Language: English

Published: Sydney, Australia: Association Montessori Internationale, 2005

Pages: 12 p.

Abstract/Notes: Reframes the history of the Montessori movement within the wider cultural-political context. Examines the impact of Montessorism and how it lent itself to reinterpretation. Provides new insights into the problematic Montessori/Mussolini alliance

Language: English

Published: Cham, Switzerland: Palgrave Macmillan, 2022

ISBN: 978-3-031-14071-6 978-3-031-14072-3

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: The purpose of this study was to examine the growth of the Montessori Movement in the United States during the periods 1909-1921 and 1952-1970. The Montessori system was viewed as an innovation in American education and special attention was directed to the leaders of the movement and the role they played in its growth. The primary sources used for the initial period were the papers of Mabel Bell kept in the Bell Room of the National Geographic Society and the McClure Manuscripts housed in the Lilly Library at Indiana University. For the latter period, the following sources were utilized: American Montessori Society files, files of Whitby School, tape recordings from the American Montessori Society, interviews with Nancy Rambusch, Cleo Monson, John McDermott and correspondence with Mario Montessori and Margaret Stephensen. In addition to visits to the original Casa dei Bambini in Rome and modern Case in Italy, many Montessori schools in the United States were observed. The background of Dr. Montessori was discussed and the influences, principles and contributions of her method were examined. The period from 1909-1921 was analyzed with reference to the leadership of Maria Montessori, S.S. McClure, Mabel Bell, Helen Parkhurst and William Kilpatrick. The social, educational, political, theoretical and communications problems were examined to determine possible reasons for the demise of Montessori education in that era. The renascance [sic] of Montessori education in the United States (1952-1970) was examined with emphasis on the leadership of Mario Montessori, Nancy Rambusch, Margaret Stephenson, Cleo Monson and John McDermott. The areas of social, educational, theoretical and communications were studied for likely reasons for the resurgence of Montessori education in America. A paradigmatic schema was used to compare the role of the leaders in each period: Policy maker- Maria Montessori and Mario Montessori; Promoter- S.S. McClure and Nancy Rambusch; Organizer- Mabel Bell and Cleo Monson; Disciple- Helen Parkhurst and Margaret Stephenson; Professional Educator- William Kilpatrick and John McDermott. The qualities of leadership which led to the original demise of the Montessori Movement were: 1) Mistrust and lack of direct contact with United States educators and Montessori promoters by Maria Montessori; 2) Withdrawal of lecture and film rights from S.S. McClure by Dr. Montessori; 3) Dissolution of Montessori organizations by Mabel Bell and Helen Parkhurst because of lack of confidence in them by Maria Montessori; 5) Strong influence by William Kilpatrick (who did not believe in the Montessori method) on kindergarten teachers. The rebirth of the Montessori Movement was influenced by: 1) Mario Montessori's strong adherence to the original ideas of Maria Montessori; 2) Nancy Rambusch's proper use of leadership and timing and the formation of the American Montessori Society by her; 3) The organized efforts of the American Montessori Society and its teacher-training and public relations function by Cleo Monson; 4) The loyalty and knowledge displayed by Margaret Stephenson in running the Association Montessori Internationale teacher-training course in Washington; 5) the efforts of John McDermott to put Montessori in an American cultural context in teacher-training and professionalization of Montessori education. The writer finds strong indications for the thesis that it was the leadership which effected the growth of the Montessori Movement in the United States and recommends further research into other educational innovations in the United States such as the British Infant School Movement and Headstart with attention to the leadership.

Language: English

Published: New York City, New York, 1971

Language: English

Published: Pittsburgh, Pennsylvania, 1963

Language: English

ISSN: 0571-1142

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: Reprinted from 'Around the Child', 1956

Language: English

Abstract/Notes: Under 1900-talets första decennier vann den italienska läkaren Maria Montessori berömmelse som pedagogisk förnyare. Den frihetliga andan och mönstergilla disciplinen i hennes förskolor och skolor slog omvärlden med häpnad. Men Montessori skulle inte bara lansera en ny pedagogik. Under mellankrigstiden, när hennes metod fick stort genomslag internationellt, påtog hon sig rollen som kulturkritisk rörelseledare. Med paroller om barnets frigörelse och samhällets rekonstruktion värvade rörelsen många entusiastiska anhängare. I dåtida press talades det om montessorism i liknande ordalag som man talade om feminism, freudianism och marxism. Förväntningarna på vad montessorismen skulle kunna åstadkomma också utanför skolportarna var höga. I Montessoris pedagogiska imperium belyser Christine Quarfood, utifrån ett omfattande historiskt källmaterial, Montessorirörelsen som kulturkritisk och opinionsbildande strömning. Boken lyfter fram det mångfasetterade i rörelsens budskap, utöver den psykopedagogiska tematiken också den politiskt och socialt laddade problematik kring makt- och auktoritetsfrågor, krig och fred som adresseras i rörelsens skrifter. Huvudfokus ligger på mottagandet i de länder där rörelsen fick störst genomslag, USA vid tiden kring första världskriget, England under 1920-talet, samt Mussolinis Italien, där Montessorirörelsen fick fascistregimens stöd från 1926 till 1934. / During the first decades of the 20th century, the Italian physician Maria Montessori gained fame as an educational innovator. The liberal spirit and exemplary discipline of her preschools and schools amazed the outside world. But Montessori would not just launch a new pedagogy. During the interwar period, when her method had a major impact internationally, she took on the role of culturally critical movement leader. With slogans about the child's liberation and the reconstruction of society, the movement recruited many enthusiastic supporters. In the press of that time, Montessori was spoken of in similar terms as feminism, Freudianism, and Marxism. Expectations of what Montessori could achieve outside the school gates were high. In Montessori's educational empire, Christine Quarfood, based on extensive historical source material, highlights the Montessori movement as a culturally critical and opinion-forming current. The book highlights the multifaceted in the movement's message, in addition to the psychopedagogical theme also the politically and socially charged issues around power and authority issues, war and peace that are addressed in the movement's writings. The main focus is on reception in the countries where the movement had the greatest impact, the United States during the First World War, England in the 1920s, and Mussolini's Italy, where the Montessori movement received the support of the fascist regime from 1926 to 1934.

Language: Swedish

Published: Göteborg, Sweden: Daidalos, 2017

ISBN: 978-91-7173-512-6

Language: English

ISSN: 0571-1142