Language: French

Published: Roma, Italy: Opera Montessori, 1949

Abstract/Notes: Speech to members of the Teaching Seminar at Teachers College, Columbia University.

Language: English

ISSN: 0519-0959

Language: English

Abstract/Notes: In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work that is original and context appropriate. After a brief introduction to the psychological basis of creative giftedness, the role of school context in the development of creative potential is highlighted. Then an empirical study suggesting that creative potential is influenced by educational context is presented; pupils attending traditional and Montessori schools in France were compared on a set of creativity tasks in both the graphic and verbal domains. Cross-sectional and longitudinal analyses were conducted as children were seen at two measurement occasions, with approximately one year delay. Results indicated greater scores on measures of creative potential for children in the Montessori context. The discussion situates the results in a broader context of issues concerning the development of creative giftedness through education.

Language: English

ISSN: 2396-8702, 0267-1611

Language: French

Published: Geneva, Switzerland: Bureau International d'Éducation, 1932

Edition: [1st edition French]

Series: Publications du Bureau International d'éducation

Abstract/Notes: This lecture was presented at the Montessori Congress held in Edinburgh in 1938. Originally published in AMI Communications, #4, 1984, re-edited AMI, 2004.

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2019

ISBN: 978-90-79506-44-6

Series: The Montessori Series , 14

Language: English

Published: [S.I.]: Augsburg Fortress Publishers, 1995

Abstract/Notes: The purpose of this study is to synthesize Montessori’s writings on citizenship education to support the implementation of a Montessorian view. This synthesis demonstrates that Montessori was of the explicit conviction that a better world can be achieved through citizenship education, as it strives for a peaceful and harmonious society. We approach this topic through the Dutch context. Although schools in the Netherlands are required by law to promote active citizenship and social cohesion, this law does not stipulate which of the many different views on citizenship education schools must adhere to. Schools have the liberty to devise their own citizenship curricula if they can substantiate their views and choices. For Montessori schools, this requires insight into Montessori’s view on citizenship education. Although Montessori’s views are still largely appropriate in our time, an ongoing dialogue about citizenship education is required, as Montessori lived and worked in a specific geopolitical context. Based on our analysis, we have identified seven themes that characterize Montessori’s view on citizenship education: one common citizenship goal; preparation for independent thinking and action; image of the future citizen; adapted and critical citizens; humanity for harmony; knowledge as prerequisite, personality development as goal; and an ever-expanding worldview. The results of this study provide valuable insights for designing and teaching citizenship education through a Montessorian lens.

Language: English

DOI: 10.17161/jomr.v9i2.19418

ISSN: 2378-3923

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734