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Conference Paper
Montessori and Krishnamurti: A Comparison of Their Educational Philosophies and Schools in Practice in the U.S. and India
Available from: Research Gate
Annual Conference of the Australian Comparative and International Education Society (11th, Hamilton, New Zealand, August 21-24, 1983)
Americas, Annual Conference of the Australian Comparative and International Education Society (11th, Hamilton, New Zealand, August 21-24, 1983), Asia, Comparative education, India, Jiddu Krishnamuti - Biographic sources, Krishnamurti method of education - Criticism, interpretation, etc., Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., North America, Peace education, South Asia
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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
Article
Montessori: Education for the 21st Century
Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2009, no. 2
Date: 2009
Pages: 51–62
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Abstract/Notes: Steven Hughes shares his dismay that for most children, education still looks more or less the way it did around the beginning of the 1900s. Technology has fostered false hope; but this is not the key to solving the problems of education. Traditional education is content- centred, involving direct instruction from the teacher—an authority figure. Dr Hughes shares his enthusiasm for the Montessori's accurate observations on human learning, and argues that possibly for the first time the wider world is ready for Montessori.
Language: English
ISSN: 1877-539X
Book Section
Montessori Education and Inclusion
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 479-487
Children with disabilities, Children with visual disabilities, Disabilities, Inclusive education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation
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Abstract/Notes: Montessori educators view inclusion as an integral component of the method, as Maria Montessori’s first classrooms were designed to provide sensory stimulation and learning experiences for students deprived of these opportunities due to perceived disabilities. Much has been written on how Montessori’s work began with disabled children and work is underway in Montessori education to include disabled children more seamlessly. This chapter traces the chronology of inclusion in Montessori pedagogy and practice beginning with its historical underpinnings and continuing with a discussion of contemporary practice with a focus on Early Childhood (ages 3 to 6).
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
Conference Paper
Negro Culture and Early Childhood Education
Available from: ERIC
Montessori Centennial Conference
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Abstract/Notes: Most compensatory early childhood programs are based on an assumption of linguistic and cognitive deficits which must be remedied if the Negro child is to succeed in school, but much collected data questions this assumption. The language of many lower class Negro children has been shown to be well-ordered and highly structured, although the dialect differs from standard English. A body of literature has appeared which terms the Negro mother inadequate, but newer insight, illustrated by the work of Virginia Heyer Young, recognizes that the Negro has a culture and life style which is meaningful and well-defined. Culture and race are too often used interchangeably, and early intervention programs have been created which are ethnocentric and lack cross-cultural perspective. Suggestions are given for ways in which the school needs to be restructured to take advantage of these observed cultural differences, particularly in regard to language and reading. Intervention is seen as necessary, but it should assume a culture conflict, rather than a culture deficit, viewpoint.
Language: English
Published: New York, New York: American Montessori Society, Jun 1970
Pages: 17 p.
Book Section
Expansive Education [Lecture 25; 22 November 1946]
Book Title: The 1946 London Lectures
Pages: 180-186
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018
ISBN: 978-90-79506-00-2
Series: The Montessori Series , 17
Article
[Educational Reform in China]
Publication: Montessori Society Quarterly Bulletin (England)
Date: Autumn 1959
Pages: 31
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Language: English
Article
Report on International Study Conference Peace and Education
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1985, no. 2-3
Date: 1985
Pages: 3-5
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Language: English
ISSN: 0519-0959
Article
Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 52, no. 3
Date: 2020
Pages: 337-353
Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc., Waldorf method of education - Criticism, interpretation, etc.
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Abstract/Notes: Montessori, Waldorf, and Reggio Emilia education remain three of the most popular models for alternative early childhood education. Each of these approaches has developed globally, with a rich history of supporting children’s educational freedom. This narrative analysis provides a means for early childhood educators and scholars to understand the aims, philosophical and theoretical frameworks, historical development, benefits, and challenges in these models and their methods of practice. As early childhood education evolves with technology and as re-conceptualizations about early education occur, an understanding of these alternatives to traditional education models is important. While adaptive options of these models may emerge in education systems across national contexts, this review allows educators to consider their applications and cultural appropriateness in specific local and community contexts.
Language: English
DOI: 10.1007/s13158-020-00277-1
ISSN: 0020-7187, 1878-4658
Article
AMS Teacher Education Programs
Available from: ProQuest
Publication: Montessori Life, vol. 23, no. 3
Date: Fall 2011
Pages: 52-55
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Language: English
ISSN: 1054-0040
Book Section
Montessori Education in Saudi Arabia
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 361-364
Asia, Early childhood care and education, Early childhood education, Maria Montessori - Biographic sources, Middle East, Montessori method of education - History, Saudi Arabia, Western Asia
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Abstract/Notes: More than 11 countries in the Middle East region offer early childhood programs that have adopted Montessori and Montessori-inspired practices. Through a case study of Saudi Arabia, this chapter explores Montessori as an imported pedagogy brought to Saudi Arabia by expatriate residents in the 1960s and the culturally specific adaptations made for an Islamic educational environment as Montessori has expanded across private early childhood programs in Saudi Arabia since the 1990s. There is considerable variability in Montessori implementation in Saudi Arabian schools, especially given the international cachet of the Montessori method, suggesting challenges to maintaining fidelity and quality as Montessori-inspired kindergarten programs grow in number.
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