfectly, it must be taught from an early age as well. Rasulullah has emphasized the responsibility of parents towards children in their sayings.]
Language: Indonesian
ISSN: 2549-3329
Article
Language and the Montessori Philosophy: Whole Language? Phonics?
Publication: Tomorrow's Child, vol. 6, no. 3
Date: 1998
Pages: 14–15
Language acquisition, Language acquisition - Phonetics, Language experience approach in education, Montessori method of education, Montessori schools
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Language: English
ISSN: 1071-6246
Article
Maria Montessori’s Philosophy of Experimental Psychology
Available from: The University of Chicago Press Journals
Publication: HOPOS: The Journal of the International Society for the History of Philosophy of Science, vol. 5, no. 2
Date: 2015
Pages: 240-268
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Abstract/Notes: Through philosophical analysis of Montessori’s critiques of psychology, I aim to show the enduring relevance of those critiques. Maria Montessori sees experimental psychology as fundamental to philosophy and pedagogy, but she objects to the experimental psychology of her day in four ways: as disconnected from practice, as myopic, as based excessively on methods from physical sciences, and—most fundamentally—as offering detailed examinations of human beings (particularly children) under abnormal conditions. In place of these prevailing norms, Montessori suggests a model of the teacher-scientist in a specially prepared environment, who can engage in sustained and impassioned observation of “normalized” children. Drawing from a variety of texts and recently published lectures, this article lays out Montessori’s philosophy of experimental psychology and briefly discusses its relevance today.
Language: English
DOI: 10.1086/682395
ISSN: 2152-5188
Article
To the Editor [Philosophy of Ayn Rand]
Publication: Montessori Matters
Date: 1989
Pages: 3–4
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Language: English
Article
Outdoor Education in Maria Montessori’s Philosophy: A Chance for Inclusion?
Available from: Pensa Multimedia
Publication: Formazione and Insegnamento. Rivista internazionale di Scienze dell'educazione e della formazione, vol. 18, no. 3
Date: 2020
Pages: 223-229
Children with disabilities, Inclusive education, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: In this paper, we are going to present some of the revolutionary and brilliant proposals of Maria Montessori’s educational approach, which, through its innovative use of space and movement still offers solutions to problems in our day and age. Montessori’s ideas are explained in relation to environmental education in the context of child-nature interaction as well as the practices applied within the framework of these ideas; they are also essential to facilitate educational inclusion, as they promote a sensory based and a child centered learning approach.
Language: English
DOI: 10.7346/-fei-XVIII-03-20_18
ISSN: 2279-7505
Article
Organizing the Social Studies: The Storypath Philosophy [ages 9-12]
Publication: Montessori Life, vol. 9, no. 4
Date: 1997
Pages: 21–23
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Language: English
ISSN: 1054-0040