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Article
School Accreditation News
Available from: ProQuest
Publication: Montessori Life, vol. 34, no. 4
Date: Winter 2023
Pages: 22
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Language: English
ISSN: 1054-0040
Article
New Sanford Jones Musical a Centennial Celebration of Montessori
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 20, no. 3
Date: Spring 2008
Pages: 10
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Abstract/Notes: Review of 'A Centennary Celebration of Dr. Maria Montessori', DVD
Language: English
ISSN: 1071-6246
Article
News from the Regions [Central America]
Publication: Public School Montessorian, vol. 20, no. 2
Date: Winter 2008
Pages: 22-23
Americas, Central America, Latin America and the Caribbean, Montessori movement
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Abstract/Notes: El Boletin, Winter 2008
Language: English
ISSN: 1071-6246
Book Section
Maria Montessori e l'educazione nuova [Maria Montessori and the New Education]
Book Title: Maria Montessori e il pensiero pedagogico contemporaneo [Maria Montessori and contemporary pedagogical thought]
Pages: 27-48
Conferences, International Montessori Congress (11th, Rome, Italy, 26-28 September 1957), Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, New Education Movement
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Abstract/Notes: This speech was delivered on September 26, 1957 at the 11th International Montessori Congress (Rome, Italy).
Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1959
Article
News of Montessorians: Judith Delman [Obituary]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 10, no. 3
Date: Summer 1983
Pages: 28
Judith Delman - Biographic sources, Obituaries
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Language: English
ISSN: 0010-700X
Article
International News
Publication: Montessori Courier, vol. 3, no. 5
Date: Dec 1991
Pages: 26
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Language: English
ISSN: 0959-4108
Article
The Montessori Philosophy is a Good Foundation to Education of New Generation
Available from: Directory of Open Access Journals (DOAJ)
Publication: ILIRIA International Review, vol. 8, no. 2
Date: 2018
Pages: 227-238
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Abstract/Notes: The purpose of the paper is to present the philosophy of reform of education in Albania during the post-communist transition. Reforming education is a priority, but has been neglected by governments over the last 25 years. Over the last five years, the new curriculum and the new textbook system are being implemented according to the European standards. The core of reform is "have human beings learnt" (E. Ultarur, 2012). The constructivist philosophy of learning is a sure foundation that guarantees the new quality of the educational process. The Montessori's philosophy guarantees high quality and safety for the future because: First, this philosophy serves as a theoretical basis and serves as a method. Montessori has discovered the stages of natural development of the thinking human beings from childhood to adolescence, basing on scientific evidence, from childhood to adolescence. Secondly, Montessori’s constructivism moved the knowledge from the product into the process. Montessori illuminates the way of building human values during educational teaching process at school and in the community by the falling down of the classic wall that separates school from the community (public). Our research is based on the study of curricular experiences and on data from consultations with students, parents and specialists. The search method is holistic. By the holistic education the children need not only to develop academically, but to develop the ability as well in order to survive in the real world. The real world in our era is in front of the virtual world. In this contexts, we must teach children to learn not what?, but how? (How does it work/learn?). The teacher must learn his/her students how they construct the values by their immediate relationships with their friends and family as well as social development, health, and intellectual development.
Language: English
ISSN: 2365-8592, 2192-7081
Article
The Formation, Development and Contribution of the New Ideals in Education Conferences, 1914–1937
Available from: Taylor and Francis Online
Publication: History of Education, vol. 46, no. 4
Date: 2017
Pages: 459-479
Europe, New Education Fellowship, New Ideals in Education, Theosophical Society, Theosophy
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Abstract/Notes: This paper seeks to explore the development, impact and contribution made by the New Ideals in Education conferences, which were held between 1914 and 1937. In particular, it will examine how the group emerged from the English Montessori Society and forged an identity of its own based on the thoughts and ideas of its two major protagonists: Edmond Holmes and the Earl of Lytton. This was especially manifest in its commitment to a form of non-partisanship that sought to be inclusive as possible towards those agitating for liberty within the classroom. The paper will also examine the profound impact played by the First World War, whose events were a catalyst not merely for impelling the group to discuss and showcase practice but also how this could be applied in the reconstruction process. In so doing it will chart the evolution of the New Ideals movement, which fizzled out just prior to the Second World War.
Language: English
DOI: 10.1080/0046760X.2016.1268215
ISSN: 0046-760X, 1464-5130
Article
New Advances in Understanding Sensitive Periods in Brain Development
Available from: SAGE Journals
Publication: Current Directions in Psychological Science, vol. 17, no. 1
Date: 2008
Pages: 1-5
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Abstract/Notes: Is a dog ever too old to learn new tricks? We review recent findings on sensitive periods in brain development, ranging from sensory processing to high-level cognitive abilities in humans. We conclude that there are multiple varieties of, and mechanisms underlying, these changes. However, many sensitive periods may be a consequence of the basic processes underlying postnatal functional brain development.
Language: English
DOI: 10.1111/j.1467-8721.2008.00537.x
ISSN: 0963-7214, 1467-8721
Article
Pour l'Ère nouvelle (1922-1940): La science convoquée pour fonder une «internationale de l'éducation» [For the New Era (1922-1940): Science called upon to found an "international education"]
Available from: CAIRN
Publication: Carrefours de l'education, no. 31
Date: 2011
Pages: 137-159
Montessori method of education - Criticism, interpretation, etc., New Education Fellowship, New Ideals in Education
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Abstract/Notes: La revue Pour l’Ère nouvelle constitue un observatoire privilégié pour cerner la nature des initiatives prises par les tenants de l’éducation nouvelle pour mobiliser, par delà les frontières, tous les amis de l’enfance afin d’améliorer l’humanité par une meilleure connaissance de l’enfant. En tant que lieu d’échange, elle permet à ses protagonistes d’y faire connaître leurs convictions et expériences favorisant ainsi la construction et la diffusion de connaissances au-delà de la francophonie. Nous nous proposons plus concrètement d’éprouver la thèse du cosmopolitisme et de la communauté d’esprits (convergence/divergence) des promoteurs de l’éducation nouvelle, en étudiant comment, dans Pour l’Ère nouvelle, ses auteurs invoquent la science pour fonder leurs thèses et si cette invocation fait l’objet de tensions ou controverses parmi eux. Cet article s’inscrit dans le sillage de recherches menées sur les relations entre éducation nouvelle et sciences de l’éducation, par nombre de chercheurs, notamment par ERHISE (Equipe de recherche en histoire des sciences de l’éducation). [The journal Pour l’Ère nouvelle is a privileged observation post from which one can define the initiatives promoted by the leaders of the New Education movement. They seek to mobilize, over frontiers, the actors involved in the study of childhood, aiming to ameliorate humanity through a better knowledge concerning that question. As a place of interaction, it allows its protagonists to bring their convictions and experiences to others, favouring development and spreading of knowledge beyond French speaking community. In this article, we propose to test the theory of the New Educationalist’s cosmopolitism and community of minds (convergence/ divergence) and to see how, Pour l’Ère nouvelle’s authors use science to base their theories and, further, we propose to see if this position arouses tensions or controversies. This article is part of a research undertaken by ERHISE (Research Team in History of Sciences of Education).]
Language: French
ISSN: 1262-3490