Language: English

Published: Sydney, Australia, 2005

Language: German

Published: Amsterdam, The Netherlands: Association Montessori Internazionale, 1977

Language: German

Language: German

ISSN: 0722-2513

Abstract/Notes: Ce texte décrit un différend opposant, au début de l’internationalisation de la pédagogie montessorienne (1913), Pierre Bovet, alors directeur du tout jeune Institut Jean-Jacques Rousseau, et Maria Montessori. Il propose la notion de « diffraction » pour décrire, lorsqu’une pédagogie se diffuse, les effets de pertes, de dilution des intentions ou des pratiques, voire les déviations de la pensée initiale, pour saisir la nature et les contenus des transferts et des resémantisations à l’œuvre. Ce texte fait ainsi l’hypothèse que ce différend a contribué à l’internationalisation spécifique de la pédagogie Montessori, hors des canaux genevois et à distance de l’Éducation nouvelle. Mais il insiste également sur la place que doivent prendre les pratiques concrètes pour considérer, y compris du point de vue de l’historien, la diffusion d’une pédagogie. Quel statut donner à un mauvais passeur ou à un mauvais lecteur d’une pédagogie, c’est-à-dire à un passeur diffusant une pédagogie diffractée ? Jusqu’à quel point les pratiques – en particulier les pratiques montessoriennes, décrites comme « scientifiques » et non idéologiques ou philosophiques – sont-elles affectées par le contexte politique ou idéologique qui les porte – par exemple dans le cas du régime mussolinien ? Jusqu’à quel point le pédagogue doit-il ou peut-il cadrer la diffraction, et comment l’historien peut-il considérer pratiquement cette question? [This text describes a contention between Pierre Bovet (director of the Jean-Jacques Rousseau Institute, in Geneva) and Maria Montessori, at the beginning of the internationalization of this pedagogy (1913). It suggests the notion of «diffraction» in order to describe the effets of loss, dilution or deviation of intentions or practices, when a pedagogy is diffused. The «diffraction» aims to get the nature and the contents of the «transfers» and the resemantizations at work in this case. This text puts forth the hypothesis that this contention contributes to the specific internationalization of Montessori pedagogy, apart from genevese and New Education networks. But this texte emphazises on the place of concrete practices in the diffusion of a pedagogy. What kind of status can be given to a bad importer of a pedagogy – that is to say, an importer who broadcasts a diffracted pedagogy? The practices are they affected by the political or ideological context which receives a pedagogy? On this point, the Montessori pedagogy presents itself as « scientific » and without ideology. So how can we understand this specificity, espacially in the mussolinian context, in the 1930’s? Has the pedagogue to control the diffraction – and how – and how can the historian consider this problem?]

Language: French

Published: Neuchâtel, Switzerland: Editions Alphil-Presses Universitaires Suisses, 2020

ISBN: 978-2-88930-322-9

Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).

Language: English

Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983

Language: English, Italian

Published: Rome, Italy: Opera Nazionale Montessori, 2001

ISBN: 978-88-88227-12-2

Language: English

Published: Amsterdam, The Netherlands, 1949

Language: German

Published: Münster, Germany: Lit, 2003

Edition: 1st ed.

ISBN: 3-8258-7063-4 978-3-8258-7063-8

Series: Impulse der Reformpädagogik , 8

Language: German

Published: Berlin, Germany: Lit, 2006

ISBN: 978-3-8258-9948-6 3-8258-9948-9

Series: Impulse der Reformpädagogik , 13