Language: English

ISSN: 0010-700X

Language: English

ISSN: 0090-4155, 1943-3352

Abstract/Notes: Tulisan ini berusaha menjelaskan pendidikan Islam dari sudut pandang Maria Montessori, yang merupakan tokoh pendidikan anak yang mencurahkan hampir keseluruhan hidupnya untuk anak-anak. Maria Montessori memiliki prinsip dasar mengenai metode montessori ini, yang sangat memfokuskan anak sebagai childern center dan orang dewasa sebagai pembimbing. Menurutnya, suatu fase kehidupan di awal sangat berpengaruh terhadap faserase kehidupan selanjutnya artinya bahwa pengalaman-pengalaman yang dialami oleh seorang anak di awal kehidupannya sangat berpengaruh terhadap kedewasaannya kelak begitu juga perlakuan yang di dapatkan anak sejak kecil akan sangat berpengaruh terhadap perkembang an anak selanjutnya. Kemudiaan sebagai umat Islam, sudah menjadi kewajiban bagi orang tua dan pendidik untuk menanamkan nilai-nilai ke-Islaman pada anak-anaknya. Dan agar nilai-nilai ke-Islaman tersebut dapat terserap dengan sempurna, maka harus diajarkan sejak anak-anak usia dini juga. Rasulullah telah menegaskan tentang tanggung jawab orang tua terhadap anak-anak dalam sabdanya. [This paper tries to explain Islamic education from the perspective of Maria Montessori, who is a figure of children's education who devotes almost her entire life to children. Maria Montessori has a basic principle regarding this Montessori Method, which is very focused on children as children centers and adults as guides. According to him, a phase of life at the beginning is very influential on the phases of the next life which means that the experiences experienced by a child early in life are very influential on their maturity as well as the treatment that children get from childhood will greatly affect the subsequent development of children. Youth as Muslims, it has become an obligation for parents and educators to instill Islamic values in their children. And so that these Islamic values can be absorbed perfectly, it must be taught from an early age as well. Rasulullah has emphasized the responsibility of parents towards children in their sayings.]

Language: Indonesian

ISSN: 2549-3329

Abstract/Notes: This rejoinder replies to Veenman's (1997) critique of our (Mason & Burns, 1997a) literature review conclusion that combination classes lead to at least small negative effects. Veenman argues that his reviews (1995, 1996) lead to a conclusion that combination classes are “simply no worse and simply no better” than single‐grade classes. In our response, we identify and discuss the major disagreements we have with Veenman's findings, assumptions, and explanations. Veenman's conclusion, we explain, is hampered by a narrow reading and interpretation of the literature that appears to focus (a) too heavily on faulting teachers for failing to capitalize on the “potential positive effects” of combination classes, and (b) too lightly on interview research, observational studies, and a theory that would explain how the no‐difference achievement effects occurred.

Language: English

DOI: 10.1080/1380361970030401

ISSN: 1380-3611, 1744-4187

Language: English

DOI: 10.1086/461732

ISSN: 1554-8279, 0013-5984

Abstract/Notes: The article presents the first monitoring phase following the introduction of the Montessori Method in three primary school classes of the public sector in Trentino, Northern Italy. In this context we are proposing a check list developed to observe teachers and children actions into experimental classes, with the aim of monitoring the gap between implemented educational choices and the theoretical references proposed by Maria Montessori. The check list points offer a supportive self-evaluation tool for teachers in Montessori public school contexts. [Tra l’agito e il dichiarato: una griglia osservativa per l’autovalutazione del docente nelle classi a metodo MontessoriIl contributo presenta la prima fase di monitoraggio dell’esperienza a metodo Montessori in tre classi di scuola primaria pubblica trentina. In questo contesto viene presentata una check list osservativa costruita per osservare le azioni di insegnanti e bambini all’interno delle classi sperimentali, con l’intento di monitorare lo scarto tra le scelte didattiche messe in atto e i riferimenti teorici proposti da Maria Montessori nell’ambito della scuola primaria. La check list proposta intende offrire uno strumento in grado di orientare il processo di autovalutazione dell’insegnante in contesti di scuola pubblica ad indirizzo montessoriano.]

Language: Italian

DOI: 10.13128/formare-23930

ISSN: 1825-7321

Abstract/Notes: Maria Montessori is not generally known as a philosopher. She is best known for the Montessori schools around the world that bear her name and for her (oft-misunderstood) pedagogical ideas about children's liberty. But after completing her medical degree and spending several years in professional medicine and psychiatry, including working with children, Montessori left most of her professional responsibilities to enroll in a PhD program in philosophy at the University of Rome, in order, as she put it, to "undertake the study of... the principles on which [pedagogy] is based" (MM, 33). There she studied under philosophers such as Giacomo Barzellotti (for history of philosophy), Pietro Ragnisco (moral philosophy), and one of the most important Italian philosophers of the early twentieth century, Antonio Labriola, not to mention philosophically inclined psychologists and anthropologists (Foschi 2012, Trabalzini 2003). At the same time, her personal interest in psychology intersected with Italian interest in American pragmatism (particularly William James), whose philosophical-psychological writings she cites throughout her works. Despite this philosophical background, Montessori's philosophical thought has not been taken seriously. At most, some have focused on her philosophy of education, and there has been some discussion of her feminism (Babini 2000; Babini and Lama 2000) and her place in the history of psychology (Babini 2000; Foschi 2012; Kramer 1976; Trabalzini 2003). Through providing an overview of her moral epistemology, the present essay aims to show that Montessori is a moral philosopher worth taking seriously.

Language: English

ISSN: 0740-0675

Abstract/Notes: This study aims to analyze Maria Montessori’s theory of personality education. The author adopts interpretative methodology to focus on the following texts: The Absorbent Mind, The Secret of Childhood, The Discovery of the Child, and What You Should Know about Your Child. In this paper, the conclusion can be summarized into four points: First, personality is formed in the development of body and spirit, and the will is the key to integrate the whole system of personality. Second, the goal of personality education is to establish the discipline of life, and the method is to let children work spontaneously with the sense of duty in a free situation. Third, children must have the freedom to choose, then they can learn how to exercise their will to obey the inner discipline. Fourth,there are five examples provided for the implementation of personality education. / 本研究旨在分析Montessori（1870-1952）的人格教育思想，主要運用詮釋學的研究方法：一方面聚焦於《吸收性心智》（The Absorbent Mind）、《童年的秘密》（The Secret of Childhood）、《發現兒童》（The Discovery of Child）及《了解你的孩子》（What You Should Know about Your Child）等文本的理解，二方面來回於個人經驗與文本脈絡之間的對話與省思。結果發現，可歸納為以下四點：一、人格是精神生命肉身化的結果，人格統整的關鍵是意志發展。二、人格教育的目標在於建立紀律，人格教育的原則是給予自由，人格教育的方法是透過工作。三、人格教育的歷程始於兒童的自由選擇，繼之以專注地自發性工作，透過意志發展逐漸樂於服從，最後形成內在紀律，表現出寧靜的心境。四、人格教育的實施，關鍵時期為零至三歲，可以運用靜默遊戲、走線練習、穿脫衣服、準備茶會、舉辦生日會等方式進行。最後，本文更針對其思想內涵，提出10點評析，以供參考。

Language: Chinese

DOI: 10.3966/102887082016036201003

ISSN: 1028-8708

Abstract/Notes: This study examined the influence of enrollment on the development of self-determination in a Montessori middle school. Bounded by self-determination and student voice theory, this research was designed to give voice to students, add to the discourse on middle school reform, and provide the perspective of the student to the critique of middle level education.Based on the analysis of narrative major themes indicated the importance of autonomy and relatedness. Students valued the ability to choose the order of their tasks and the tasks they could choose to demonstrate understanding as well as the ability to re-take tests. These changes require a paradigm shift to a student-centered learning environment.

Language: English

DOI: 10.17161/jomr.v2i1.4994

ISSN: 2378-3923

Abstract/Notes: Quando pensamos em educação especial, já buscamos meios eficientes para trabalhar de forma correta e eficiente. Entramos então na busca de defender a TEORIA MONTESSORIANA, criada por Anna Freud Maria Montessori, como uma das melhores formas de se trabalhar com educandos com deficiência, pois entendemos como educadores que educar é algo poético, que depende não somente do básico da teoria e sim do amor que nos liga a essa profissão. Este trabalho, que tem por objetivo básico a conclusão do curso de mestrado, apresentou no decorrer das pesquisas uma nova visão e base para a profissão. Buscando soluções e modificações imediatas no trabalho diário em sala de aula. O saber a teoria nos remete a uma modificação no cotidiano escolar, desde a forma com que olhamos para nossos alunos até a base estrutural da sala de aula. Este trabalho teve como metodologia a forma descritiva, a qual, segundo Lakatos (1997), expõe a pesquisa de material já publicado e autores renomados para sua execução. [When we think of special education, since we seek efficient ways to work properly and efficiently, then enter the search defend the Montessori Theory, created by Anna Freud Maria Montessori as the best way of working, because we understand as educators that to educate is something poetic, which depends not only on basic theory, but on the love that binds us to this profession. This work, whose primary objective is the completion of the master program, presented in the course of research a new vision and basis for the profession. Seeking solutions and immediate changes in the daily work in the classroom. Knowing the theory leads us to a modification in everyday school life, from the way we look at our students to the structural basis of the classroom. This work has as methodology a descriptive form, which according to Lakatos (1997) exposes the research material already published and renowned authors for its execution.]

Language: Portuguese

ISSN: 1982-8632