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Article
Whole Systems Thinking: Education for Sustainability at a Montessori School
Available from: InformIT
Publication: Eingana, vol. 30, no. 1
Date: Jun 2007
Pages: 9-11
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Abstract/Notes: Whole systems thinking is a framework for seeing the whole picture, for establishing interrelationships and understanding phenomena as an integrated whole. Systems thinking may be contrasted with fragmentary thinking, which is viewing phenomena in their separate parts and focusing only on narrow specialisations. In an education for sustainability (EfS) context this means emphasising relationships: relationships between all the systems on planet Earth, and at different systems levels, as they relate to the environment, economics, government, health, and so on. Values and goals are also important aspects of these relationships. Sterling argues that: 'We are educated by and large to compete and consume rather than to care and conserve'. Furthermore, the same author maintains that because of the imposition of managerial and economic values on education we have lost touch with the social values and real-life contexts of authentic education. With these ideas in mind, this paper briefly examines the application of whole systems thinking on an EfS program at a small Montessori primary school in the metropolitan area of Perth, Western Australia. [Author abstract, ed]
Language: English
ISSN: 0156-7608
Book
2000 Montessori community resource [information on Montessori education]
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Language: English
Published: Minneapolis, Minnesota: Jola Publications, 2000
ISBN: 1-878373-27-7
Article
L'Education en Italie: l'Enfant Source Inépuisable de Révélations et d'Espoir
Available from: UNESDOC Digital Library
Publication: Le Courrier de l'UNESCO, vol. 2, no. 10
Date: 1949
Pages: 17
Europe, Italy, Southern Europe
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Language: French
ISSN: 0304-3118, 1564-0574
Book Section
Il problema dell'educazione sociale nel marxismo e nel pragmatismo [The Problem of Social Education in Marxism and Pragmatism]
Book Title: L'educazione alla socialità nella pedagogia contemporanea [Education to sociality in contemporary pedagogy]
Pages: 34-55
Conferences, National Study Conference (4th, Venice, Italy, 12-14 October 1956)
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Abstract/Notes: Speech delivered by author on October 12, 1956 at the 4th National Study Conference (Venice, Italy).
Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1957
Article
The Deeper Meaning of Inclusion in Montessori Education
Publication: NAMTA Journal, vol. 39, no. 3
Date: Summer 2014
Pages: 1–3
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Preface
Language: English
ISSN: 1522-9734
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
Article
Montessori Educational Thought and Its Implications for Family Education
Available from: Clausius Scientific Press
Publication: Applied & Educational Psychology, vol. 4, no. 8
Date: 2023
Pages: 1-9
Family relationships, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: The aim of this paper is to study and analyze Montessori's educational ideas and their implications for family education. Through the study of representative works such as The Complete Montessori Book of Early Education, The Montessori Handbook of Sensitive Periods for Children, The Montessori Family Program, The Montessori Method of Early Education, The Secret of Childhood and The Absorbent Mind, we have come to the following conclusions. Firstly, Montessori's educational philosophy emphasizes the creation of a home environment that matches the child. This includes providing an orderly, quiet, warm and inspiring environment, and parents should be supporters and observers of children's development, respecting their individual interests and needs. Secondly, Montessori emphasized grasping the child's sensitive periods. She observed that children are more sensitive to certain experiences and skills at certain ages and learn best during this period. Finally, Montessori's educational ideas provide theoretical and practical implications for preschool education. She emphasizes the development of children's self-discipline, self-confidence, independent thinking and problem-solving skills. Encouraging children to actively participate in daily life activities, developing good social skills and emotional development, and providing appropriate learning experiences lay a solid foundation for children's preschool education. In summary, Montessori's educational ideas give important insights in the area of family education. Creating a family environment adapted to children, grasping sensitive periods, and developing various abilities are insights that provide theoretical and practical implications for preschool education.
Language: English
DOI: 10.23977/appep.2023.040801
ISSN: 2523-5842
Book Section
Montessori Activities and Apparatus in Special Education
Book Title: Montessori and the Special Child
Pages: 55-60
Children with disabilities, Montessori materials, Montessori method of education, Special education
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Language: English
Published: New York: Putnam's sons, 1969
Article
New Team Approach by ERO [Education Review Office]
Publication: Montessori NewZ, vol. 27
Date: Sep 2002
Pages: 4
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Language: English
Article
Education Funding for the Early Years
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 6, no. 1
Date: Dec 2002
Pages: 6
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Language: English