Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

155 results

Article

✓ Peer Reviewed

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

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

✓ Peer Reviewed

The Development of Italian Educational Philosophy in the 20th Century

Available from: Springer Link

Publication: International Review of Education, vol. 4, no. 1

Pages: 313-326

Europe, Italy, Southern Europe

See More

Abstract/Notes: In our brief historical outline of educational conditions in Italy, we have seen that by far the greatest efforts over the past fifty years have been devoted to clarifying the theoretical issues of educational problems. We have been examining philosophical Systems that pretended to afford an unshakeable foundation to educational theory and to answer every problem raised by educational practice. They have been scrutinized and found wanting. The new Government Syllabus (1955) for the Italian elementary schools is thoroughly Catholic in spirit, humanistic in content and progressive in method. The author of the present paper feels, however, that too much theorizing is still blinding Italian educators. The canker of Transcendental Idealism is still gnawing at the efforts of all too many, also Catholic, thinkers. The “active schools” need renewed fervour, cogent Stimulation, and enlightened Inspiration from an integral Catholic philosophy of life. We must stop philosophizing and get down to realizing: experimentation and co-operative effort are badly needed, not less than clear ideas. Not words but deeds! Idealism had thought of itself being the all-inclusive answer to every problem. We must repeat Hamlet's word to the die-hard Idealist: “There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy”.

Language: English

DOI: 10.1007/BF01423725

ISSN: 1573-0638, 0020-8566

Article

✓ Peer Reviewed

The Moral Philosophy of Maria Montessori

Available from: Cambridge University Press

Publication: Journal of the American Philosophical Association, vol. 7, no. 2

Pages: 133-154

Maria Montessori - Philosophy, Moral education

See More

Abstract/Notes: This paper lays out the moral theory of philosopher and educator Maria Montessori (1870–1952). Based on a moral epistemology wherein moral concepts are grounded in a well-cultivated moral sense, Montessori develops a threefold account of moral life. She starts with an account of character as an ideal of individual self-perfection through concentrated attention on effortful work. She shows how respect for others grows from and supplements individual character, and she further develops a notion of social solidarity that goes beyond cooperation toward shared agency. Partly because she attends to children's ethical lives, Montessori highlights how character, respect, and solidarity all appear first as prereflective, embodied orientations of agency. Full moral virtue takes up prereflective orientations reflectively and extends them through moral concepts. Overall, Montessori's ethic improves on features similar to some in Nietzschean, Kantian, Hegelian, or Aristotelian ethical theories while situating these within a developmental and perfectionist ethics.

Language: English

DOI: 10.1017/apa.2019.41

ISSN: 2053-4477, 2053-4485

Article

✓ Peer Reviewed

On Ki Hadjar Dewantara’s Philosophy of Education

Available from: Universitetsbiblioteket OsloMet

Publication: Nordic Journal of Comparative and International Education (NJCIE), vol. 5, no. 2

Pages: 65-78

Asia, Australasia, Indonesia, Ki Hajar Dewantara - Philosophy, Maria Montessori - Philosophy, Southeast Asia, Taman Siswa

See More

Abstract/Notes: This comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are "pendidikan karakter" (character education) and "merdeka belajar" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia's current approach to education to find the similarities and differences of purpose relative to Dewantara's views of education. In this article, I argue that Dewantara's philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation.

Language: English

DOI: 10.7577/njcie.4156

ISSN: 2535-4051

Article

The Lonely Prophet: The Origins and Develeopment of Maria Montessori's Peace Philosophy

Publication: M: The Magazine for Montessori Families, vol. 1, no. 1

Maria Montessori - Philosophy, Montessori method of education - History, Peace education

See More

Language: English

Article

✓ Peer Reviewed

A Study Educational Philosophy of Maria Montessori and Its Relevance in Present Educational Scenario

Available from: Sabhavna Research Journal

Publication: Sadbhavna: Research Journal of Human Development, vol. 10, no. 2

Pages: 100-107

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.

See More

Abstract/Notes: Montessori system its impact can easily be seen in the field of pre-primary education in the European countries, U.S.A., India, China, Japan, African countries, Latin American countries and all through the world, This system has encouraged lovers of education to discover new methods of teaching young children. This system emphasized the necessity of study of children in order to educate them properly. As a result, education became child-centered. The construction of curriculum became oriented to the actual needs of life. It was considered necessary to provide a good environment in the school. The aims of education became oriented to individual development of each child. Hence emphasis was laid on the development of personality of each child. Proper training of teachers was considered necessary.

Language: English

ISSN: 2277-7377

Article

Preparing for Life: Montessori's Philosophy of Sensory Education

Publication: Montessori Life, vol. 5, no. 3

Pages: 24–27

See More

Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Beginning to Implement the Reggio Philosophy

Available from: JSTOR

Publication: Young Children, vol. 53, no. 5

Pages: 20-25

See More

Language: English

ISSN: 0044-0728

Article

The Outsider Part Two: The Light of Montessori v. the Gloom of Philosophy

Publication: Montessori Courier, vol. 4, no. 1

Pages: 20–21, 26

See More

Language: English

ISSN: 0959-4108

Conference Paper

Teaching the "Ineducable": The Impact of Sensationalist Philosophy on Educational Thought and Practice

Annual Meeting of the American Educational Research Association

See More

Abstract/Notes: The paper traces the influence of theories of J. Locke, J. Rousseau and the Abbe de Condillac on the development of educational programs for persons with mental retardation under J. Itard and E. Seguin. Itard's emphasis on sensory activities is discussed, as is his collaboration with Seguin. The effects of their work on M. Montessori, specifically on her stress on the senses of touch and vision are considered. Contemporary practices which emphasize sensory training are traced to these earlier theorists. Appended materials include illustrations of Montessori's sandpaper letters, Sequin's texture board and training apparatuses, and gymnastic exercises designed to improve perceptual motor development.

Language: English

Published: Montreal, Quebec, Canada: American Educational Research Association, Apr 1983

Pages: 30 p.

Advanced Search