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Article
Montessori Conference [at the NEA 1915 Meeting]
Available from: HathiTrust
Publication: The Kindergarten and First Grade, vol. 1, no. 2
Date: Feb 1916
Pages: 87-88
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Language: English
Article
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
Date: 2008
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
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
Date: 2018
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
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
Date: 2016
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
Margaret E. Stephenson: June 14, 1915-April 28, 2003
Publication: AMI/USA News, vol. 16, no. 2
Date: May 2003
Pages: 1–3 + fold–outs
Margaret Elizabeth Stephenson - Biographic sources, Obituaries
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Abstract/Notes: Includes timeline of Miss Margaret Elizabeth Stephenson's life.
Language: English
Article
This Year 90 Years Ago... Focus on Important Events of 1915
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2005, no. 1
Date: 2005
Pages: 33–36
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Language: English
ISSN: 0519-0959
Book
Maria Montessori schreibt ihrem Vater Briefe aus Kalifornien, 1915
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Language: German
Published: Berlin, Germany: LIT Verlag, 2020
ISBN: 978-3-643-14013-5 3-643-14013-4
Article
Remembering . . . Margaret E. Stephenson (1915-2003)
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2003, no. 2-3
Date: 2003
Pages: 10–13
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Abstract/Notes: Includes reprint of 1974 "Message to Students"
Language: English
ISSN: 0519-0959
Article
Mrs. Maria Reed: An Appreciation (1915-2007)
Publication: AMI/USA News, vol. 20, no. 3
Date: May 2007
Pages: 7
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Language: English
Archival Material Or Collection
Album #2 1915 [Maria Montessori's School in Italy]
Available from: Online Archive of California
Date: 1915
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)