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Article
[The Unchanging Importance of Montessori's Method of Educational Psychology]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 11
Date: 1979
Pages: 59-68
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Language: Japanese
ISSN: 0913-4220
Book
The Best Weapon for Peace: Maria Montessori, Education, and Children's Rights
Asia, Displaced communities, Europe, Fascism, India, Italy, Maria Montessori - Biographic sources, Maria Montessori - Speeches, addresses, etc., Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Pacifism, Peace
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Abstract/Notes: The Italian educator and physician Maria Montessori (1870–1952) is best known for the teaching method that bears her name. She was also a lifelong pacifist, although historians tend to consider her writings on this topic as secondary to her pedagogy. In The Best Weapon for Peace, Erica Moretti reframes Montessori’s pacifism as the foundation for her educational activism, emphasizing her vision of the classroom as a gateway to reshaping society. Montessori education offers a child-centered learning environment that cultivates students’ development as peaceful, curious, and resilient adults opposed to war and invested in societal reform. Using newly discovered primary sources, Moretti examines Montessori’s lifelong pacifist work, including her ultimately unsuccessful push for the creation of the White Cross, a humanitarian organization for war-affected children. Moretti shows that Montessori’s educational theories and practices would come to define chilren’s rights once adopted by influential international organizations, including the United Nations. She uncovers the significance of Montessori’s evolving philosophy of peace and early childhood education within broader conversations about internationalism and humanitarianism.
Language: English
Published: Madison, Wisconsin: University of Wisconsin Press, 2021
Edition: 1st edition
ISBN: 978-0-299-33310-2
Series: George L. Mosse Series in the History of European Culture, Sexuality, and Ideas
Doctoral Dissertation (Ph.D.)
Self Concept, Emotional Intelligence, and Frustration of High School Children with Montessori and Traditional Method of Education Background
Available from: Shodhganga: Indian Theses
Asia, Comparative education, Emotional intelligence, India, Montessori method of education - Criticism, interpretation, etc., Self-esteem in children, South Asia
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Language: English
Published: Dharwad, India, 2017
Article
Les principes de l'éducation nouvelle, selon Mme. Montessori
Publication: Littérature, philosophie et pédagogie
Date: Oct 1936
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Language: French
ISSN: 2742-2046
Article
AMS-Affiliated Teacher Education Programs
Available from: ProQuest
Publication: Montessori Life, vol. 26, no. 4
Date: Winter 2014/2015
Pages: 16-19
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Language: English
ISSN: 1054-0040
Article
Survey of Nursery Education in India
Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 3, no. 2
Date: Apr 1949
Pages: 39-41
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Language: English
Article
Holistic Education Review Promotes Dialogue on New Ideas
Publication: Montessori Observer, vol. 10, no. 1
Date: Jan 1989
Pages: 4
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Language: English
ISSN: 0889-5643
Book Section
Questions About Montessori Education Today
Available from: Books to Borrow @ Internet Archive
Book Title: Montessori in Contemporary American Culture
Pages: 183-194
Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History
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Language: English
Published: Portsmouth, New Hampshire: Heinemann, 1992
ISBN: 0-435-08709-6 978-0-435-08709-8
Article
Education for Tomorrow: The Vision of Rabindranath Tagore
Available from: Taylor and Francis Online
Publication: Asian Studies Review, vol. 40, no. 1
Date: 2016
Pages: 1-16
Asia, India, Rabindranath Tagore, Rabindranath Tagore - Biographic sources, Santiniketan (India), South Asia, Sriniketan (India), Viśva Bhāratī
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Abstract/Notes: This article investigates Rabindranath Tagore’s educational vision, which underpinned the three institutions he set up in India – Santiniketan (1901), Visva-Bharati (1921) and Sriniketan (1922). It argues that this vision is still relevant for the world of today and tomorrow, and that it should be taken into account in designing any educational model for the future. Tagore rejected the modern mechanical learning that focuses merely on cultivation of the individual’s mind, in favour of learning that encourages the creativity, imagination and moral awareness of students. He believed that education should be not for mere “success” or “progress” but for “illumination of heart” and for inculcation of a spirit of sympathy, service and self-sacrifice in the individual, so that s/he could rise above egocentrism and ethnocentrism to a state of global consciousness or worldcentrism. In pursuing this argument, I refer to Tagore’s letters, lectures, interviews and essays, both in Bengali and in English, a body of his short stories, his novel The Home and the World and his allegorical poem “Two Birds”. I also explain his awareness of the educational movements of his time in the West, and draw brief parallels with selected Western luminaries in the field, such as Plato, Montaigne, Rousseau and John Dewey. My contention is that although some may dismiss Tagore’s educational principles as “rickety sentimentalism” in a world that is palpable and real, his ideas of human fellowship, unity and creativity, and kinship for nature seem irrefutable with the rise of multiculturalism and the looming ecological crisis threatening world peace.
Language: English
DOI: 10.1080/10357823.2015.1125441
ISSN: 1035-7823
Book
The Advanced Montessori Method: Scientific Pedagogy as Applied to the Education of Children from Seven to Eleven Years
Elementary schools, Maria Montessori - Writings
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Language: English
Published: Oxford, England: Clio, 1998-1999
ISBN: 1-85109-114-9
Series: The Clio Montessori series