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1039 results

Book Section

The Rights of Children to Develop Physically, Intellectually and Morally ([Los Angeles] Lecture 5: 10 June 1915)

Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori

Pages: 23-29

Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings

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Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-1-85109-296-3

Series: The Montessori Series , 15

Book Section

The Social Liberation of the Child ([Los Angeles] Lecture 3, 4: 27 May, 9 June 1915)

Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori

Pages: 15-22

Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings

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Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-1-85109-296-3

Series: The Montessori Series , 15

Article

✓ Peer Reviewed

Montessori in India 1915–2021: Adapted, Competing and Contested Framings

Available from: Cambridge University Press

Publication: History of Education Quarterly, vol. 62, no. 4

Pages: 387-417

Asia, India, Maria Montessori - Biographic sources, Montessori method of education - History, South Asia

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Abstract/Notes: The long history of Montessori education in India dates to 1915, and it was expanded through Maria and Mario Montessori's work in India between 1939 to 1946 and 1947 to 1949. The article characterizes a century of Montessori education in India as a series of adapted, competing, and contested framings with key disputes over Montessori education's intended purpose, audience, and how much it could be adapted. First, from 1915 to 1939, Montessori education was connected to the Indian independence movement as nation-building education, but it was eclipsed by a parallel rise of elite, private Montessori schools, a framing reinforced by Maria Montessori's insistence on fidelity to her method. Starting in the 1950s, other Indian educators adapted Montessori for poor children, an emphasis that continues today with government and foundation-funded schools. Finally, in the last thirty years, India's new middle class has driven demand for early childhood education, leading to branded Montessori franchises, some bearing little resemblance to Montessori's original pedagogy.

Language: English

DOI: 10.1017/heq.2022.25

ISSN: 0018-2680, 1748-5959

Book

Report of the Conference on New Ideals in Education Held at Stratford-on-Avon August 14-21, 1915

Conference on New Ideals in Education (1915: Stratford-on-Avon, England), Conferences, England, New Ideals in Education, Great Britain, Montessori method of education - Criticism, interpretation, etc., New Education Fellowship, New Ideals in Education, Northern Europe, United Kingdom

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Language: English

Published: London, England: Women's Printing Society, 1915

Series: Conference on New Ideals in Education , 2

Volume: 2

Article

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Educación infantil y oficio de maestra-jardinera, Medellín-Colombia: 1915-1930

Available from: Universidad Pedagógica y Tecnológica de Colombia

Publication: Historia y Memoria, no. 16

Pages: 281-318

Americas, Colombia, Latin America and the Caribbean, Montessori method of education, Montessori schools, South America

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Abstract/Notes: El artículo tiene como propósito analizar históricamente la producción de un saber escolar que permitió la educación de los párvulos y la formación de la maestra-jardinera al interior del Colegio María Auxiliadora de Medellín, a partir de la apropiación de Pestalozzi, Fröebel y Montessori. Metodológicamente se empleó el enfoque histórico de la práctica pedagógica y como método algunas herramientas arqueogenealógicas. El contenido del texto se desarrolla en tres momentos: el primero analiza la emergencia de la maestrajardinera, el segundo da cuenta de la institucionalización de la enseñanza infantil como el primer nivel de instrucción y un tercer momento reescribe los discursos y prácticas para llevar a cabo la educación infantil y la formación de la maestrajardinera. Se presentan como resultados las tensiones de saberpoder que acontecieron en el marco de la pedagogía católica, los saberes para educar a los párvulos y la configuración de la cátedra de pedagogía infantil para la formación de la maestra-jardinera. Como conclusiones se exponen algunos usos de la experiencia educativa del kindergarten salesiano en el presente, recurriendo a la noción de memoria activa del saber pedagógico que permita, hacia futuro, llevar a cabo la reconceptualización de la educación inicial. [This paper analyzes the historical production of a kind of school knowledge that enabled the education of preschoolers and the formation of the preschool or nursery school teacher at Colegio María Auxiliadora of Medellin, by means of the appropriation of Pestalozzi, Fröebel and Montessori methods. Methodologically, this pedagogical practice was studied from a historical approach; additionally, some archeogenealogical tools were used. The contents of the text are developed in three moments: the first analyzes the emergence of the nursery school teacher, the second examines the institutionalization of early childhood teaching as the first instructional level, and a third moment rewrites the discourses and practices of early childhood education and preschool teacher training. The findings include the power-knowledge tensions that occurred in the context of catholic pedagogy, a characterization of the knowledge considered necessary for the education of preschoolers, and the configuration of the Early Childhood Pedagogy Program for the training of preschool teachers. In conclusion, some uses of the educational experience of the present Salesian kindergarten are related, recurring to the notion of active memory of pedagogical knowledge, that will allow the future reconceptualization of early education.]

Language: Spanish

DOI: 10.19053/20275137.n16.2018.7193

ISSN: 2322-777X

Article

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Science and Culture Around the Montessori's First “Children's Houses” in Rome (1907–1915)

Available from: Wiley Online Library

Publication: Journal of the History of the Behavioral Sciences, vol. 44, no. 3

Pages: 238-257

Europe, Italy, Southern Europe

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Abstract/Notes: Between 1907 and 1908, Maria Montessori's (1870–1952) educational method was elaborated at the Children's Houses of the San Lorenzo district in Rome. This pioneering experience was the basis for the international fame that came to Montessori after the publication of her 1909 volume dedicated to her “Method.” The “Montessori Method” was considered by some to be scientific, liberal, and revolutionary. The present article focuses upon the complex contexts of the method's elaboration. It shows how the Children's Houses developed in relation to a particular scientific and cultural eclecticism. It describes the factors that both favored and hindered the method's elaboration, by paying attention to the complex network of social, institutional, and scientific relationships revolving around the figure of Maria Montessori. A number of “contradictory” dimensions of Montessori's experience are also examined with a view to helping to revise her myth and offering the image of a scholar who was a real early-twentieth-century prototype of a “multiple” behavioral scientist.

Language: English

DOI: 10.1002/jhbs.20313

ISSN: 1520-6696

Article

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Challenging the Gaze: The Subject of Attention and a 1915 Montessori Demonstration Classroom (Bilingual edition: English/Portuguese)

Available from: Cadernos de História da Educação

Publication: Cadernos de História da Educação, vol. 15, no. 1

Pages: 166-189

Americas, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, United States of America, North America, Panama-Pacific International Exposition (1915, San Francisco, California), United States of America

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Abstract/Notes: The child's attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines “attention” as an object of knowledge related to the organization and management of individuals. I address what we might learn about attention by studying one specific Montessori classroom, the glass-walled public demonstration set up at the 1915 San Francisco World's Fair. The pedagogy of attention on display and the spectatorship of the classroom provide an opportunity to rethink how power and subjectivity play in the formation of human attractions. I argue that thinking through Montessori offers important and relevant suggestions for present-day examinations of attention. The 1915 demonstration classroom can help us theorize the relation of attention to normalizing and governmentalizing practices. This specific study of how attention operates in one locale has implications for tactile learning theories and for the analytics of power to be used in studies of attention.

Language: English, Portuguese

DOI: 10.14393/che-v15n1-2016-6

ISSN: 1982-7806

Article

This Year 90 Years Ago... Focus on Important Events of 1915

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2005, no. 1

Pages: 33–36

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Language: English

ISSN: 0519-0959

Archival Material Or Collection

Album #2 1915 [Maria Montessori's School in Italy]

Available from: Online Archive of California

Europe, Italy, Southern Europe

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Abstract/Notes: [Disassembled album of Maria Montessori's school in Italy. Includes images of Montessori and other teachers with students.]

Language: English, French, German

Extent: 18.73 linear ft

Archive: Special Collections and University Archives, San Diego State University (San Diego, California)

Article

Remembering . . . Margaret E. Stephenson (1915-2003)

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2003, no. 2-3

Pages: 10–13

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Abstract/Notes: Includes reprint of 1974 "Message to Students"

Language: English

ISSN: 0519-0959

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