For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
The Epistemology Behind the Educational Philosophy of Montessori: Senses, Concepts, and Choice
Available from: Simon Fraser University
Publication: Philosophical Inquiry in Education, vol. 23, no. 2
Date: 2016
Pages: 125–140
See More
Abstract/Notes: This article seeks to re-introduce Dr. Maria Montessori’s educational philosophy, which has been absent from modern philosophy of education literature. It describes and analyzes crucial aspects of her epistemology, as best known through her Method. Discussed are the need for early education, the development of the senses, and the exercise of choice by the students. Concept formation is also shown to be an important part of Montessori’s philosophy of instruction. This article concludes with a brief resolution of the “is–ought” objection as framed by Scheffler that might be waged against Montessori’s approach.
Language: English
ISSN: 2369-8659
Article
Possible Connections Between the Montessori Method and Philosophy for Children
Available from: Universidade do Estado do Rio de Janeiro
Publication: Childhood and Philosophy, vol. 16, no. 36
Date: 2020
Pages: 01-22
Comparative education, Montessori method of education, Philosophy for Children
See More
Abstract/Notes: This paper aims to focus on certain aspects of two education methods: one initiated in the first half of the twentieth century by Maria Montessori, and the other in the second half of that century by Matthew Lipman. The aim – neither comparative nor analytical – is to shed light on the connections and, more specifically, the elements of the Montessori Method that reflect on Lipman’s proposal. The question this paper aims to answer is: can P4C find fertile ground in schools applying the Montessori Method? The paper will focus, among other elements: on the importance to give space to thinking experience from childhood and on the recognition of the value of childhood. Both Lipman and Montessori have systematically observed children of different ages – the former in the first half, the latter in the second half of the twentieth century. Both characterized, gave value, and focused their scientific contributions on children’s ability to think and express their thoughts through languages (purposely in the plural form). As educational researchers and professionals know, children have the ability to think, but such ability has not always been (still isn’t) considered to exist. Even when it is evoked in words, educational choices and proposals seem – still today – to express mistrust towards children’s thought. The two mentioned authors have repeatedly highlighted the importance of an essential right: the right to think and to be given a space – even as children – to exercise thinking with others. In particular, both authors – though envisaging different educational paths – identified the same categories functional to exercising thinking. Their interconnection may guide the actions of teachers, educators, and learning process experts. In fact, P4C might play a role in educational contexts in which the class is already considered a community of inquiry, in which the teacher is assigned the same role as a facilitator
Language: English
DOI: 10.12957/childphilo.2020.46784
ISSN: 1984-5987
Article
Educational Philosophy of Maria Montessori: A Coordination Between the Teacher and Child
Available from: International Journal of Advanced Multidisciplinary Scientific Research
Publication: International Journal of Advanced Multidisciplinary Scientific Research, vol. 4, no. 11
Date: Nov 2021
Pages: 11-22
See More
Abstract/Notes: Dr. Maria Montessori is the founder of the Montessori Method of education. She was the first woman in Italy to receive a Doctor of Medicine degree. Maria Montessori approached education from a scientific standpoint because she was a doctor. Education, she believed, should prepare a person for all parts of life. She created resources and approaches to encourage child' natural learning growth. They're found in every Montessori classroom. Working with these materials and procedures establishes a pattern those youngsters naturally take over to reading, writing, and math. Each talent is designed to work in collaboration with the others. Maria Montessori was the first woman to enter the world of education as a result of his close involvement with the education and development of mentally challenged children. Her contribution to early childhood education, particularly for mentally challenged children, has transformed the educational world. In fact, practically every civilized country feels the impact of her unique style of teaching young children in some way. The world was taken aback by the apparently unbelievable actions of slum youngsters in Rome's first Casa dei Bambini (children's home). Her efforts and dedication in transforming mentally challenged children into normal children by teaching the 3 R’s using didactic equipment have earned her indelible fame in the history of education. It was seen at the time of her demise when tributes to her life-long labour on behalf of appeared in the press from every part of the world. In fact, her selfless sacrifice and dedication has developed hope and courage in the life of mentally challenged children, which made her to be ranked among the forerunners of great educators. Today. Montessori Method flashes like a comet across the educational horizon. Montessori learning environments, also known as prepared environments, provide children the freedom to pick their own work and design their own learning. Because the child is in the centre and the teacher's tasks differ from those of typical school teachers, the direction of communication and coordination between the child and the teacher is defined accordingly. The purpose of this research is to look into Montessori teachers' coordination and teamwork with children.
Language: English
ISSN: 2581-4281
Article
Fröbel en Montessori [2]
Available from: Delpher - Nationale Bibliotheek van Nederland
Publication: Het Kind, vol. 29, no. 14-15
Date: Jul 7, 1928
Pages: 283-290
See More
Language: Dutch
Article
Fröbel en Montessori [1]
Available from: Delpher - Nationale Bibliotheek van Nederland
Publication: Het Kind, vol. 29, no. 13
Date: Jun 23, 1928
Pages: 261-264
See More
Language: Dutch
Article
Fröbel? Montessori? Of... geen van beiden?
Available from: Delpher - Nationale Bibliotheek van Nederland
Publication: Het Kind, vol. 34, no. 23
Date: Nov 11, 1933
Pages: 595-596
See More
Language: Dutch
Article
Fröbel en Montessori [part 1]
Available from: Delpher - Nationale Bibliotheek van Nederland
Publication: Het Kind, vol. 19, no. 2
Date: Jan 19, 1918
Pages: 26-28
Friedrich Fröbel - Biographic sources, Friedrich Fröbel - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy
See More
Language: Dutch
Article
Fröbel en Montessori [part 2]
Available from: Delpher - Nationale Bibliotheek van Nederland
Publication: Het Kind, vol. 19, no. 5
Date: Mar 2, 1918
Pages: 78-79
Friedrich Fröbel - Biographic sources, Friedrich Fröbel - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy
See More
Language: Dutch
Article
Montessori in de Fröbelschool [part 3]
Available from: Delpher - Nationale Bibliotheek van Nederland
Publication: Het Kind, vol. 20, no. 16
Date: Aug 9, 1919
Pages: 246-248
Friedrich Fröbel - Biographic sources, Friedrich Fröbel - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy
See More
Language: Dutch
Article
Montessori en Fröbel
Available from: Delpher - Nationale Bibliotheek van Nederland
Publication: Het Kind, vol. 17, no. 3
Date: Feb 5, 1916
Pages: 39-41
Friedrich Fröbel - Biographic sources, Friedrich Fröbel - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy
See More
Language: Dutch