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Article

✓ Peer Reviewed

La pedagogía en femenino de Maria Montessori: un vínculo colaborativo entre ciencia, educación y feminismo / Maria Montessori's feminine pedagogy: a collaborative link between science, education and feminism / A pedagogia em feminino de Maria Montessori: um elo colaborativo entre ciência, educação e feminismo

Available from: Universidad Pedagogica Nacional (Colombia)

Publication: Pedagogía y Saberes, no. 58

Pages: 189-206

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Abstract/Notes: This reflection paper is the result of an analytical exercise around the experiences of Maria Montessori as a scholar and feminist woman between the end of the 19th century and the beginning of the 20th century. Following a chronological order —not necessarily linear— of the most significant historical aspects analyzed in the light of different sources of study (conferences, books, research, articles, among others), it is intended to highlight the particular influence of the pedagogical elaborations of a woman in the educational field; a woman who lived in a time when social and cultural reality only valued the female role as a homemaker and denied their value in science, still, she manages to venture into the academic and research territory. I present comments and reflections of this excursus aiming to restore, to a certain extent, the philosophical dignity of the renowned pedagogue, that is, the vindication of her thought beyond the Method application perspective. The emphasis is on examining the pedagogical work of Maria Montessori under a lens that amplifies the reflection of a life characterized by a properly feminine and feminist style in an Italy that, galloping between the old and the new century, saw the birth of a New emancipated Woman, able to confront the positivism of the macho monopoly of her time. Consequently, this philosopher, anthropologist, doctor, pedagogue and feminist —with the help of an important participation of women who marked her history— establishes a complete educational revolution in Italy, and later international impact.

Language: Spanish

DOI: 10.17227/pys.num58-17244

ISSN: 2500-6436, 0121-2494

Article

✓ Peer Reviewed

Um movimento em direção aos espaços educadores sustentáveis na Pedagogia Montessori [A movement towards sustainable educational spaces in Montessori Pedagogy]

Available from: Comunicações

Publication: Comunicações, vol. 22, no. 2

Pages: 391-413

Americas, Brazil, Latin America and the Caribbean, South America

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Abstract/Notes: Apresenta-se aqui o resultado da pesquisa feita numa escola de educação infantil e ensino fundamental de São José (SC) que objetivou verificar as contribuições da pedagogia Montessori às dimensões da escola como um espaço educador sustentável (EES). Revisitaram-se as ideias de educadores que pensaram uma escola à realidade da educação de seu tempo histórico e cultural, especialmente as de Maria Montessori. Na educação ambiental, destacaram-se a sustentabilidade, a escola sustentável e o nosso modo de ser, estar e permanecer na “casa de vida”, sob o olhar de Sauvé, Sato e outros. Ancorou-se em Foucault, com seu entendimento sobre os discursos de verdade, e em Bachelard, que interligou ciência e arte. A pesquisa evidenciou que a escola em foco está em processo de transição de constituir um EES quanto à dimensão do currículo, do projeto político pedagógico e da interação escola-comunidade e em virtude de seus caminhos e escolhas, entretanto algumas limitações existem, principalmente no espaço arquitetônico. Nas falas da comunidade escolar, viu-se que a escola busca criar seu próprio caminho, suas próprias estradas, e, embora não apresente total consonância entre sua proposta e os objetivos do Programa Nacional Escolas Sustentáveis, ambos possuem aspectos em comum. Concluiu-se que o projeto do centro educacional continua se efetivando entre saberes e fazeres da pedagogia Montessori. [We present here the result of a research carried out in a kindergarten and elementary school in São José (SC) which aimed to verify the contributions of Montessori pedagogy to the dimensions of the school as a sustainable educational space (EES). The ideas of educators who thought a school to the reality of education in its historical and cultural time were revisited, especially those of Maria Montessori. In environmental education, sustainability, the sustainable school and our way of being, being and staying in the “home of life” were highlighted, under the eyes of Sauvé, Sato and others. It was based on Foucault, with his understanding of truth discourses, and on Bachelard, who linked science and art. The research showed that the school in focus is in a transition process of constituting an EES regarding the dimension of the curriculum, the pedagogical political project and the school-community interaction and due to its paths and choices, however some limitations exist, mainly in the space architectural. In the speeches of the school community, it was seen that the school seeks to create its own path, its own roads, and, although it does not present total consonance between its proposal and the objectives of the Sustainable Schools National Program, both have aspects in common. It was concluded that the project of the educational center continues to be carried out between the knowledge and practices of Montessori pedagogy.]

Language: Portuguese

DOI: 10.15600/2238-121X/comunicacoes.v22n2ep391-413

ISSN: 2238-121X, 0104-8481

Article

Eine revolutionäre Pädagogik: zum 100. Geburtstag von Maria Montessori [Revolutionary pedagogy: for Maria Montessori's 100th birthday]

Available from: Eidgenössische Technische Hochschule (ETH) - e-Periodica

Publication: Schweizer Schule, vol. 57, no. 21

Pages: 784-785

Maria Montessori - Biographic sources

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Language: German

DOI: 10.5169/seals-535953

ISSN: 0036-7443, 2297-8186

Article

[The Object and Methods of Experimental Pedagogy]

Publication: Jednotna Skola, vol. 26, no. 10

Pages: 889-902

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Language: Slovak

ISSN: 0021-5805

Article

✓ Peer Reviewed

The Conflicting Pedagogy of Maria Montessori

Available from: HathiTrust

Publication: Journal of Education (Boston), vol. 77, no. 6

Pages: 147-149

Maria Montessori - Biographic sources, Maria Montessori - Criticism, interpretation, etc., Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.

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Language: English

DOI: 10.1177/002205741307700604

ISSN: 0022-0574, 2515-5741

Book Section

Proby Wykorzystania Elementow Pedagogiki Marii Montessori w Parktyce Nauczania Poczatkowego [Attempts to Use Elements of Maria Montessori's Pedagogy in the Practice of Primary Teaching]

Book Title: Pedagogika Alternatywna [2 volumes]

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Abstract/Notes: From the Proceedings of the 2nd International Conference "Alternative Education - Dilemmas of Theory and Practice", Łódź, October 12-14, 1995. This is part of the 2-volume proceedings. Volume 1 is titled, "Dylematy teorii" [Dilemmas of theory]. Volume 2 is titled, "Dylematy praktyki" [Dilemmas of practice].

Language: Polish

Published: Lodz, Poland: Oficyna Wydawnicza Impuls, 1995

ISBN: 978-83-85543-78-7 83-85543-78-3 978-83-85543-77-0 83-85543-77-5

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Article

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Dialectics, Esotericism and Evolutionism in 20th Century Pedagogy. On the Totalitarian Heritage in the Educational Concepts of Cultural Education, with Maria Montessori, Rudolf Steiner and Pavel Blonsky

Available from: Pedagógiatörténeti Szemle

Publication: Pedagógiatörténeti Szemle, vol. 4, no. 3-4

Pages: 1-22

Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., New Education Movement, Pavel Blonsky - Biographic sources, Pavel Blonsky - Philosophy, Rudolf Steiner - Biographic sources, Rudolf Steiner - Philosophy, Waldorf method of education - Criticism, interpretation, etc.

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Abstract/Notes: In the following contribution it will be shown that and how the theocratic heritage has perpetuated itself in more or less changed form in newer educational theories. Its transformation can be understood as its secularization, which passes on the absolute as epistemological totalitarianism in the form of violence, provided that it was armed with power of action. As examples here serve the multifaceted cultural or humanistic pedagogy ("Kulturpädagogik" or "Geisteswissenschaftliche Pädagogik" - GP), which is still important today, as well as three important concepts of reform pedagogy (respectively the "New Education Movement"), namely those of Maria Montessori, Rudolf Steiner and Pavel Blonsky.

Language: English

DOI: 10.22309/PTSZEMLE.2018.3.1

ISSN: 2415-9093

Article

✓ Peer Reviewed

Pedagogy of Play

Available from: Springer Link

Publication: Topoi: An International Review of Philosophy, vol. 24, no. 2

Pages: 169-181

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Abstract/Notes: Focuses on the educational value of this field of experience, by claiming that play characterizes the two fundamental guidelines which are at the basis of education; the spontaneous and natural direction on the one side, and the intentional one on the other side. It is commonly assumed that pedagogy of play concerns only the latter of the two above-mentioned aspects of education, that is to say the design and management of playing experiences and materials with clear educational goals; instead, this discipline critically analyzes the whole playing experience, therefore trying to grasp its potentialities, its material conditions, and its overall meanings in the making of the subject. Moving from some considerations about the discovery of play as an emblematic index of the “discovery of childhood” at the beginning of Modern Age (Ariès, 1960), the first part of this essay underlines three aspects: the first concerns the investment on play as an educational device (from Locke to Montessori, up to Children’s Museums), pointing out the shift from the classic principle of ludendo docere to the modern ludendo discere. The second aspect focuses on the retrieval of the natural dimension of play, which finds in Rousseau its main source; the third takes into consideration toys and their identity both as pedagogical devices and as media. In the second part of the essay, the focus is on free play and its educational value, which is here interpreted especially as the first field of experience for children’s “political education”. The final remarks include some speculations the relationship between play and daily life, suggesting the idea that “life-long playing” could be defined as a meaningful aspect of long-life education.

Language: English

DOI: 10.1007/s11245-005-5053-5

ISSN: 1572-8749

Article

✓ Peer Reviewed

Suvremeno djetinjstvo u svjetlu logopedagogije [Contemporary childhood in the light of speech pedagogy]

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Napredak: Časopis za interdisciplinarna istraživanja u odgoju i obrazovanju, vol. 159, no. 3

Pages: 309-324

Child development, Croatia, Early childhood care and education, Early childhood education, Eastern Europe, Europe, Montessori method of education, Reggio Emilia approach (Early childhood education), Waldorf method of education

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Abstract/Notes: U uvodnom se dijelu govori o pojmu djetinjstva, o prenatalnoj psihologiji te o različitim odgojnim pristupima malom djetetu. Predstavljeni su početci razvoja dječjih vrtića u Hrvatskoj te rezultati mijenjanja konteksta i njihove odgojno-obrazovne prakse. Potom su predstavljeni alternativni vrtići (Montessori, Waldorf, Raggio), a zatim i prijedlog logopedagoškog vrtića u kome bi dječji razvoj bio potpomognut logopedagoškim vrijednostima. [The introductory part talks about the concept of childhood, prenatal psychology and different educational approaches to a small child. The beginnings of the development of kindergartens in Croatia and the results of changing the context and their educational practice are presented. Then, alternative kindergartens (Montessori, Waldorf, Raggio) were presented, followed by a proposal for a speech therapy kindergarten in which children's development would be supported by speech therapy values.]

Language: Croatian

ISSN: 1330-0059

Article

✓ Peer Reviewed

Samoaktualizacija, optimalna iskustva i reformske pedagogije [Self-actualization, Optimal Experience and Reform Pedagogy]

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Napredak: Časopis za interdisciplinarna istraživanja u odgoju i obrazovanju, vol. 153, no. 2

Pages: 235-247

Educational change

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Abstract/Notes: Rad dovodi u relaciju teoriju samoaktualizacije (Abrahama Maslowa), teoriju optimalnih iskustava (Michaela Csikszentmihalyi-a) i mogućnosti za njihovo ostvarenje u školi. Maslow (1963.) prepoznaje vrhunska iskustva, a Csikszentmihalyi (2006.) trenutke zanesenosti kao istinske trenutke sreće i samoostvarenja/samoaktualizacije. Maslow kao i Lev Vygotsky (1978.) prepoznaje ključan utjecaj socio-kulturalnog okruženja na razvoj djeteta kao preduvjet za razvoj i samoaktualizaciju pojedinca. Imajući u vidu proksimalan razvoj djeteta i njegovu težnju za aktualizacijom potrebno je školsko iskustvo što više približiti vrhunskim iskustvima ili zanesenosti kako bi se omogućilo što uspješnije sudjelovanje učenika u školi. Reformski pedagozi poput Johanna Heinricha Pestalozzija, Johna Deweya i Marije Montessori još prije više od stotinjak godina prepoznaju situacije u školi kada djeca doživljavaju optimalna iskustva i svojim djelovanjem pokušavaju osigurati uvjete u školi za ostvarivanje istih. Tradicionalna pedagogija koja prevladava u školama danas, na žalost, svojim organizacijskim elementima rijetko osigurava uvjete nužne za ostvarivanje optimalnih i vrhunskih iskustava u školi. [This paper brings in relation the theory of self-actualization (by Abraham Maslow), the theory of optimal experience (by Michael Csikszentmihaly) and the opportunities for their realization at school. Maslow (1963) recognizes superior experience and Csikszentmihaly (2006) the moments of rapture as the moments of genuine happiness and self-realization/self-actualization. Maslow, as well as Lev Vigotsky (1978), recognizes the key influence of socio-cultural environment on child development as a precondition for the development and self-actualization of the individual. Having in mind the child’s proximal development and his aspiration for actualization it is necessary to bring closer school experience to superior experience or to rapture as much as possible, in order to enable as successful participation of pupils at school as possible. Reform pedagogues like Johann Heinrich Pestalozzi, John Dewey and Maria Montessori even more than a hundred years ago recognized the situations at school when children experienced optimal experience and by their actions they tried to provide conditions at school for realization of this experience. Traditional pedagogy that prevails at schools today, unfortunately, by its organizational elements rarely provides conditions necessary for the realization of optimal and superior experience at school.]

Language: Croatian

ISSN: 1330-0059

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