Language: English

ISSN: 1071-6246

Language: German

Published: Neuwied: Luchterhand, 1992

ISBN: 978-3-472-01057-9

Abstract/Notes: For a century Montessori’s philosophy of education has been understood in separation from Dewey’s philosophy of education. According to Thayer-Bacon [1], a plausible explanation is that Kilpatrick, Dewey’s influential student, rejected Montessori’s system of education [2]. His main objection was that her educational system was founded on an outdated psychology. In contrast, this paper suggests, Montessori’s educational systems is founded on a psychology which, like Dewey’s, was markedly ahead of her time by putting purely embodied interactions with the environment as the foundation of human understanding. By comparing Montessori’s psychology [3; 4] to Dewey’s [5; 6] this paper shows their compatibility. The developed pragmatism of Sellars [5;6] and the interactivism of Bickhard [7] further enables us to explain how the prelinguistic human-environment interactions (or transactions), central to Dewey and Montessori, are pure processes [8]. The pure process ontology enables us to see how more complex processes emerge from simpler ones and how learning in the mere causal domain of bodily human-environment interactions can grow into the linguistic and conceptual domain of education. The ambition is to show that a flourishing interaction between Montessori and pragmatism is possible and preferable if we are to understand the proper role of the body in education. [1] Thayer-Bacon, Barbara (2012). Maria Montessori, John Dewey, and William H. Kilpatrick. Education and Culture, 28, 1, 3-20. [2] Kilpatrick, W. H. (1914). The Montessori system examined. Cambridge, Mass.; The Riverside Press [3] Montessori, M. (1912). The Montessori method. NY: Frederick A. Stokes Company [4] Montessori. M. (1949). The absorbent mind. Adyar: The Theosophical Publishing House [5] Dewey, J. (1916). Democracy and education. NY: The Macmillan Company [6] Dewey, J. (1925) Experience and nature. Chicago: Open Court Publishing Company [7] Sellars, W. (1960). Being and Being Known. Proceedings of the American Catholic Philosophical Association, 34, 28-49. [8] Sellars, W. (1981). Foundations for a metaphysics of pure process: The Carus lectures of Wilfrid Sellars. The Monist 64 (1):3-90. [9] Bickhard, M. H. (2009). The interactivist model. Synthese, 166, 3, 547-591. [10] Seibt, Johanna (2016). How to Naturalize Intentionality and Sensory Consciousness within a Process Monism with Gradient Normativity—A Reading of Sellars. In James O'Shea (ed.), Sellars and His Legacy. Oxford: Oxford University Press, 186-222.

Language: English

Published: Copenhagen, Denmark: International Network of Philosophers of Education, 2022

Abstract/Notes: Modern educational space is "impregnated" with ideas of humanization and personality-oriented concept. In this regard, it becomes necessary to study and understand the potential of those pedagogical systems and techniques of a personal orientation that have taken their solid place in the educational space, having proved their importance, efficiency and productivity. One of the most striking representatives of ideas with a humanistic focus is the Italian teacher, psychologist, founder of the method of scientific pedagogy M. Montessori. The article discusses the positive and negative aspects of the developing method of M. Montessori.

Language: English

DOI: 10.5958/2249-7137.2021.01104.6

ISSN: 2249-7137

Abstract/Notes: During the 1920s and 1930s, the New Education Fellowship (NEF), founded in 1919, established itself as an important international force for radical education and educational experimentation. Its membership was drawn from many different countries and included some of the most prominent progressive educators of that period. By 1945, however, the movement was experiencing international decline. Membership had fallen and in many countries the new educational network had ceased to exist. This situation was a result not only of the destruction of the new educational network in Europe during the Second World War, but also of the change in the outlook of educationists and reformers who sought new solutions to the problems of the reconstruction of society and education. The purpose of this study is to explore the NEF's importance as a disseminator of educational and political ideals after 1945 and its contribution to debates about the post-war reconstruction of education and society, using the considerable but currently little-researched material held at the Institute of Education, University of London. This thesis examines the NEF's network after 1945 and considers how far the NEF successfully extended its membership amongst school teachers and educationists at teacher training colleges. The NEF also sought to develop an international network. The international activities of the NEF, both through links with other organisations, for example, the United Nations Educational, Social and Cultural Organisation (UNESCO), and its membership in those countries where the NEF maintained branches are explored in order to gauge the success of the NEF as a movement with internationalist ambitions.

Language: English

Published: London, England, 2009

Abstract/Notes: The multilingual journal of the Montessori movement The Call of Education (1924-1925) marks a stage in the internationalisation of the method in the context of educational renewal between the wars. It was also the result of a mature Montessori associationism in the Netherlands. Through the profiles of the editors who flanked Montessori, J.L.C. Godefroy and G. Révész, it is possible to discern common dynamics in the pedagogical mobilisation of a bourgeoisie committed to early childhood education and some specific features that made Amsterdam a Montessori capital. / La revista multilingüe del movimiento Montessori The Call of Education (1924-1925) marca una etapa en la internacionalización del método en el contexto de la renovación educativa del periodo de entreguerras. Al mismo tiempo, es el resultado de la madurez de las asociaciones Montessori en los Países Bajos. A través de los perfiles de los dos editores que trabajan junto a Montessori, J.L.C. Godefroy y G. Révész, es posible captar algunas dinámicas comunes de movilización pedagógica de una burguesía educadora y algunas características específicas que hacen de la ciudad de Ámsterdam, una capital Montessori. / La revista multilingüe del moviment Montessori The Call of Education (1924-1925) marca una etapa en la internacionalització del mètode en el context de la renovació educativa del període d’entreguerres. Al mateix temps, és el resultat de la maduresa de les associacions Montessori als Països Baixos. A través dels perfils dels dos editors que treballen al costat de Montessori, J. L. C. Godefroy i G. Révész, és possible copsar algunes dinàmiques comunes de mobilització pedagògica d’una burgesia educadora i algunes característiques específiques que fan de la ciutat d’Amsterdam, una capital Montessori. / La revista multilingüe del movimiento Montessori The Call of Education (1924- 1925) marca una etapa en la internacionalización del método en el contexto de la renovación educativa del periodo de entreguerras. Al mismo tiempo, es el resultado de la madurez de las asociaciones Montessori en los Países Bajos. A través de los perfiles de los dos editores que trabajan junto a Montessori, J.L.C. Godefroy y G. Révész, es posible captar algunas dinámicas comunes de movilización pedagógica de una burguesía educadora y algunas características específicas que hacen de la ciudad de Ámsterdam, una capital Montessori.

Language: Italian

DOI: 10.2436/e&h.v0i40.150349

ISSN: 2013-9632, 1134-0258

Abstract/Notes: Maria Montessori’s vision of peace education includes a deep respect for integral human development where a focus on the whole child in the context of the larger community is the norm. Within Montessori education, children learn each part of the universe, living and non-living, play a role in the cosmic order of the world. Long before climate change became a mainstream concern and imminent threat, Montessori understood that ecoliteracy and a deep reverence for understanding how sustainability, sustainable living, respect for the environment, and a deep understanding of the means of production and exchange were essential to the development of a peaceful world. This chapter explores her philosophy of peace education, its relationship to environmental stewardship, and the implementation of these themes within the Montessori context.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Language: English

Published: Frankfurt am Main, Germany: Peter Lang, 1995

ISBN: 978-3-631-48917-8 978-0-8204-2914-4 3-631-48917-X 0-8204-2914-7

Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 44

Language: English

DOI: 10.1080/00309230.2014.911756

ISSN: 0030-9230, 1477-674X

Abstract/Notes: Students who have attended Montessori pre-kindergarten and kindergarten appear to experience greater academic success than those who attend the general classroom. The purpose of this research was to examine what Montessori classrooms did differently than the general education classrooms and whether Montessori prepares students for greater academic success in elementary school. There is a vast amount of literature available on the impact of Montessori education on student achievement, but few comparison studies. The methodology for this research was causal comparative. Quantitative data was collected to ascertain the practices of Montessori classrooms to produce more academic success than that of the general education classroom. The purpose was to determine if students in a Montessori classroom will have higher academic success or if those in a traditional general education classroom setting will have higher achievement on the MAP reading and math assessment.

Language: English

Published: Central, South Carolina, 2023