Language: English

ISSN: 1054-0040

Language: Italian

ISSN: 0042-7241

Language: English

ISSN: 0040-7887

Language: English

Language: English

Published: New York: Putnam, 1969

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: Montessori's acceptance into medical school was a personal achievement and would have ramifications for the lives of a multitude of future generations. In March 1896, she was invited to the first Women's International Congress, in Berlin, where she spoke of the need for equal pay for equal work for women. Montessori's vision for social change has filtered into early childhood classrooms, and public Montessori schools have entered the mainstream, touching the lives of millions of children.

Language: English

ISSN: 1054-0040

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

Language: English

Published: London, England: Heinemann, 1965

Abstract/Notes: One of the major components of Dr. Montessori's plan for peace education is a curriculum that de-emphasizes nationalism. The "big picture" of the cultural curriculum encourages the perspective that people are citizens of Earth first, and only secondarily American, Japanese, Polish, or other nationalities. Through the fundamental needs material, children learn that all people on all continents throughout history had and have the same basic needs. In preindustrial times, geographic context, together with local natural resources, determined how different groups of people met their needs. And because this is still true, the Montessori geography curriculum is not limited to land and water forms and political borders, but necessarily extends to the people who inhabit other places. It teaches that other people are much like everyone else in terms of basic needs, but that they may meet those needs in very different ways; and children learn to respect those differences. Such a perspective is developed in Montessori settings even where little ethnic, religious, or social diversity exists, as long as a quality program is in place. Additionally, planetwide problems that Montessori may not have specifically anticipated, such as global warming, necessitate new attitudes and curricula that form and emphasize an "ecopsychological" awareness. This article examines the relevance of Montessori education to international schools: When properly integrated, Montessori complements and enhances many aspects of an international school, but when misapplied or partially applied, the obstacles that result can be quite difficult to overcome.

Language: English

ISSN: 1054-0040