Language: English

Published: London: Montessori Society, 1914

Language: English

Language: English

Language: English

Abstract/Notes: È noto quanto Maria Montessori fosse esigente nei confronti del maestro. In questo articolo si presenta la sua visione delle caratteristiche che devono animare il «nuovo Maestro» per consentire «al bambino nuovo» di potersi sviluppare in modo armonioso ed equilibrato. Dato che la peculiarità della pedagogia montessoriana è cambiare la modalità relazionale tra l’adulto e il bambino, sono messi in risalto alcuni aspetti concreti e universali condivisibili da tutti gli insegnanti. Questi possono essere applicati ovunque e possono anche facilitare la didattica, anche senza applicare tutto il Metodo Montessori, giacché l’autoeducazione del bambino è legata all’autodisciplina dell’adulto. Per formare i maestri Maria Montessori aveva scelto di organizzare i Corsi internazionali di formazione che duravano diversi mesi. Per chiarire gli elementi essenziali, vengono studiate le conferenze riguardo al nuovo maestro pronunciate durante questi corsi. Da esse vengono ricavati i tre livelli di formazione: materiale, scientifica e spirituale. Alcuni aspetti imprescindibili vengono più approfonditi, quali lo spogliarsi dei preconcetti, il cambiare le attitudini morali e l’essere un’osservatore gioioso, aspetti che la Montessori considerava essenziali per risolvere il problema dell’educazione. Basandosi anche su alcuni racconti di allieve, sono proposte alcune modalità scelte da Hélène Lubienska de Lenval durante il suo Cours Pédagogique, e sono presentate alcune scelte pedagogiche di Adele Costa Gnocchi, che aprirà la Scuola Assistenti all’Infanzia dove saranno approfondite le intuizioni della Montessori per il bambino piccolo fino a tre anni. / Es conocido lo exigente que Maria Montessori ha sido en relación a los maestros. En este artículo se presenta su visión de las características que debería poseer el “nuevo maestro” para permitir al “nuevo niño” desarrollarse de manera armoniosa y equilibrada. Considerando que la finalidad de la pedagogía montessoriana es cambiar la modalidad de interacción entre el adulto y el niño, se pueden destacar algunos aspectos concretos y universales que puedan compartir por todos los maestros. Sin necesidad de aplicar completamente el Método Montessori, estos elementos pueden ser útiles en todo tipo de circunstancia y facilitar la didáctica, puesto che la autoeducación del niño depende de la autodisciplina del adulto. Para formar a los maestros, Maria Montessori decidió organizar los cursos internacionales de formación con una duración de varios meses. Para aclarar los aspectos esenciales, en este artículo se toman en consideración las conferencias relativas al “nuevo maestro” que se pronunciaron en estos cursos. A partir de ellas se pueden derivar los tres niveles de formación: material, científica y espiritual. Se profundiza sobre algunos aspectos fundamentales como liberarse de los prejuicios, cambiar la actitud moral y ser un alegre y atento observador, aspectos que Maria Montessori consideraba primordiales para resolver el problema de la educación. Basándose en algunos relatos de sus alumnas, también se exponen algunas modalidades adoptadas por Hélène Lubienska de Lenval presentadas durante su Cours Pédagogique y además se presentan algunas opciones pedagógicas de Adele Costa Gnocchi, que abrirá la Escuela de Asistentes de la Infancia donde se estudiará a profundidad la visión de Maria Montessori para el niño pequeño, hasta los tres años de edad. / It is well known how much Maria Montessori demanded of teachers. This article presents her vision of the characteristics which should animate the “new teacher” in order to allow the development of the “new child” in a harmonious and balanced manner. Given that the goal of the Montessori pedagogy is to change the manner of relating between adult and child, some concrete and universal characteristics are highlighted which are common to all teachers. Even without applying the entire Montessori methodology, these elements can be useful in all circumstances and can facilitate teaching, given that the self education of the child is linked to the self discipline of the adult. To train teachers, Maria Montessori chose to organize international training courses lasting several months. To clarify the essential elements, the conferences regarding the topic of the new teacher during these training courses are presented here. These elements are divided into three levels of training: the material level, the scientific level, and the spiritual level. Some essential aspects are covered in depth, such as the denuding of preconceptions; changing of moral attitudes; being a joyful observer; all approaches that Maria Montessori considered essential to solve the problem of education. Finally, on the basis of stories of students, there are presented some methods chosen by Helene Lubienska de Lenval taken from her Cours Pedagogique, and some pedagogical methods taken from Adele Costa Gnocchi, who will open the Scuola Assistenti all’Infanzia, where they will delve deeper into Montessori insights regarding the small child up to three years of age.

Language: Italian

ISSN: 2255-0666

Language: English

Abstract/Notes: Da una lettera di M. Montessori alla signorina Giuliana Sorge, 1950

Language: Italian

ISSN: 0042-7241

Language: English

Abstract/Notes: Examines the alternative methods of teaching in Great Britain introduced by Austrian-born philosopher Rudolf Steiner and Italian pediatrician Maria Montessori. Teachers' preference for the alternatives over traditional teaching methods; Adoption of Steiner's method by primary school teacher Roger Targett; Concerns for the well-being of the class; Lessons; Public examinations; Approach to discipline; More.

Language: English

ISSN: 0040-7887

Abstract/Notes: Focusing on the transnational circulation of ideas about suffrage and education, this article explores the work of suffragist Muriel Matters (1877–1969), and teacher educator Lillian de Lissa (1885–1967). It begins with Matters’ and de Lissa’s childhoods and education in post-suffrage Australia, and their initial work as an actress and kindergarten teacher respectively. The second section focuses on the development of their politics when Matters migrated to England in 1905 and joined the Women’s Freedom League, and de Lissa became the foundation principal of the Adelaide Kindergarten Training College in 1907. The third section discusses their engagement with Maria Montessori’s educational approach, which Matters incorporated into her socialist feminist activism during the First World War, and which led to de Lissa’s recruitment to England as a liberal feminist teacher educator in 1917. The final section highlights their advocacy for Montessori education in the United Kingdom during the interwar years.

Language: English

DOI: 10.1080/0046760X.2021.1906457

ISSN: 0046-760X, 1464-5130