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Book Section

Die Ausbreitung der Montessori-Methode in Indien und in den Nachbarstaaten [The spread of the Montessori method in India and neighboring countries]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 357-367

Albert Max Joosten - Writings, Asia, Ceylon, Conferences, India, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Malaysia, Montessori method of education - History, Pakistan, South Asia, Southeast Asia, Sri Lanka

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Article

L’entrée en pédagogie Montessori d’enseignant.e.s d’écoles maternelles publiques française depuis 2010: Raisons et modalités [The entry into Montessori pedagogy of French public nursery school teachers since 2010: Reasons and modalities]

Available from: CAIRN

Publication: Spécificités, vol. 12, no. 1

Pages: 14-30

Europe, France, Montessori method of education - Teachers, Teachers, Western Europe

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Abstract/Notes: La proposition pédagogique de Maria Montessori, au début du XXème siècle, était une alternative à l’enseignement traditionnel. Elle connait, un siècle plus tard, un engouement sans précédent dans l’école maternelle publique française. Quatre éléments contextuels en ont permis l’émergence : l’évolution de la prescription institutionnelle à l’égard de l’école maternelle ; des enseignants confrontés à des demandes sociétales et institutionnelles paradoxales ; des pratiques pédagogiques qui s’essoufflent ; une motivation des enseignants à faire faire évoluer ces mêmes pratiques. Une primarisation croissante de l’école maternelle en conflit avec une demande sociétale de prise en compte plus individuelle de l’enfant a en effet déstabilisé le corps enseignant créant ainsi les conditions d’un changement de pratiques. Dans ce développement, les réseaux créés sur Internet ont joué un rôle majeur pour permettre cette entrée en pédagogie Montessori, entre adaptation à la réalité des classes et conformité aux demandes institutionnelles. Au-delà des raisons qui ont présidé à la naissance de ce mouvement, il s’agit également, dans cet article, de retracer le parcours des premiers enseignants. Comment sont-ils parvenus à la pédagogie Montessori, se sont-ils formés à cette pédagogie et si oui de quelle façon ? [At the beginning of the 20th century, Maria Montessori's pedagogical was an alternative to traditional teaching. A century later, it is experiencing an unprecedented craze in French public nursery schools. Four contextual elements have enabled it to emerge: the evolution of institutional prescription with regard to nursery schools; teachers confronted with paradoxical societal and institutional demands; educational practices that are running out of steam; and teachers' motivation to change these same practices. The nursery schools becoming more like elementary schools in conflict with a societal demand for more individual attention to children has destabilized the teaching profession, thus creating the conditions for a change in practices. In this development, the networks created on the Internet have played a major role in allowing this entry into Montessori pedagogy, between adaptation to the reality of the classes and compliance with institutional demands. Beyond the reasons that led to the birth of this movement, this article also aims to retrace the career paths of the first teachers. How did they come to Montessori pedagogy, did they learn this pedagogy and if so in what way?]

Language: French

DOI: 10.3917/spec.012.0014

ISSN: 2256-7186, 2426-6272

Book Section

Das lernbehinderte Kind und die Montessori-Pädagogik [The learning disabled child and Montessori pedagogy]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 156-180

Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Learning disabilities, Montessori method of education

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Master's Thesis

Zavádění montessori principů vzdělávání do ekonomických předmětů na obchodní akademii [Introduction of Montessori Principles of Education to Economic Subjects at High Schools]

Available from: University of Economics and Business, Prague

Alternative education, Economics education, High school students, Montessori method of education, Teacher-student relationships

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Abstract/Notes: Práce se zaměřuje na zjišťování informací o tom, jestli je možné zavádět montessori principy vzdělávání do ekonomických předmětů na středních školách. Součástí práce jsou i přípravy na výuku a popisy metod, forem, obsahu, didaktických pomůcek a didaktické techniky, kterou učitel může využít při zavádění montessori principů do výuky ekonomických předmětů na střední škole. Pro zjištění výsledků bylo využito experimentálního vyučování na Gymnáziu Duhovka, sebereflexe praktikanta, dotazníkové šetření ve třídě, kde experimentální výuka probíhala a didaktický test pro žáky, kteří se účastnili experimentálního vyučování. Výsledkem je, že zavádění je možné a nese sebou určité výhody (lepší dosahování výchovných cílů, zlepšení klimatu ve třídě), ale je zároveň zapotřebí dávat pozor na určité nevýhody, které se objevily během experimentálního vyučování (problémy s fixací nové a staré látky). [Thesis aims to find out whether or not it is possible to implement Montessori principles of education into economical subjects on High schools. Parst of the Thesis are also preparations for teaching of economical subjects with Montessori principals. At the end reader can find out more information about methods, forms, content, didactic aids and didactic technique which can be used to implement Montessori principles appropriately. Author used several different experimental methods like experimental teaching, self-reflection of the practitioner, questionnaire survey in the class where experimental teaching took place and didactic test for pupils who participated in experimental teaching. As a result, implementation of Montessori principles is possible and has advantages (better atmosphere in class, better way to achieve educational goals) and disadvantages (problems with fixation).]

Language: Czech

Published: Prague, Czech Republic, 2017

Article

✓ Peer Reviewed

Pelatihan untuk Mengajar Bahasa dan Matematika Berbasis Metode Montessori di Sekolah Dasar [Training for Teaching Language and Mathematics Based on the Montessori Method in Elementary Schools]

Available from: EJOURNAL (Indonesia)

Publication: Jurnal Pengabdian Pada Masyarakat [Journal of Community Service], vol. 6, no. 1

Pages: 69-77

Asia, Indonesia, Montessori method of education, Trainings, ⛔ No DOI found

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Abstract/Notes: An important aspect that determines learning success is the learning method used by the teacher. Teacher prospective teachers should have broad insights related to learning methods. Prospective teachers and teachers need to vary the learning model. Montessori method is one method that follows the natural tendencies of children and teachers need to prepare learning that follows the stages of child development. Based on these thoughts, community service is carried out to help prospective teachers and teachers' insights about the Montessori method. The sequence of community service activities is the training and mentoring of prospective teachers, the implementation of learning by the Montessori method by prospective teachers, evaluation and reflection on the results of implementation, preparation of training materials for elementary school teachers, and the activity ends with the evaluation and training of Montessori methods for elementary teachers. The result of community service is that prospective teachers are happy to have classroom experience and 100% of students are happy because they are involved in innovative learning activities, the Montessori method. In addition, teachers also get experience training in Montessori methods.

Language: Indonesian

DOI: 10.30653/002.202161.494

ISSN: 2540-8747

Article

✓ Peer Reviewed

Maria Montessori’s Philosophy of Experimental Psychology

Available from: The University of Chicago Press Journals

Publication: HOPOS: The Journal of the International Society for the History of Philosophy of Science, vol. 5, no. 2

Pages: 240-268

Maria Montessori - Philosophy

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Abstract/Notes: Through philosophical analysis of Montessori’s critiques of psychology, I aim to show the enduring relevance of those critiques. Maria Montessori sees experimental psychology as fundamental to philosophy and pedagogy, but she objects to the experimental psychology of her day in four ways: as disconnected from practice, as myopic, as based excessively on methods from physical sciences, and—most fundamentally—as offering detailed examinations of human beings (particularly children) under abnormal conditions. In place of these prevailing norms, Montessori suggests a model of the teacher-scientist in a specially prepared environment, who can engage in sustained and impassioned observation of “normalized” children. Drawing from a variety of texts and recently published lectures, this article lays out Montessori’s philosophy of experimental psychology and briefly discusses its relevance today.

Language: English

DOI: 10.1086/682395

ISSN: 2152-5188

Article

Educazione rivolta a tutti. Comenio, Itard, Séguin e Maria Montessori: il ruolo della pedagogia [Education aimed at all. Comenius, Itard, Séguin and Maria Montessori: the role of pedagogy]

Publication: Handicap e scuola, vol. 31, no. 9-10

Pages: 6-8

Children with disabilities, Inclusive education, Jean Marc Gaspard Itard - Biographic sources, Jean Marc Gaspard Itard - Philosophy, John Amos Comenius - Biographic sources, John Amos Comenius - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, People with disabilities, Édouard Séguin - Biographic sources, Édouard Séguin - Philosophy

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Language: Italian

Book

Maria und Mario Montessoris Kosmische Erziehung: Vision und Konkretion [Maria and Mario Montessori's Cosmic Upbringing: Vision and Concretion]

Cosmic education, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education

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Abstract/Notes: Das Konzept der Kosmischen Erziehung basiert auf überlegungen Maria Montessoris zur Stellung des Menschen im Kosmos, die sie in den 1930er Jahren als großartige Vision vorstellte und in den 1940er Jahren in Indien gemeinsam mit ihrem Sohn Mario zu einem konkreten pädagogischen Konzept ausformte. Maria Montessoris Absicht mit dieser Vision war, den Blick Heranwachsender Menschen auf Interdependenzen naturgeschichtlicher wie historisch-gesellschaftlicher Evolutionsprozesse zu richten, um dadurch in der Erziehung den Grundstein für ein verantwortungsvolles Umgehen mit ökologischen Kreisläufen wie auch für Solidarität zwischen sozialen Gruppen und Nationen zu legen. Dabei wird erstmals Mario Montessoris wichtiger, lange Zeit kaum beachteter Beitrag zur Entwicklung und Etablierung des Konzepts "Kosmische Erziehung" ausdrücklich herausgearbeitet. [The concept of cosmic education is based on Maria Montessori's considerations about the position of man in the cosmos, which she presented as a great vision in the 1930s and which was developed in India in the 1940s together with her son Mario into a concrete educational concept. Maria Montessori's intention with this vision was to focus on the interdependencies of natural history as well as historical-social evolutionary processes in order to lay the foundations for a responsible handling of ecological cycles as well as for solidarity between social groups and nations. For the first time, Mario Montessori's important, long neglected contribution to the development and establishment of the concept "Cosmic Education" is explicitly worked out.]

Language: German

Published: Münster, Germany: Lit, 2007

Edition: 2nd

ISBN: 978-3-8258-0242-4 3-8258-0242-6

Series: Impulse der Reformpädagogik , 15

Article

✓ Peer Reviewed

Umysły przyszłości wyzwaniem dla współczesnej edukacji: Propozycje reformatorskie Marii Montessori i Howarda Gardnera [The minds of the future as a challenge for contemporary education: The reform proposals of Maria Montessori and Howard Gardner]

Available from: University of Gdańsk

Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 10, no. 36/2

Pages: 11-30

Howard Gardner - Biographic sources, Howard Gardner - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education

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Abstract/Notes: Dyskusje wokół wartości pedagogiki Marii Montessori w świetle współczesnych badań psychologicznych koncentrują się często na obszarze poznawczym czy też społecznym w rozwoju dziecka. Poniższy artykuł jest natomiast próbą znalezienia podobieństw w zakresie proponowanego wizerunku młodego człowieka ukształtowanego drogą określonych działań stymulujących w metodzie Montessori a koncepcji umysłu przyszłości Howarda Gardnera. Celem pedagogiki Montessori jest wychowanie człowieka potrafiącego zachować wolność i dyscyplinę wewnętrzną, myślącego niezależnie i krytycznie, odnoszącego się z szacunkiem do siebie i innych, dbającego o ład i harmonię w sobie i wokół siebie. Oddziaływania edukacji w myśl założeń H. Gardnera powinny rozwijać u młodego człowieka sposób funkcjonowania, który zapewni mu produktywne życie w pokojowej wspólnocie ludzi. Umysł człowieka odpowiadającego na potrzeby współczesności zawiera pięć istotnych elementów: myślenie kategoriami określonej dyscypliny wiedzy, zdolność do syntezy, zdolność do rozumienia innych ludzi, kreatywność oraz respektowanie zasad etycznych. Obie propozycje opierają się na interdyscyplinarnym myśleniu twórców, uwzględniającym aspekt antropologiczny, psychologiczny i edukacyjny w refleksji nad rozwojem człowieka. Obie również dotykają takich zagadnień jak dbanie o siebie i otoczenie (ekologia, współodczuwanie), kształcenie narzędzi myślenia w celu osiągnięcia jak największej niezależności w myśleniu, intencjonalne przygotowanie otoczenia promujące troskę o środowisko. W stylistyce opisu propozycji wychowania i edukacji odnaleźć można u obu twórców bogatą metaforykę ułatwiającą odbiorcy recepcję opisywanych idei. Wzywania i potrzeby globalnego świata stawiają kolejne pytania dotyczące optymalnej edukacji. Formułowanie odpowiedzi na te pytania jest procesem dynamicznym, dostarczającym wciąż nowych rozwiązań. [In the light of contemporary psychological research, discussions around the value of Maria Montessori's pedagogy often focus on the cognitive or social area of ​​a child's development. The following article is an attempt to find similarities in the proposed image of a young person shaped by specific stimulating activities in the Montessori method and Howard Gardner's concept of the future mind. The aim of Montessori pedagogy is to educate a person who can maintain freedom and internal discipline, think independently and critically, respect himself and others, care for order and harmony in and around himself. The impact of education, according to the assumptions of H. Gardner, should develop in a young person a way of functioning that will ensure a productive life in a peaceful community of people. The mind of a person responding to the needs of modern times contains five essential elements: thinking in terms of a specific discipline of knowledge, the ability to synthesize, the ability to understand other people, creativity and respect for ethical principles. Both proposals are based on the interdisciplinary thinking of the creators, taking into account the anthropological, psychological and educational aspects in reflection on human development. Both also touch upon issues such as taking care of oneself and the environment (ecology, compassion), shaping the tools of thinking in order to achieve the greatest possible independence in thinking, and intentional preparation of the environment promoting care for the environment. In the style of describing the upbringing and education proposals, both authors can find rich metaphors that make it easier for the recipient to receive the described ideas. The challenges and needs of the global world raise new questions about optimal education. Formulating answers to these questions is a dynamic process that constantly provides new solutions.]

Language: Polish

DOI: 10.14632/eetp_36.1

ISSN: 1896-2327, 2353-7787

Article

Zum Thema Montessori und Fröbel [On the Subject of Montessori and Fröbel]

Publication: Montessori-Werkbrief (Montessori-Vereinigung e.V.), no. 58-59

Pages: 28-30

Friedrich Fröbel - Philosophy, Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.

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Language: German

ISSN: 0722-2513

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