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Book
Report on the Montessori System of Education: Presented to the Council of Education, Witwatersrand
Africa, L. C. Wynsouw - Writings, South Africa, Southern Africa, Sub-Saharan Africa
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Language: English
Published: Johannesburg, South Africa: Council of Education, 1915
Article
The Reform of Education During and After Adolescence: The Erdkinder: A Scheme for a Reform of Secondary Education
Publication: Bulletin of the Association Montessori Internationale, vol. 2, no. 1
Date: 1939
Pages: 3-23
Adolescence, Educational change, Erdkinder, Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education, Secondary education
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Language: English
Article
Tomorrow at the Exposition; Education Day, Monday - Education Day
Available from: NewsBank - San Diego Evening Tribune Historical
Publication: San Diego Evening Tribune (San Diego, California)
Date: Jul 10, 1915
Pages: 9
Americas, Maria Montessori - Biographic sources, Maria Montessori - Speeches, addresses, etc., North America, Panama-California Exposition (1915, San Diego, California), Philander P. Claxton - Biographic sources, United States of America
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Abstract/Notes: "Education Day, Monday - Education Day. ...3:30 pm - Speeches at the organ pavilion by Mr. P. P. Claxton, United States commissioner of education from Washington, D. C., and by Madame Maria Montessori, the famous child educator. Madame Montessori will speak in Italian and her speech will be interpreted by Miss Adelia McAlpine Pyle. 4:30 pm - Reception at the women's headquarters in honor of Mr. P. P. Claxton and Mme. Montessori. Special musical program."
Language: English
Article
A Successful Experiment in Child Education [The Henry Barnard School, Rhode Island College of Education, Providence]
Available from: JSTOR
Publication: Elementary School Journal, vol. 30, no. 7
Date: Mar 1930
Pages: 539-546
Americas, Henry Barnard School (Rhode Island) - History, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, United States of America
Doctoral Dissertation
La Problematique de l'Education a la Paix a la Lumiere de Deux Representants de l'Education Nouvelle: Célestin Freinet et Maria Montessori [The Problem of Education for Peace in the Light of Two Representatives of New Education: Célestin Freinet and Maria Montessori]
Available from: Université Lyon 2 Theses
Célestin Freinet - Biographic sources, Célestin Freinet - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, New Education Fellowship, Peace education
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Abstract/Notes: L'étude du thème de l'éducation à la paix en regard des options spécifiques, éducatives et pédagogiques - historiquement ancrées - de Célestin Freinet et Maria Montessori, inscrites dans le mouvement de l'Education nouvelle, imposent avant tout d'interroger le concept de paix à la lumière des approches philosophiques. La notion de conflit, comme lieu - d'espace et de temps, moment différé à la violence - où s'articulent les rapports de tensions entre les contraires mis en présence, apparaît dès lors comme l'élément central à prendre en considération dans ce qui caractérise les relations humaines, afin que ces dernières ne dégénèrent pas en violence aveugle. S'il est indéniable que les deux pédagogues ont été animés par un profond désir de voir la paix s'installer dans le monde après deux catastrophes mondiales, il n'en demeure pas moins que leurs approches en ce domaine révèlent, à l'instar de leur attitude vis à vis des conflits armés, un déni de la notion même de conflit au sein des relations entre les hommes et par voie de conséquence de la valeur qui lui est attachée. L'établissement d'une adéquation entre nature et paix, renforcée en cette époque charnière du début du XXe siècle, amène Célestin Freinet et Maria Montessori à asseoir leurs conceptions, pour l'un comme pour l'autre, sur les bases du naturalisme et du vitalisme en prenant, pour Maria Montessori plus particulièrement, le chemin de la religion. C'est en cela que les conceptions et démarches de ces deux pédagogues, s'inscrivant dans le mouvement plus général de l'Education nouvelle, s'appuient sur la nécessité de l'éradication des conflits. Outre le fait que par la voie du pacifisme, la paix ne saurait advenir, l'éducation à la paix demeure un problème parce qu'elle se doit de considérer la composante conflictuelle tant dans les relations inter-individuelles qu'inter-éthniques et inter-étatiques. Il reste au demeurant que non seulement on peut mais que l'on doit éduquer à la paix, au risque de la violence possible, afin d'assurer aux futures générations l'apprentissage de liberté et de l'autonomie. [The probematics of education for peace in light of two representatives of the New education : Célestin Freinet and Maria Montessori The study of education for peace theme from the specific, educational and pedagogical – historically rooted – options of Célestin Freinet and Maria Montessori, registered in the New Education movement, imposes first to question the concept of peace in the light of philosophical approaches. The notion of conflict, as unit – of space and time, moment differred to violence – where tension struggles between opposites, appear from that time as the central element to be considered in what caracterizes human relations, so that these relations do not degenerate in blind violence. If it is undeniable that both pedagogues have been incited by a deep desire to see peace spreading over the world after both world catastrophes, the fact remains that their approaches in this domain reveal, in the manner of their attitude towards armed conflicts, a denial of the very notion of conflict in relations between men and consequently of the value hereto attached. The setting-up of an adequacy between nature and peace, reinforced at this hinge time of the beginning of the 20th century, leads Célestin Freinet and Maria Montessori to ground their conceptions, for both of them, on the basis of naturalism and vitalism, by taking, especially for Maria Montessori, the way of religion. Conceptions and approaches of these both pedagogues, in the scope of the general New Education movement, lean on the necessity to eradicate conflicts. Besides the fact that by the way of pacifism, peace could not come to pass, education to peace remains a problem because it has to consider the conflict element in inter-individual as well as inter-ethnical and inter-state relations. The fact remains that education to peace not only can be but has to be dispensed, at the risk of possible violence, in order to ensure to future generations learning of freedom and autonomy.]
Language: French
Published: Lyon, France, 2004
Article
Basic Education and the Montessori Method [Gandhi's Wardha Scheme of Basic Education]
Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 1, no. 2/3
Date: Mar/Jun 1947
Pages: 44-49
Comparative education, Montessori method of education - Criticism, interpretation, etc., Wardha scheme of education - Criticism, interpretation, etc.
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Language: English
Article
If the Shoe Fits, Please Let Us Wear It: Movement Games for Montessori Programs
Publication: AMI Elementary Alumni Association Newsletter, vol. 38, no. 3
Date: 2006
Pages: 10–11
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Abstract/Notes: with introduction by Suzanne Damadio
Language: English
Article
The Montessori Movement in Germany
Publication: The Call of Education / L'Appel de l'Éducation / La chiamata dell'Educazione: Psycho-pedagogical Journal (International Organ of the Montessori Movement), vol. 1
Date: 1924
Pages: 247-254
Europe, Germany, Western Europe
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Language: English
Book
Montessoris pedagogiska imperium: Kulturkritik och politik i mellankrigstidens Montessorirörelse [Montessori's educational empire: Cultural criticism and politics in the Montessori movement of the interwar period]
Maria Montessori - Biographic sources, Montessori method of education - History
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Abstract/Notes: Under 1900-talets första decennier vann den italienska läkaren Maria Montessori berömmelse som pedagogisk förnyare. Den frihetliga andan och mönstergilla disciplinen i hennes förskolor och skolor slog omvärlden med häpnad. Men Montessori skulle inte bara lansera en ny pedagogik. Under mellankrigstiden, när hennes metod fick stort genomslag internationellt, påtog hon sig rollen som kulturkritisk rörelseledare. Med paroller om barnets frigörelse och samhällets rekonstruktion värvade rörelsen många entusiastiska anhängare. I dåtida press talades det om montessorism i liknande ordalag som man talade om feminism, freudianism och marxism. Förväntningarna på vad montessorismen skulle kunna åstadkomma också utanför skolportarna var höga. I Montessoris pedagogiska imperium belyser Christine Quarfood, utifrån ett omfattande historiskt källmaterial, Montessorirörelsen som kulturkritisk och opinionsbildande strömning. Boken lyfter fram det mångfasetterade i rörelsens budskap, utöver den psykopedagogiska tematiken också den politiskt och socialt laddade problematik kring makt- och auktoritetsfrågor, krig och fred som adresseras i rörelsens skrifter. Huvudfokus ligger på mottagandet i de länder där rörelsen fick störst genomslag, USA vid tiden kring första världskriget, England under 1920-talet, samt Mussolinis Italien, där Montessorirörelsen fick fascistregimens stöd från 1926 till 1934. / During the first decades of the 20th century, the Italian physician Maria Montessori gained fame as an educational innovator. The liberal spirit and exemplary discipline of her preschools and schools amazed the outside world. But Montessori would not just launch a new pedagogy. During the interwar period, when her method had a major impact internationally, she took on the role of culturally critical movement leader. With slogans about the child's liberation and the reconstruction of society, the movement recruited many enthusiastic supporters. In the press of that time, Montessori was spoken of in similar terms as feminism, Freudianism, and Marxism. Expectations of what Montessori could achieve outside the school gates were high. In Montessori's educational empire, Christine Quarfood, based on extensive historical source material, highlights the Montessori movement as a culturally critical and opinion-forming current. The book highlights the multifaceted in the movement's message, in addition to the psychopedagogical theme also the politically and socially charged issues around power and authority issues, war and peace that are addressed in the movement's writings. The main focus is on reception in the countries where the movement had the greatest impact, the United States during the First World War, England in the 1920s, and Mussolini's Italy, where the Montessori movement received the support of the fascist regime from 1926 to 1934.
Language: Swedish
Published: Göteborg, Sweden: Daidalos, 2017
ISBN: 978-91-7173-512-6
Article
Circletime [Movement activities]
Publication: The National Montessori Reporter
Date: 1991
Pages: 15
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Language: English