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1238 results

Article

L'immagine del bambino nella psicologia contemporanea

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 46, no. 6

Pages: 41-49

International Montessori Congress

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Language: Italian

ISSN: 0042-7241

Article

L'educazione alla socialità nella pedagogia contemporanea: cronaca del convegno

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 5, no. 10

Pages: 3-10

National Study Conference (4th, Venice, Italy, 12-14 October 1956)

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Language: Italian

ISSN: 0042-7241

Article

L'educazione alla socialità nella pedagogia contemporanea

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 5, no. 8-9

Pages: 45

National Study Conference (4th, Venice, Italy, 12-14 October 1956)

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Language: Italian

ISSN: 0042-7241

Article

Il valore dell'attività spontanea

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 6, no. 3

Pages: 23

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Language: Italian

ISSN: 0042-7241

Article

New Ways in Education: I. Dalton Laboratory Plan

Available from: ProQuest - Historical Newspapers

Publication: Times of India (Mumbai, India)

Pages: 14

Asia, India, South Asia

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Language: English

Article

Miscellanea [Rukmini Devi Arundale]

Available from: ProQuest - Historical Newspapers

Publication: Times of India (Mumbai, India)

Pages: 11

Montessori method of education, Montessori schools, Rukmini Devi Arundale - Biographic sources, Theosophical Society

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Language: English

Article

Miscellanea [Lakshmi Kripalani]

Available from: ProQuest - Historical Newspapers

Publication: Times of India (Mumbai, India)

Pages: 6

Lakshmi A. Kripalani - Biographic sources

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Abstract/Notes: "Years ago in Karachi a bright girl who bothered her teacher with too many questions was punished. Her teacher threw away her exercise book in anger and treated her callously. The little one was not ruffled. She told the teacher: 'One day I'll become a teacher myself... but not your kind.' Now, the same girl, Lakshmi Kripalani, is the general director of the Montessori Center in New Jersey in the U.S. She looks back at that incident as a blessing in disguise. She had been slighted and as a result when she grew up she started a school of her own. When Dr. Maria Montessori visited Karachi she got initiated into The Montessori Method. After partition she was principal of a school in Bombay when she was invited to the U.S. to start a Montessori school. Why she? 'Because I was the only Montessori teacher available at that time,' said Miss Kripalani. In the U.S. she easily became a fried of the children. The sari helped her. 'When the children first saw me in a sari they asked their parents if I was a princess or a bride!' Miss Kripalani is now on a short holiday and she is interested in contacting aspiring Montessori teachers. 'The world needs more teachers who would treat the child as a plant and help it grow.'"

Language: English

Article

El método de la escritura espontánea: cómo lo descubrí [1]

Available from: HathiTrust

Publication: Boletín de la Institución Libre de Enseñanza (Spain), vol. 37, no. 644

Pages: 327-333

Maria Montessori - Writings

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Language: Spanish

ISSN: 0214-1302

Article

Can 700 People Keep a Secret? [Celebration for Jacqueline Bergen at Near North Montessori School, Chicago, IL]

Publication: AMI/USA News, vol. 10, no. 4

Pages: 3

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Language: English

Doctoral Dissertation

Montessori e a mídia contemporânea: análise discursiva de textos midiáticos estadunidenses sobre o método Montessori publicados entre 2000 e 2015 [Montessori and the contemporary media: a discursive analysis of american media texts about the Montessori method published between 2000 and 2015]

Available from: Universidade de São Paulo

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

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Abstract/Notes: O método Montessori, como se convencionou chamar a perspectiva pedagógica derivada do trabalho de Maria Montessori (1870-1952), foi desenvolvido, principalmente, ao longo da primeira metade do século XX. Até hoje, no entanto, há escolas, publicações e cursos para professores sendo criados em todo o mundo. Desde o início de sua história, a pedagogia montessoriana aparece frequentemente na mídia de vários países do mundo, e, em alguns momentos da história, representou tanto um fenômeno midiático quanto editorial (KRAMER, 1988). Esta pesquisa trabalhou com um arquivo de textos midiáticos, publicados desde 1911 nos Estados Unidos da América e dedicou-se à análise e à interpretação de um corpus de textos da mesma natureza. Uma ênfase da análise foi dada aos textos publicados entre os anos 2000 e 2015. O aporte teórico das análises e das reflexões expostas aqui é a Análise de Discurso filiada aos estudos do inconsciente e da ideologia, iniciada na França, por Michel Pêcheux, e desenvolvida e ampliada no Brasil por autoras como Eni Orlandi. A história da perspectiva pedagógica de que tratamos já foi explorada antes por diversos autores (STANDING, 1962; KRAMER, 1988; POVELL, 2010, entre outros), mas poucos tangenciaram o trabalho da mídia quanto a essa pedagogia, embora mencionem a importância desta mesma instância de produção, e nenhuma das publicações emprega a perspectiva discursiva, que pode oferecer outros pontos de vista e permite a interlocução de diversas áreas de estudo. Os resultados obtidos com esta pesquisa apontam para uma direção previsível e duas bifurcações importantes desta. Em primeiro lugar, como propõe a teoria da Análise de Discurso, a produção discursiva é atravessada pela ideologia, e, assim, os textos com que trabalhamos fazem parte de um conjunto de sentidos e proposições que harmonizam com o verdadeiro, como operado pela ideologia dominante. Isso tem duas consequências específicas para este corpus. Por um lado, os sentidos que caracterizam o método Montessori são vinculados a valores não estranhos ao neoliberalismo e ao discurso empreendedor: fala-se muito de diversão, e, ao mesmo tempo, de alto desempenho, liberdade, sucesso, escolha individual e liderança. Por outro lado, há uma contradição muito presente entre caracterizar-se Montessori como uma pedagogia alternativa e dizer-se que Montessori é só uma via diversa para se alcançar os mesmos fins: alto desempenho acadêmico e sucesso financeiro. Em segundo lugar, notamos a proeminência do ponto de vista adulto sobre o possível ponto de vista infantil. Os textos, especialmente a partir de 2011, fazem sentido, com frequência, construindo as vantagens que a pedagogia montessoriana representa para o adulto, segundo uma perspectiva corporativa ou empreendedora. Por meio de nossa análise, pudemos caracterizar a configuração do discurso midiático sobre o método Montessori nos Estados Unidos e compreender como os sentidos se articulam para fazer de Montessori uma perspectiva válida e positiva, ao mesmo tempo, silenciando os sentidos que, ligados a ela, poderiam ser desarmônicos e, até mesmo, arriscados para a hegemonia do verdadeiro sobre a criança e sobre a educação. [The Montessori method, as the pedagogical perspective derived from the work of Maria Montessori (1870-1952) is usually called, was developed mainly during the first half of the twentieth century. To this day, however, there are schools, publications and courses for teachers being created around the world. From the beginning of its history, Montessori pedagogy has frequently appeared in the media of several countries, and at some moments in history has represented both a mediatic and editorial phenomenon (KRAMER, 1988). This research relies on an archive of media texts published since 1911 in the United States of America and is focused on the analysis and interpretation of a corpus of texts of the same nature. Emphasis was given to those texts published between the years 2000 and 2015. The theoretical foundation for the analyzes and reflections exposed here is the Discourse Analysis affiliated to the studies of the unconscious and the ideology, initiated in France by Michel Pêcheux, and developed and expanded in Brazil by authors such as Eni Orlandi. The history of the pedagogical perspective that we have dealt with has already been explored by several authors (STANDING, 1962, KRAMER, 1988, POVELL, 2010 and others), but few have touched on the work of the media in relation to this pedagogy, although they recognize its relevance, and none of the publications adopts the discursive perspective, which can offer other points of view, allowing the interlocution with several areas of study. The results obtained with this research point to a predictable direction, and two important and novel bifurcations. First, as the theory of discourse analysis proposes, discursive production is traversed by ideology, and thus the texts we work with are part of a set of meanings and propositions that harmonize with the truth, as operated by the dominant ideology. This, in turn, has two specific consequences for this corpus. On the one hand, the meanings that characterize the Montessori method are linked to values not unfamiliar to neoliberalism and entrepreneurial discourse: much is said of fun, and at the same time high performance, freedom, and success, individual choice, and leadership. There is a very present contradiction between characterizing Montessori as an alternative pedagogy and saying that Montessori is only an alternative way to achieve the same ends: high academic performance and financial success. Secondly, we notice the prominence of the adult point of view over the possible infantile one. The texts, especially as of 2011, often make sense from the advantages that the Montessori pedagogy represents for the adult, from a corporate or entrepreneurial perspective. Through our analysis, we have been able to characterize the configuration of the media discourse on the Montessori method in the United States and to understand how the senses are articulated to make Montessori a valid and positive pedagogical perspective, while silencing the meanings that could, if linked to that, be disharmonious, and we would say risky, for the hegemony of the truth about the child and about education.]

Language: Portuguese

Published: São Paulo, Brazil, 2019

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