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Master's Thesis

Montessori and Religious Education in Western Cape Preschools

Available from: University of Cape Town

Africa, Catholic schools, Comparative education, Jewish religious schools, Montessori method of education, Montessori schools, Religious education, South Africa, Southern Africa, Sub-Saharan Africa

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Abstract/Notes: The debate about whether or not religious education should be included in early childhood education is a longstanding one. Even those who believe that Religious education should be included in early childhood programs cannot agree about the content or method for including it. The phenomenon of religious education in Montessori pre-primary schools in the Western Cape Province of South Africa is explored in this study, using a qualitative research approach. More specifically, the study explored the goals of their religious education; the level of awareness of Montessori's approach to religious education and finally looked at how they were implementing religion in their schools. A sample of 4 pre-schools were selected from the 90 Montessori pre-schools in the Western Cape. These included a Non-Denominational, Muslim, Christian and a Jewish School. The Muslim and Non-Denominational schools are full Montessori schools, while the Christian and Jewish schools have incorporated Montessori alongside other curriculums, namely the Jubilee Excellence School Curriculum and Reggio-Emilia approach, respectively. A collective case study approach was adopted and data was collected through observations and interviews. While the findings cannot easily be generalized, it is significant in providing a starting point to understanding the phenomenon of religious education in Montessori pre-schools in the Western Cape. The study highlighted Dr Montessori's personal and professional struggle with religion and found that the struggles Dr Montessori faced in terms of Religion have still not been resolved today. The schools in the Western Cape still grappled with the essence of Montessori's struggle, i.e. where to place religion and how to integrate it in the Montessori method and philosophy. Dr Montessori's beliefs about the importance of spirituality in the early years were found to be consistent with the contemporary views of scholars around the world. The religious schools followed guidelines of their own religions when deciding on which values to focus on. At the Jewish school, the focus was on the community, while at the Muslim school the focus was on the individual and selfetiquette. The focus of the Christian school was on discipline and obedience. The schools had various commitments to spiritual and ethical development of the children. Finally, the study found that the Montessori method was ideal for teaching the practices of religion, but when schools delved into issues of faith or love of God, they switched to other modes of teaching (e.g. preaching). This disjuncture between teaching faith and practices was ultimately Dr Montessori's reason for abolishing religious education from her method.

Language: English

Published: Cape Town, South Africa, 2017

Article

L'Alta Missione Educatrice della Dottoressa Maria Montessori: Una interessante conversazione colla illustre educatrice e pedagogista italiana - l'inizio del corso delle sue lezioni

Available from: California Digital Newspaper Collection

Publication: L'Italia (San Francisco, California)

Pages: 5

Americas, Montessori method of education, Montessori method of education - Teacher training, North America, Panama-Pacific International Exposition (1915, San Francisco, California), Teacher training, United States of America

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Abstract/Notes: Photo Caption: "La Dottoressa Maria Montessori, ospite della nostra Città nella cui Esposizione Internazionale terrà un corso intorno al suo nuovo metodo d'insegnamento per le teneri menti delle Scuole primarie." Article Text: "Fra le personalità giunte finora a San Francisco in seguito ad invito del Comitato dell'Esposizione Internazionale, nessuna ha destato tanta interesse e tanta aspettativa quanto ne ha suscitalo la venuta della Dottoressa Maria Montessori, la illustre scienziata ed educatrice italiana, la cui fama si è diffusa in pochi anni in ogni paese civile al di qua e al di là dall'Oceano. La personalità di questa buona e valorosa donna italiana non si è rivelata in seguito ad uno dei non rari colpi di fortuna per cui altre persone illustri vennero alla luce; ma si è venuta affermando a poco a poco, in seguito ai ai felici e gradevoli risultali geniali che costarono alla egregia donna parecchi anni di esperienze e di lavoro assiduo, a cui essa ha atteso con una perseveranza di cui in generale non si crede dotata una donna. Onde il nuovo sistema pedagogico della Dottoressa Montessori, per l'educazione e l'istruzione dei bambini non è stato una rivelazione subitanea, ma è venuto sviluppandosi a poco a poco, ed ha preso forma di una scoperta scientifica. La Montessori è Dottoressa in medicina, laureata nella Università di Roma e per parecchi anni essa si dedicò all'esercizio di quella professione. Donna nel più vero e più bello della parola, essa ha naturalmente e particolarmente attratta nei suoi studii delle giovani creature che più tardi diverranno gli elementi attivi della società: e nell'occuparsi di quelle non si limitò solo alla parte igienica — come altre ed altri fecero prima di lei — ma si occupò sopratutto della parte morale, della loro materiazione e della loro psiche. Addetta per alcuni anni alla cura dei deficienti di facoltà mentali, si dedicò in modo speciale alla loro educazione con risultati soddisfacenti. Poi la dotta signora volle occuparsi anche dello studio dell'educazione dei bambini normali, il che fece osservando e scrutando i sistemi vigenti d'istruzione nelle pubbliche scuole e negli asili, e fu qui che la Montessori ebbe campo di constatare quanto errati ed irrazionali fossero quei sistemi. In una geniale ed interessante conversazione che abbiamo avuto ieri conlei nel suo Albergo, la illustre signora ei diceva: — "Dopo avere per qualche tempo osservato e scrutato i sistemi usati nelle scuole per l'istruzione dei bambini, mi sono convinta come quei sistemi fossero puramente empirei senza che la scienza abbia mai avuto nulla a fare con essi. La scienza, che pure è penetrata dovunque e tutto ha invaso, pare abbia sempre trascurato e sdegnato di occuparsi di quanto avviene fra i piccoli banchi delle scuole elementari, dove si preparano le generazioni dell'indomani. Cioè la scienza si è occupata di questo, ma solo per quanto riguarda l'igiene, la salute e lo sviluppo fisiologico del fanciullo; poco, o nulla, però, si è essa occupata dei caratteri psicologici. La Signora Montessori parla assai serenamente, con grande semplicità e senza il minimo atteggiamento del pedagogo, essa che di pedagogia è maestra; ma parla con accento di convinzione, che seduce e fa impressione. — "Ah quanti errori — continuava a direi — quante contraddizioni ho notar nei metodi d'insegnamento nelle scuole primarie. Si è spesso gridato contro quei metodi perchè con essi, si è detto, si precipitò e si affrettò l’educazione del bambino. Inveceil vero danno non risiede nell'affrettare l'insegnamento, ma nello sforzare il bambino, nel fargli fare quello che egli non fa volentieri. Ma se invece di stancarsi, i piccoli troveranno diletto da quanto imparano, tanto meglio per essi, perchè apprendono senza sforzi ed in modo spontaneo, facile e piano. I primi esperimenti pratici del suo metodo scientifico d'insegnamento, la Dottoressa Montessori — dopo gli studi fatti sui deficienti — li fece in un asilo infantile organizzato in seno ad un quartiere di case operaie in Roma. Essa fu richiesta d'istituire detto asilo dai capi della Società dei Beni Stabili che possedeva quelle case nell'intento di evitare che i bambini degli inquilini, abbandonati a sè stessi durante la giornata, giocassero troppo e sporcassero le case suddette. In pochi mesi la Montessori ebbe risultati meravigliosi che cominciarono ad attirare l'attenzione della stampa e della popolazione. I bambini stessi divennero i più efficaci propagandisti del sistema Montessori, il quale si andò diffondendo sempre più, non solo in Italia, ma anche all'estero. La dotta signora più tardi scrisse un libro sul suo sistema, libro che fu ben presto tradotto in ben nove lingue. Nel frattempo, la fama della Montessori e del suo sistema, richiamarono a Roma un gran numero di studiosi forestieri, specialmente di signorine americane, le quali usano oggi il metodo Montessori in circa 130 località degli Stati Uniti. Uomini di scienza ed autorità furono finalmente anch'essi attratti dagli studi della Montessori, la quale ebbe anche il lusinghiero incarico di tenere un corso di antropologia pedagogica all'Università di Roma. Tale è la donna illustre che è oggi ospite della nostra città e che il Comitato dell'Esposizione invitò a tenere un corso regolare di tre o quattro mesi. Di essa e del suo metodo dobbiamo occuparci con slancio ed entusiasmo anche noi italiani. C'è nell'una e nell'altro una nuova ragione di orgoglio e d'amor proprio nazionali, perchè l'Italia moderna che s'è già affermata in tante altre belle conquiste civili, grazie alla Montessori si affermerà anche nella scienza educatrice e pedagogica, nella quale risiede l'avvenire della futura generazione."

Language: Italian

ISSN: 2637-5400

Article

La función y el papel desempeñado por la maestra en la obra de Montessori [The role and the function of the teacher in Montessori works]

Available from: Associação Sul-Rio-Grandense de Pesquisadores em História da Educação

Publication: Revista História da Educação, vol. 14, no. 32

Pages: 31-51

Maria Montessori - Philosophy, Montessori method of education - Teachers, Teachers

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Abstract/Notes: A função da professora constitui um aspecto fundamental dentro do sistema teórico montessoriano. De fato, Montessori atribui à professora um papel muito delicado: facilitar o correto crescimento da criança “pai do homem”. É por isto que o papel e a função da professora montessoriana devem responder aos pontos fortes de sua teoria educativa: a necessidade de que haja uma forte idéia de escola, a necessidade de diferenciar o momento teórico do momento prático e o papel desempenhado pelo desempenho científico da professora; o respeito que ambos devem ter com a criança (nem a professora nem a ciência podem fixar a priori os resultados de cada criança: potencialmente a excelência é para todos); o xeque a qualquer pretensão de neutralidade/objetividade: quando a relação é com seres humanos é sem sentido pensar que existam técnicos capazes de transmitir conceitos de maneira asséptica. Como dito anteriormente, a professora em Montessori se pode definir como um técnico, no sentido de que não é o científico a que lê corresponde a elaboração teórica senão técnico. Um técnico que não é nem neutro nem asséptico e cuja humanidade se colocará em um primeiro plano para que possa levar a cabo seu próprio trabalho o melhor possível. [The function of the teacher constitutes a fundamental aspect inside Montessori's system of thought. She offers to teacher a very delicate role, that of helping the right growth of child as "man's father". For this reason the role and the function of Montessori teacher must correspond to the principle points of her educative theory, that is to say: the necessity to have a strong idea of school; the need of clearly separating the practical moment (teacher) from the theoretical one (scientist); the respect due to the child both by scientist and teacher (neither teacher nor scientist can pre-established the results of the single child: potentially everyone can become an excellent pupil); the defeat of the idea of neutrality/absolute objectivity, that is to say that when you deal with human being you cannot pretend to transmit notions in a neutral way. Starting from this assumptions Montessori teacher can be certainly defined a technician, but she is a new kind of technician, because she isn't neutral, but on the contrary her humanity is in the foreground so that she can become an excellent teacher. / La función de la maestra constituye un aspecto fundamental dentro del sistema teórico montessoriano. De hecho, Montessori le atribuye a la maestra un papel muy delicado: facilitar el correcto crecimiento del niño "padre del hombre". Es por esto que el papel y la función de la maestra montessoriana deben responder a los puntos de fuerza de su teoría educativa: la necesidad de que haya una fuerte idea de escuela; la necesidad de diferenciar el momento teórico del momento práctico y el papel desempeñado por el científico del desempeñado por la maestra; el respeto que ambos deben tener del niño (ni la maestra ni el científico pueden fijar a priori los resultados de cada niño: potencialmente la excelencia es para todos); el jaque mate a cualquier pretensión de neutralidad/objetividad: cuando la relación es con seres humanos es un sinsentido pensar que existan técnicos capaces de traspasar nociones de manera aséptica. Según cuanto dicho anteriormente, la maestra en Montessori se puede definir como un técnico, en el sentido de que no es el científico al que le corresponde la elaboración teórica sino un técnico. Un técnico que no es para nada ni neutro ni aséptico y cuya humanidad se colocará en un primer plano para que pueda llevar a cabo su propio trabajo lo mejor posible.]

Language: Portuguese

ISSN: 2236-3459

Article

Proving Montessori: Identity and Dilemmas in a Montessori Teacher’s Lived Experience

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 2, no. 2

Pages: 35-48

Americas, Montessori method of education - Evaluation, North America, United States of America

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Abstract/Notes: This phenomenological case study was conducted to better understand the experience of a Montessori teacher in a leadership role. A veteran Montessori teacher, newly hired by an established Montessori preschool, was interviewed over the course of her first year in the position. A critical discourse analysis revealed multiple social identities that contributed to her desire, and ability, to be what she felt was an authentic Montessori educator. While some of these discourses and social identities aligned, some did not, creating ideational dilemmas that affected her work, relationships, and personal identity. The findings suggest that current Montessori discourse excludes important characteristics of the teacher-lived experience. Acknowledging and discussing the social challenges Montessori teachers face is a necessary addition to teacher preparation, teacher support systems, and Montessori leadership decisions.

Language: English

DOI: 10.17161/jomr.v2i2.5067

ISSN: 2378-3923

Book Section

Emotionale Entwicklung und die Montessori-Pädagogik [Emotional development and the Montessori pedagogy]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 108-120

Child development, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Mario M. Montessori Jr. - Speeches, addresses, etc., Montessori method of education

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Doctoral Dissertation

Habilidades de resolução de problemas: desenvolvimento de uma medida e relações com o Método Montessori [Problem-solving: development of a measure and relations with the Montessori Method]

Available from: Universidade Federal de Juiz de Fora - Institutional Repository

Americas, Brazil, Comparative education, Creative thinking in children, Critical thinking in children, Latin America and the Caribbean, Montessori method of education, Problem solving in children, South America

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Abstract/Notes: Problemas dos mais simples aos mais complexos estão presentes no dia-a-dia das pessoas. Assim, diferentes áreas da Psicologia têm estudado os processos psicológicos relacionados à resolução de problema (RP), destacando-se a interface entre RP e processos educacionais. Embora as habilidades de RP sejam aspectos chave do processo educacional, há controvérsias sobre como promovê-las em ambiente escolar. O Método Montessori (MM) é uma das estratégias educacionais que têm como um de seus propósitos desenvolver essas habilidades em sala. Desse modo, esta Tese conduziu estudos com diferentes delineamentos – correlacional e quase experimental – com o objetivo de analisar se o MM promove habilidades gerais de RP. Devido à carência de instrumentos brasileiros que avaliam este construto, no primeiro capítulo é apresentado o processo de construção das Escalas de Resolução de Problema (ERP), incluindo elaboração de itens, grupos focais (N = 24) e análise por juízes (N = 23), bem como estudos (N = 767) para a obtenção de evidências de validade baseadas na estrutura interna e estimativas de fidedignidade para as ERP. Análises fatoriais confirmatórias evidenciaram que as ERP possuem duas escalas (Habilidades de Resolução de Problemas (HRP) e Orientação em Relação ao Problema (ORP)) com consistência interna satisfatória. As ERP foram utilizadas em um estudo (Capítulo 2) que teve como objetivo comparar as habilidades de RP de estudantes (N = 91) de escolas tradicionais e montessorianas, sendo que, no último caso, considerou-se a fidelidade de implementação (Montessori Clássico ou Montessori Suplementar), além de variáveis demográficas e educacionais. Não foram obtidas diferenças estatisticamente significativas entre os alunos dos dois tipos de escolas pesquisadas. ORP não se associou às variáveis demográficas e educacionais investigadas e, ao classificar HRP em níveis (baixo, médio e alto), observou-se um escore mais elevado de alunas com níveis médios. Com o objetivo de analisar os efeitos de um processo de educação matemática baseado em princípios do MM no desenvolvimento de habilidades de RP, conduziu-se um quase experimento (Capítulo 3) com alunos de quarto e quinto anos do Ensino Fundamental (N = 18). Após serem subdivididos em Grupo Montessori (GM) e Grupo Ensino Tradicional (GET), eles participaram de um processo de educação matemática. As ERP foram aplicadas pré e pós-educação matemática. Foram observados ganhos tanto em HRP quanto em ORP, ainda que limitados, no GM. Todavia, GM e GET não 5 diferiram quanto ao desempenho em matemática. É possível afirmar que, apesar de outras pesquisas serem necessárias para obter mais evidências de validade e estimar sua fidedignidade, as ERP possuem propriedades psicométricas satisfatórias. Também há evidências de que o MM pode contribuir para o desenvolvimento de habilidades de RP. Porém, no último caso, também são necessárias mais evidências empíricas, especialmente aquelas obtidas em salas de aula e não em experimentos. Desenvolver as habilidades de RP dos discentes é fundamental, pois elas são essenciais tanto no processo de ensino-aprendizagem quanto na vida. [Problems, from simple to complex ones, are present in people's daily lives. The way each person responds to them is related to several psychological correlates, such as better psychological adjustment. Thus, different areas of Psychology have studied the psychological processes related to problem-solving (PS), emphasizing the interface between PS and educational processes. Even though PS skills are key aspects of the educational process, there are controversies about how to promote them in the school environment. The Montessori Method (MM) is one of the educational strategies that has as one of its purposes to develop these skills in the classroom. Thus, this thesis has conducted studies with different designs - correlational and quasi-experimental - with the objective of analyzing whether the MM promotes general PS skills. Due to the lack of Brazilian instruments that assess this construct, the first chapter presents the construction process of the Problem-Solving Scales (ERP), including the elaboration of items, focus groups (N = 24) and analysis by judges (N = 23), as well as studies (N = 767) to obtain evidence of validity based on internal structure and reliability estimates for ERP. Confirmatory factor analyzes showed that the ERP have two scales (Problem Resolution Skills (PSS) and Problem Orientation (PO)) with satisfactory internal consistency. The ERP were used in a study (Chapter 2) that aimed to compare the PS skills of students (N = 91) of traditional and montessorian schools and, in the latter case, implementation fidelity was considered (Classic Montessori or Supplemented Montessori). Associations were also made between these skills and demographic and educational variables. There were no statistically significant differences between the students of the two types of schools researched. PO was not associated to the demographic and educational variables investigated and when PSS was classified in levels (low, medium and high), a higher score of students with average levels was observed. In order to analyze the effects of a mathematical education process based on MM principles on the development of PS skills, a quasi-experiment (Chapter 3) was conducted with students of fourth and fifth grades of Elementary School (N = 18). After subdividing them into Montessori Group (MG) and Traditional Schooling Group (TSG), they participated in a process of mathematical education. The ERP were applied pre and post-mathematical education. There were gains in both PSS and PO, albeit limited, in 7 the MG. However, MG and TSG did not differ in mathematical performance. It is possible to state that, even though other studies are necessary to obtain more evidence of validity and to estimate its reliability, the ERP have satisfactory psychometric properties. There is also evidence that the MM can contribute to the development of PS skills. However, in the latter case, more empirical evidence is also needed, especially those obtained in classrooms rather than in experiments. Developing the PS skills of the students is fundamental, since they are essential both in the teaching-learning process and in life itself.]

Language: Portuguese

Published: Juiz de Fora, Brazil, 2017

Doctoral Dissertation

Comparison of Montessori and Non-Montessori Teachers' Beliefs About Developmentally Appropriate Practice in Preschools

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: In this study, 173 preschool teachers (80 non-Montessori teachers and 93 Montessori teachers) were given a survey at two early childhood professional conferences that examined their beliefs about Developmentally Appropriate Practice (DAP). The purpose of this study was to (a) investigate preschool teachers' beliefs about Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP); (b) discover the similarities and differences in the factor structures of the Teacher's Beliefs Scale (TBS) between the study conducted by Charlesworth, Hart, Burts, Thomasson, Mosley, and Fleege in 1993 and the current study about DAP; (c) discover the similarities and differences of Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP) beliefs between Montessori teachers and preschool teachers; and (d) investigate the factors that are related to teachers' beliefs about DAP and DIP. The Teacher Beliefs Scale (TBS) was used to assess preschool teachers' beliefs about DAP and DIP. Factor analysis was used to support the validity of TBS in the current study. Multiple t-tests were used to identify the differences in developmental appropriate/inappropriate beliefs between Montessori and non-Montessori teachers. Multiple regression analyses were used to explain the relationship between variables of 173 Montessori and non-Montessori preschool teachers. Results of the study showed that a majority of preschool teachers agreed with 22 Developmentally Appropriate Practices (DAP) and 12 Developmentally Inappropriate Practices (DIP). Responses to seven items were different from the original study (Charlesworth et al., 1993). There was a significant difference on Inappropriate Activities and on Appropriate Child Choice between non-Montessori and Montessori teachers. There was a relationship between teachers' beliefs about DAP and teachers' educational backgrounds, teaching experiences, ethics, and DAP understanding level in the current study.

Language: English

Published: Greeley, Colorado, 2003

Article

AMS Awards Teacher Education Scholarships

Available from: ProQuest

Publication: Montessori Life, vol. 27, no. 3

Pages: 17

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Abstract/Notes: Applications-usually about 100 per cycle-are reviewed by a small AMS work group, under the leadership of the AMS Board of Directors Teachers Section chair (currently Suzanne Bayer).Since the program's inception, AMS has awarded over $550,000 to more than 200 aspiring teachers.MARYAM BEIRAMI (Early Childhood), Institute for Advanced Montessori Studies, Silver Spring, MD SARAH BROWN (Elementary I), Montessori Education Center of the Rockies, Boulder, CO SAXON BROWN (Early Childhood), Hope Montessori Educational Institute, Lake St. Louis, MO NEUS CARMONA SAUS (Early Childhood), New England Montessori Teacher Education Center, Goffstown, NH SARAH GALLEY (Early Childhood), Center for Montessori Teacher Education/NC, Angier, NC MONICA GUCWA (Elementary I), Montessori Education Center of the Rockies, Boulder, CO *KRISTINE HABELMANN (Elementary I), Montessori Education Center of the Rockies, Boulder, CO MOLLY HARDY (Early Childhood), New England Montessori Teacher Education Center, Goffstown, NH **DANIELLE HINES (Infant & Toddler), Virginia Center for Montessori Studies, Richmond, VA KAYLA IANNUZZO (Early Childhood), Summit Montessori Teacher Training Institute, Davie, FL FARZANA KHAN (Early Childhood), Dallas Montessori Teacher Education Program, Dallas, TX DEEPIKA KOTTE GANGODA THALAPITIGODAGE (Early Childhood), Midwest Montessori Teacher Training Center, Libertyville, IL CHRISTINA KRENICKI (Early Childhood), Northeast Montessori Institute, Warren, ME LAUREN LUND (Secondary I-II), Cincinnati Montessori Secondary Teacher Education Program, Cincinnati, OH KYLEE MEYER (Early Childhood), Center for Montessori Education/NY, White Plains, NY EILYS ORTA (Infant & Toddler), Village Montessori Training Center, Miami, FL ALYNA PHETSINOR (Early Childhood), Midwest Montessori Teacher Training Center, Libertyville, IL ELISABETH ROSOFF (Infant & Toddler), West Side Montessori School, New York, NY LISA SCHAD (Elementary I-II), Montessori Elementary Teacher Training Collaborative, Arlington TAYLOR WEBB (Early Childhood), Hope Montessori Educational Institute, Lake St. Louis, MO *Scholarship awarded is from the Zell Family Scholarship Fund. **Scholarship partially funded by the Joanne P. Hammes Scholarship Fund.

Language: English

ISSN: 1054-0040

Book Section

Le scuole Montessori a Ceylon [Montessori schools in Ceylon]

Book Title: Maria Montessori cittadina del mondo [Maria Montessori, citizen of the world]

Pages: 283-286

Asia, Ceylon, Conferences, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949), Lena Wikramaratne - Speeches, addresses, etc., Lena Wikramaratne - Writings, South Asia, Sri Lanka

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Abstract/Notes: Dal volume degli Atti dell'VIII Congresso Internazionale Montessori, svoltosi a S. Remo dal 22 al 29 agosto 1949 sul tema: "La formazione dell'uomo nella ricostruzione mondiale", edizione "Opera Montessori", Roma 1950, riportiamo la relazione della signorina Lina Wikramaratne, rappresentante dell'Associazione Internazionale Montessori di Ceylon (India). [From the volume of the Proceedings of the VIII Montessori International Congress, held in San Remo from 22 to 29 August 1949 on the theme: "The formation of man in world reconstruction", "Opera Montessori" edition, Rome 1950, we report the report of the young lady Lina Wikramaratne, representative of the Association Montessori Internationale of Ceylon (India).]

Language: Italian

Published: Roma: Comitato italiano dell'OMEP, 1967

Article

Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I: The Environment

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 5, no. 1

Pages: 1-18

Angeline Stoll Lillard - Writings, Classroom environment, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Prepared environment

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Abstract/Notes: Maria Montessori developed a form of education in the first half of the last century that came to be called by her surname, and research indicates it often has positive outcomes. In the years since its development, tens of thousands of schools worldwide have called their programs Montessori, yet implementations vary widely, leading to confusion about what Montessori education is. Although there are varied opinions, here we use Dr. Montessori’s books and transcribed lectures to describe the conclusions of her work at her life’s end. We term this final conclusion authentic in the sense of “done in the traditional or original way,” (the primary definition of the adjective in Oxford English Dictionary, 2019). We do not claim that the original is superior to variants; this is an issue for empirical science. Our overarching goal is to provide researchers, policy makers, administrators, teachers, and parents with a benchmark from which to measure and evaluate variations from the education method Dr. Montessori bequeathed at the end of her life. In the ongoing search for alternative educational methods, the time-honored and burgeoning Mon­tessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, tem­poral, and social features. An appendix to Part II summarizes the features. In the ongoing search for alternative educational methods, the time-honored and burgeoning Montessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, temporal, and social features. An appendix to Part II summarizes the features.

Language: English

DOI: 10.17161/jomr.v5i1.7716

ISSN: 2378-3923

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