Language: German

Published: Weinheim, Germany: Beltz, 2007

Edition: 5th ed.

ISBN: 978-3-407-25444-3 3-407-25444-X

Abstract/Notes: An authentic Montessori school will implement a philosophical approach that is consistent with the educational methods and areas of instruction as defined by the observations, research, writings and instruction of Dr. Maria Montessori. A Montessori school must allow the child to develop naturally—children are able to learn at their own pace and follow their own individual interests, learning primarily through the hands-on use of scientifically prepared auto-didactic materials, and interacting with the environment under the guidance of a specially trained adult. A Montessori environment promotes the child’s ability to find things out independently, enabling motivation and knowledge-building through internal development rather than external teaching or rewards.

Language: English

Published: 2015

Language: Finnish

Published: [Tampere, Finland]: Tampereen kaupunki, 1994

ISBN: 951-9430-90-3

Series: Tampereen kaupungin sosiaali- ja terveystoimen julkaisuja

Abstract/Notes: Se aproxima a la obra de Maria Montessori (1870-1952) con el objeto de comprender su obra médico-educativa, no sólo en sentido histórico sino conociendo la presencia de la misma en los diferentes campos de la ciencia en la actualidad. Las técnicas bibliométricas que nos permiten análisis de datos muy detallados, en la actualidad, han servido para rastrear la presencia de la misma, desde 1950 hasta la actualidad.

Language: English, Spanish

Published: Málaga, Spain, 2012

Abstract/Notes: Childhood education goes with a lot of innocence, searching and exploring the environment that surrounds the young learners. The amount of energy and inquisitiveness displayed by children at this tender age is a marble to many parents and teachers alike. This small-scale research represents a sincere attempt to contrastively analyze Montessori and Al-Ghazali’s ideas on child education. The ideas of the two scholars, one from the West and the other from the East, till these days have great significance to their respective communities. In a way, this study should be seen as an initiative undertaken in the absence of a study discussing the differences and commonalities found in the ideas of the two scholars pertaining to child education. By employing the textual analysis method and using Montessori’s principles of child education as the framework, the researchers conducted a comparative analysis. In the course of analyzing the data, the researchers had identified six emerging themes in the ideas of Montessori and Al-Ghazali. The findings have also indicated that the principles of these two prominent scholars either intersect with each other or stand in total isolation. ********************************************************* Pendidikan kanak-kanak berlakumalalui proses pencariandan penerokaanterhadap persekitaran mereka. Keceriaan dan sifat ingin tahu yang dipamerkan oleh kanak-kanak dalam proses tersebut amatlah penting bagi para ibubapa dan guru Pandangan-pandangan Montessori dan Al-Ghazali tentang pendidikan kanak-kanak telah meninggalkan kesan yang amat penting dalam komuniti Barat dan Timur hingga ke hari ini. Kajian ini dilakukanuntuk membandingkan pandangan kedua-dua cendekiawan ini tentang pendidikan kanak-kanak. Secara tidak langsung, ia boleh dilihat sebagai usaha untuk mengisi kekurangan dalam bidang kajian. Kajian ini menggunakan kaedah analisa tekstual dan prinsip pendidikan kanak-kanak Montessori sebagai rangka kajian. Daripada kajian ini, terdapat enam tema yang boleh digarapkan daripadapandangan kedua-dua cendekiawanyang didapati secara bersilang atau terpisah di antara satu sama lain.

Language: English

DOI: 10.31436/jia.v15i2.759

ISSN: 2289-8077

Abstract/Notes: Jutta Hollander stellt in diesem Buch zunächst die wesentlichen Prinzipien der Pädagogik Maria Montessoris in Kindheit und Jugend vor. In einem nächsten Schritt setzt sie sich mit der Frage auseinander, inwiefern sich diese Leitlinien auch auf die gesamte Lebensspanne übertragen lassen. Schwerpunktmäßig nimmt sie dabei die Altersphase in den Blick und sucht nach Möglichkeiten einer konvergenten Annäherung zwischen der Montessori-Pädagogik und Gerontologie. Auf diesem Wege entsteht eine Annäherung, die die über 100jährige Erfahrung mit der Pädagogik Maria Montessoris mit den aktuell drängenden demografischen Fragen zusammenbringt. Wie diese Idee schließlich Eingang in die verschiedenen Bereiche der Gerontologie - insbesondere in die Geragogik finden kann, und wie diese Potentiale entwickelt und in der Praxis genutzt werden können, wird exemplarisch am Beispiel der Hausgemeinschaft gezeigt. [In this book, Jutta Hollander first presents the essential principles of Maria Montessori's pedagogy in childhood and adolescence. In a next step, she deals with the question to what extent these guidelines can also be transferred to the entire lifespan. She focuses on the age phase and looks for possibilities of a convergent approach between Montessori pedagogy and gerontology. In this way, an approach is created that brings together more than 100 years of experience with Maria Montessori's pedagogy with the currently pressing demographic issues. How this idea can finally find its way into the various areas of gerontology - especially in geragogics, and how this potential can be developed and used in practice, is shown using the example of the household community.]

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2017

ISBN: 978-3-451-32725-4 3-451-32725-2

Series: Montessori-Praxis (Herder)

Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Language: English

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: Le rivoluzioni scientifiche dei primi decenni del Novecento misero in discussione i principi del paradigma classico della scienza e della natura. Maria Montessori comprese in profondità queste rivoluzioni, e intuì la necessità di un nuovo paradigma, capace di superare il modo di pensare per dicotomie (oggetto/soggetto, mente/corpo, organismo/ambiente, specie/ecosistema, natura/cultura, res cogitans/res extensa). Anticipò nella sua teoria e nella sua azione pedagogica e sociale i lineamenti di una epistemologia relazionale, sistemica ed evolutiva, che avrebbe poi conosciuto un pieno sviluppo a partire dagli ultimi decenni del secolo: un’epistemologia della complessità, all’interno di un orizzonte umanistico planetario. È questo l’orizzonte epistemologico e umanistico nel quale, con coraggio e immaginazione, Maria Montessori delineò la sua idea di «bambino cosmico» e di «educazione cosmica», e nel cui specchio oggi possiamo rileggere e rigenerare la sua idea. [The scientific revolutions of the early decades of the Twentieth century challenged the principles of the classical paradigm of science and nature. Maria Montessori deeply understood these revolutions, and realized the need for a new paradigm, able to overcome the thinking by dichotomies (object/subject, mind/body, organism/environment, species/ecosystem, nature/culture, res cogitans/res extensa). She anticipated in her theory and in her pedagogical and social action the features of a relational, systemic and evolutionary epistemology, which would later have developed starting from the last decades of the century: an epistemology of complexity, within a planetary humanistic horizon. This is the epistemological and humanistic horizon in which, with courage and imagination, Maria Montessori introduced her idea of a "cosmic child" and "cosmic education", and in whose mirror today we can reinterpret and regenerate her idea.]

Language: Italian

ISSN: 2036-6981