Abstract/Notes: This article seeks to re-introduce Dr. Maria Montessori’s educational philosophy, which has been absent from modern philosophy of education literature. It describes and analyzes crucial aspects of her epistemology, as best known through her Method. Discussed are the need for early education, the development of the senses, and the exercise of choice by the students. Concept formation is also shown to be an important part of Montessori’s philosophy of instruction. This article concludes with a brief resolution of the “is–ought” objection as framed by Scheffler that might be waged against Montessori’s approach.

Language: English

ISSN: 2369-8659

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

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

Abstract/Notes: Montessori's theories, developed more than 100 years ago, certainly resonate with current psychological research on improving education. Autonomy, interest, competence, and relatedness form the foundation for three contemporary efforts to organize the vast literature on motivation into a parsimonious theory. These four elements also comprise fundamental aspects of Montessori elementary educational practice. By integrating modern motivation theory development with well-established Montessori practice, one could argue that Maria Montessori was a woman before her time. She was passionate in the early 1900s about the importance of students becoming actively engaged in their own learning. Montessori schools around the world today live that vision through practices that are beginning to be recognized as crucial to the formation of internal motivation. (Contains 1 figure.)

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: In this paper, we are going to present some of the revolutionary and brilliant proposals of Maria Montessori’s educational approach, which, through its innovative use of space and movement still offers solutions to problems in our day and age. Montessori’s ideas are explained in relation to environmental education in the context of child-nature interaction as well as the practices applied within the framework of these ideas; they are also essential to facilitate educational inclusion, as they promote a sensory based and a child centered learning approach.

Language: English

DOI: 10.7346/-fei-XVIII-03-20_18

ISSN: 2279-7505

Language: English

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0028-5048

Language: English

ISSN: 0010-700X