Abstract/Notes: "Mr. Darbarilal Sharma (U. P.) said that Congress leaders were not sincere about basic education. They sent their own children to Montessori or convent schools. If the leaders believed in the basic education system, they should first sent their children to basic schools he added."

Language: English

Language: English

Abstract/Notes: At the general meeting or the Ahmedabad Municipal School Board the proposals of Dr. Swaminarayan and Mr. Panchal sent through the Municipal Board for opening Montessori schools in the Northern Division were discussed at length, and it was resolved that the Board was Not prepared on its own responsibility to open any more Montessori schools. The Board, however, accepted the principle of giving all possible help to private enterprises.

Language: English

Language: English

Language: English

Language: English

Language: English

Abstract/Notes: A report by Countess Lubienska on the preparations and curriculum of the XX International Montessori Course, Nice, 1934. We have chosen this document to substitute for a missing original text on this theme by Montessori herself.

Language: English

ISSN: 1877-539X

Abstract/Notes: A escola é um local de conexão do ser humano com o que o rodeia e, por isso é mais do que um espaço para educar. É o abrigo que acolhe e promove um processo educativo e de crescimento. A relação entre arquitetura e pedagogia, entende-se na medida em que o desenho do espaço é um instrumento pedagógico e, essa conexão entre as duas áreas é intensifcada pelas transformações na sociedade, que por sua vez têm infuenciado o desenho do espaço de ensino. A partir do século XIX e XX a introdução de novos métodos de ensino refetiu-se numa nova forma de olhar para as crianças e numa crescente preocupação com a pedagogia. Estes modelos inovadores distanciam-se da rigidez dos modelos tradicionais e, são ainda hoje pouco reconhecidos. As escolas Montessori representam essa nova forma de olhar para a educação e respondem às questões pedagógicas desenvolvidas por Maria Montessori, nas quais as crianças são seres independentes e são o centro de todo o processo educativo. Carateriza-se por ser uma pedagogia, que tal como o espaço a ela destinado, é complexa e pensada ao detalhe para satisfazer as necessidades de seres autónomos. Ao mesmo tempo, a principal caraterística da nova educação é a liberdade, que por sua vez se vê refetida no espaço arquitetónico, em espacialidades fexíveis e que permitem maior variedade de ocupação. Além disso, a pedagogia Montessori requer um ambiente de ensino estimulante à aprendizagem, que confere à criança a independência necessária na sociedade atual. Com isto, a presente Dissertação de Mestrado, "A casa das Crianças: Três Modelos de Espaços Escolares Montessori", pretende perceber de que forma a arquitetura responde ao próprio método Montessori, através de vários casos de estudo como por exemplo: A Casa das Crianças Viena (1922) de Franz Schuster, a Escola Montessori de Delft (1960/66) de Herman Hertzberguer e o Fuji Kindergarten projetado pelos Tezuka Architects (2007). A análise destes casos em detalhe, permitiu entender o espaço escolar Montessori através de temas comuns como: a relação ente a Escola e Cidade, o espaço de distribuição da escola, a sala Montessori e todos os espaços que a compõe, e o espaço exterior. / School is a connection place between humans and their surroundings, it is more than a place to teach. It is the shelter that welcomes and promotes both an educational and a growth process. The relation between architecture and pedagogy is understood as a pedagogical instrument and this relation is intensifed by changes in society, which in turn have infuenced the design of the teaching space. From the 19th and 20th century, the introduction of new teaching methods resulted in new ways of looking at children and in a growing concern with pedagogy. This happened as a reflection of introducing new teaching methods. These innovative models block the rigidity of traditional models and nowadays, they're not so recognized. Montessori schools represent this new way of looking at education created by Maria Montessori, where children are independent beings and are the center of the educational process. This pedagogy is known by being complex and designed to detail to satisfy the need of autonomous beings. Just like the space for them. At the same time, the main characteristic of the new education is freedom, that is refected in the architectural space too, with fexible spaces that allow childrens appropriation. Montessori Pedagogy requires a teaching environment that encourages learning, giving the child the independence needed in today's society. So, this master's thesis, Children's Space: Three Models of Montessori Schools, shows how architecture to the Montesssori Method principles, throught various study cases like: Children's House in Viena (1922) by Franz Schuster, a primary Montessori School in Delft (1960/66) by Herman Hertzberguer and the Fuji Kindergarten designed by Tezuka Architects (2007). The study of these and more cases, revealed the Montessori Spaces through themes like: The School and the City, The School distribution, The Montessory Classroom and The Outdoor Space.

Language: Portuguese

Published: Porto, Portugal, 2021

Abstract/Notes: The educational philosophies of Maria Montessori and Jiddu Krishnamurti are compared and contrasted in this paper. The discussion is based on texts by both educators and direct observation of some of the schools (United States, Australia and India) where these ideas are being implemented. First, general principles of each educator are discussed. Both are said to have condemned traditional approaches to education and to have objected to the record of state involvement in education. The next three sections describe their ideas regarding: (1) how children learn and the role children should take in their own education; (2) the attributes, characteristics, and training of teachers, and the teacher-child relationship; and (3) the proper education environment, with focus on discipline, competition, evaluation, and the use of methods. In conclusion, it is said that Montessori's and Krishnamurti's philosophies have more similarities than differences. Children love being at both kinds of school. Their schools have successfully deinstitutionalized the learning process and made the teacher-pupil relationship a caring and loving one. The major difference between the two types of education is the approach to method: Krishnamurti scorns adopting a particular method while Montessori tried to design a method that was based on her observation of the "natural" child.

Language: English

Published: Bundoora, Victoria, Australia: Centre for Comparative and International Studies in Education, 1983