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Article
Maria Montessori's Moral-Sense Theory
Available from: JSTOR
Publication: History of Philosophy Quarterly, vol. 32, no. 3
Date: Jul 2015
Pages: 271-292
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Abstract/Notes: Maria Montessori is not generally known as a philosopher. She is best known for the Montessori schools around the world that bear her name and for her (oft-misunderstood) pedagogical ideas about children's liberty. But after completing her medical degree and spending several years in professional medicine and psychiatry, including working with children, Montessori left most of her professional responsibilities to enroll in a PhD program in philosophy at the University of Rome, in order, as she put it, to "undertake the study of... the principles on which [pedagogy] is based" (MM, 33). There she studied under philosophers such as Giacomo Barzellotti (for history of philosophy), Pietro Ragnisco (moral philosophy), and one of the most important Italian philosophers of the early twentieth century, Antonio Labriola, not to mention philosophically inclined psychologists and anthropologists (Foschi 2012, Trabalzini 2003). At the same time, her personal interest in psychology intersected with Italian interest in American pragmatism (particularly William James), whose philosophical-psychological writings she cites throughout her works. Despite this philosophical background, Montessori's philosophical thought has not been taken seriously. At most, some have focused on her philosophy of education, and there has been some discussion of her feminism (Babini 2000; Babini and Lama 2000) and her place in the history of psychology (Babini 2000; Foschi 2012; Kramer 1976; Trabalzini 2003). Through providing an overview of her moral epistemology, the present essay aims to show that Montessori is a moral philosopher worth taking seriously.
Language: English
ISSN: 0740-0675
Article
Moral Beginnings: The Just Community in Montessori Pre‐Schools
Available from: Taylor and Francis Online
Publication: Journal of Moral Education, vol. 11, no. 1
Date: 1981
Pages: 41-46
Ethics, Grace and courtesy, Montessori method of education
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Abstract/Notes: Kohlberg's concept of a just community has been instituted, in varying degrees and at various levels, from the early elementary years upward. It is argued here that, although pre‐school children are developmentally unprepared for the in‐depth classroom discussions and reasoning called for by Kohlbergian theory, they are nevertheless capable of creating a just community in simplified, or embryonic, form. It is further argued that this pre‐school concept has been in existence since Maria Montessori established her first Children's House. A comparison of the Kohlberg and Montessori models is made showing their compatibility in both theory and practice. Further analysis shows that developmentally the two work well as a sequence for children's moral growth.
Language: English
ISSN: 0305-7240
Article
Martial Virtues or Capital Vices? William James' Moral Equivalent of War Revisited
Available from: JSTOR
Publication: Journal of Thought, vol. 22, no. 3
Date: 1987
Pages: 32-44
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Language: English
ISSN: 0022-5231
Article
Por desconocer el derecho moral del fotógrafo Marcus Igno Rudolf Loerbroks la dirección nacional de derecho de autor condenó al Colegio Montessori limitada de Cartagena
Available from: Universidad Externado de Colombia
Publication: Revista la Propiedad Inmaterial, no. 23
Date: Jun 30, 2017
Pages: 279-285
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Abstract/Notes: La Dirección Nacional de Derechos de Autor (dnda) condenó al Colegio Montessori por la violación del derecho moral de divulgación del señor Loerbroks. Esta decisión es importante ya que es una de las pocas sentencias en las que se han protegido los derechos morales de los autores en Colombia. La decisión deja entrever la línea jurisprudencial que la dnda poco a poco ha trazado para la protección de los derechos de autor, y en especial de los derechos morales de que goza el autor de la obra. Ello obedece a que, a diferencia de los derechos patrimoniales, estos son perpetuos, inalienables e irrenunciables. Así se evidencia en el caso del artista Gabriel Antonio Calle contra el centro comercial San Diego y en el expuesto en esta reseña. [The Colombian Copyrights Office (dnda) decided against the Colegio Montessori of Cartagena for infringing the moral rights of disclosure of Marcus Igno Rudolf Loerbroks. This case is important because it is one of the few decisions in which authors moral rights have been protected in Colombia. This ruling reveals the jurisprudential line that the dnda has gradually established for the protection of copyrights in our country, and especially for the moral rights enjoyed by the author of the art work as their owner. This is because, unlike the economic rights, moral rights are perpetual, inalienable and unassignable; as exposed in the case of the artist Gabriel Antonio Calle against the shopping mall San Diego and the case exposed in this review.]
Language: Spanish
ISSN: 2346-2116
Article
La liberté vécue et la liberté morale dans la conscience enfantine
Publication: Revue philosophique de la France et de l'étranger
Date: 1951
Pages: 1-19
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Language: French
ISSN: 0035-3833
Article
La morale sessuale nell'educazione
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 14, no. 2-3
Date: 1965
Pages: 3-6
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Language: Italian
ISSN: 0042-7241
Article
Strategies for Developing the Religious and Moral Aspects of Early Childhood
Available from: Universitas Islam Negeri Raden Intan Lampung (Indonesia)
Publication: Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini, vol. 5, no. 2
Date: 2022
Pages: 111-129
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Abstract/Notes: Religious and moral development is essential to early childhood education; therefore, it is necessary to implement development strategies. This study aimed to explain the strategy for fostering young children's religious and moral development. This is qualitative research employing a literature review methodology. Collecting articles, reducing articles, presenting articles, explaining articles, and drawing conclusions comprised the data analysis technique. The findings revealed that media for fostering religious and moral development include Alqur'an learning media, digital animation media, Educational Game Tools, BEAT application media, ICT (Information and Communication Technology), VCDs, and student worksheets. While the strategies for developing religious and moral aspects in young children are exemplary, they include playing while learning, the Montessori method, the PAIKEM model, behavior development, habituation, storytelling, demonstration methods, and programs for character education. In conclusion, the strategy for fostering religious and moral development in young children can be implemented through various media and instructional techniques.
Language: English
DOI: 10.24042/ajipaud.v5i2.13970
ISSN: 2622-5182, 2622-5484
Article
Moralische und soziale Erziehung: 3. Vortrag von Dr. Maria Montessori beim Montessori-Kongress in Edinburgh 1938
Available from: Deutsche Nationalbibliothek
Publication: Das Kind: Zeitschrift für Montessori-Pädagogik, no. 1/2
Date: 1987
Pages: 5-11
Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings
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Language: German
ISSN: 0949-2682
Article
Moral and Spiritual Mobilisation
Publication: Monthly Letter (Association Montessori Internationale)
Date: Feb 1939
Maria Montessori - Writings, Spirituality
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Language: English
Article
The Moral Philosophy of Maria Montessori
Available from: Cambridge University Press
Publication: Journal of the American Philosophical Association, vol. 7, no. 2
Date: 2021
Pages: 133-154
Maria Montessori - Philosophy, Moral education
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Abstract/Notes: This paper lays out the moral theory of philosopher and educator Maria Montessori (1870–1952). Based on a moral epistemology wherein moral concepts are grounded in a well-cultivated moral sense, Montessori develops a threefold account of moral life. She starts with an account of character as an ideal of individual self-perfection through concentrated attention on effortful work. She shows how respect for others grows from and supplements individual character, and she further develops a notion of social solidarity that goes beyond cooperation toward shared agency. Partly because she attends to children's ethical lives, Montessori highlights how character, respect, and solidarity all appear first as prereflective, embodied orientations of agency. Full moral virtue takes up prereflective orientations reflectively and extends them through moral concepts. Overall, Montessori's ethic improves on features similar to some in Nietzschean, Kantian, Hegelian, or Aristotelian ethical theories while situating these within a developmental and perfectionist ethics.
Language: English
DOI: 10.1017/apa.2019.41
ISSN: 2053-4477, 2053-4485