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Article

Michael Klein-Landeck, Freie Arbeit bei Maria Montessori und Peter Petersen [review]

Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 36, no. 4

Pages: 216-217

Book reviews

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Language: German

ISSN: 0944-2537

Video Recording

Europäische Reformpädagogen: Maria Montessori, Peter Petersen, Célestin Freinet

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Runtime: 90 minutes

Language: German

Published: Ellwangen, 2004

Book Section

Reformpädagogik im Faschismus: Maria Montessori - Peter Petersen

Book Title: Reformpädagogik. Neue Zugänge - Befunde - Kontroversen

Pages: 154-168

Europe, Fascism, Germany, Italy, Jena plan, Maria Montessori - Philosophy, Montessori method of education, Nazism, Peter Petersen - Philosophy, Southern Europe, Western Europe

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Language: German

Published: Bad Heilbrunn, Germany: Klinkhardt, 2004

Article

Michael Klein-Landeck: Maria Montessori und Peter Petersen im Vergleich [review]

Publication: Das Kind, no. 24

Pages: 71-73

Book reviews

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Language: German

ISSN: 0949-2682

Book Section

Maria Montessori - Célestin Freinet - Peter Petersen

Available from: V&R E-Library

Book Title: Reformpädagogische Konzepte

Pages: 75-93

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Language: German

Published: Göttingen, Germany: Vandenhoeck & Ruprecht, 2013

ISBN: 978-3-525-70152-2

Series: Frühe Bildung und Erziehung

Book Section

Richtlinien für die Grundschule in Nordrhein-Westfalen und die pädagogischen Konzeptionen von P. Petersen und M. Montessori

Book Title: Montessori-Pädagogik als Modell 60 Jahre Montessori-Forschung und -Lehre in Münster: eine Dokumentation

Pages: 319-328

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Language: German

Published: Münster, Germany: Lit, 2017

ISBN: 978-3-643-12157-8 3-643-12157-1

Series: Impulse der Reformpädagogik , 20

Article

Richtlinien für die Grundschulen in Nordrhein-Westfalen und die pädagogischen Konzeptionen von P. Petersen und M. Montessori

Publication: Montessori-Werkbrief (Montessori-Vereinigung e.V.), vol. 24, no. 1

Pages: 14-24

Europe, Germany, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Montessori-Vereinigung e.V. - Periodicals, Paul Oswald - Writings, Western Europe

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Language: German

ISSN: 0722-2513

Doctoral Dissertation

Per un'educazione al pensiero complesso Metodo Montessori e Philosophy for Children: connessioni e sconfinamenti

Available from: AMS Dottorato - Institutional Theses Repository (University of Bologna Digital Library)

Comparative education, Montessori method of education, Philosophy for Children

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Abstract/Notes: La presente ricerca, di impianto teorico, si prefigge lo scopo di indagare - all’interno della cornice teorica del problematicismo pedagogico - le connessioni tra due proposte educative che concorrono alla promozione dell’esercizio del pensiero complesso già nell’infanzia: il Metodo elaborato da Maria Montessori e la Philosophy for Children sviluppata da Matthew Lipman. Attingendo alla bibliografia scientifica di riferimento, sia nazionale sia internazionale, e a partire dalle connessioni individuate, si arrischiano sconfinamenti in saperi altri: sostando in ambiti di ricerche, apparentemente lontani, vengono interrogate le teorie dell’apprendimento, i rapporti con le tecnologie, fino al confronto con le interessanti conferme che emergono dalle recenti ricerche neuroscientifiche. La scelta dell’oggetto della ricerca nasce da una riflessione relativa all’emergere di fenomeni di negazione dell’infanzia e dei suoi diritti; ra gli altri, il diritto al pensiero. Sembra necessario richiamare alla responsabilità di accompagnare l’infanzia sulle strade della complessità nella cittadinanza GLocale. In questa direzione, le proposte educative prese in esame sembrano offrire, a partire dall’infanzia, modalità diversificate e divergenti delle esperienze di conoscere, sentire, comunicare alle quali poter attingere come bambini e bambine e nelle successive età della vita. Con il presente lavoro di ricerca, che mi ha vista impegnata in diverse forme per tre ricchi e intensi anni, ho tentato di mettere al centro della riflessione l’esercizio del pensiero che emerge come imprescindibile responsabilità educativa a cui i dispositivi propri del Metodo Montessori e della Philosophy for Children possono contribuire a corrispondere. [The research undertaken for this doctoral thesis - within the theoretical framework of pedagogical problematicism - explores the connections between two educational proposals that contribute to the promotion of the exercise of complex thought already since childhood: the Method elaborated by Maria Montessori and the Philosophy for Children developed by Matthew Lipman. With reference to the scientific bibliography, both national and international, this work matches Learning Theories, Studies on New Technologies and Practices in Education, comparing it with the interesting discoveries that emerge from recent neuroscientific research. It seems necessary to recall the responsibility of accompanying childhood on the roads of complexity in GLocal citizenship and, so, to offer children the tools and times for developing the capacity to think critically, to reason around events, and to undertake constructive relations with the environment and with others. With the present research, which has engaged me in different forms for three richly intense years, I have tried to centre my analysis on the exercise of thought as an indispensable educational responsibility to which the devices of the Montessori Method and of the Philosophy for Children can contribute.]

Language: Italian

Published: Bologna, Italy, 2018

Article

✓ Peer Reviewed

“The Ayn Rand School for Tots”: John Dewey, Maria Montessori, and Objectivist Educational Philosophy during the Postwar Years

Available from: Historical Studies in Education (Canada)

Publication: Historical Studies in Education/Revue d'histoire de l'éducation, vol. 25, no. 1

John Dewey - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Objectivism (Philosophy) - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc.

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Abstract/Notes: Objectivism, the libertarian philosophy established by Ayn Rand during the postwar years, has attracted a great deal of attention from philosophers, political scientists, economists, and English professors alike in recent years, but it hasn’t received much notice from historians with an interest in education. This article will address that problem by discussing how Rand and her followers established a philosophy of education during the 1960s and 1970s that was based, in part, on vilifying the so-called collectivist ideas of John Dewey and lionizing the so-called individualist ideas of Maria Montessori. Unfortunately, the narrative that emerged during this time seriously misrepresented the ideas of both Dewey and Montessori, resulting in a somewhat distorted view of both educators.

Language: English

DOI: 10.32316/hse/rhe.v25i1.4285

ISSN: 0843-5057, 1911-9674

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