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Article
Fröbel en Montessori [Fröbel and Montessori]
Available from: Delpher - Nationale Bibliotheek van Nederland
Publication: Het Kind, vol. 17, no. 11
Date: May 27, 1916
Pages: 180
Friedrich Fröbel - Biographic sources, Friedrich Fröbel - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy
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Language: Dutch
Article
Fröbelbeschäftigungen - Fröbelspiele
Publication: Das Land, vol. 36
Date: 1927
Pages: 216-218
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Language: German
Article
Montessori et Fröbel: l’Affirmation d’un Projet Pédagogique Propre à Travers les Multiples Éditions d’Il Metodo della Pedagogia Scientifica [Montessori and Fröbel: the Affirmation of a Proper Pedagogical Project Through the Multiple Editions of Il Metodo della Pedagogia Scientifica]
Available from: CAIRN
Publication: Les Études Sociales, vol. 175, no. 1
Date: 2022
Pages: 11-25
Friedrich Fröbel - Biographic sources, Maria Montessori - Biographic sources
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Abstract/Notes: L’œuvre majeure de Maria Montessori, connue en français sous le titre de Pédagogie scientifique, avec quelquefois, en sous-titre, La découverte de l’enfant, a fait l’objet il y a peu d’une édition critique, permettant de retracer des évolutions à travers les nombreux ajouts, retraits et reprises du texte. Après deux publications précoces, en 1909 et 1913, le texte connaît quelques modifications dans les dernières éditions du vivant de l’autrice, en 1926, 1935 et 1950. La troisième édition, cherchant à imposer le modèle des maisons d’enfants en Italie, enlève des références jugées trop naturalistes pour épouser des accents plus spiritualistes, sans que le fonds ne soit modifié (cf. Trabalzini, 2003, p. 11) : il s’agit de ne pas être pierre de scandale en se réclamant de scientifiques de la nature qui pourraient heurter l’opinion publique ou les instances politiques. Plus au loin, des renvois seront faits, après la Seconde Guerre mondiale, aux autres ouvrages déjà publiés, et certains thèmes seront élaborés plus avant. Concernant Fröbel, comme deux autres grandes figures classiques de la pédagogie, Rousseau et Pestalozzi, les références directes demeurent maigres, et ne montrent qu’une relation distante, appuyant parfois uniquement sur l’aspect « libertaire, spontanéiste et permissif » (cf. Scocchera, 2000, p. XXXIV) de la pédagogie de la maison des enfants. D’autres noms, comme ceux de Pereira, d’Itard ou de Séguin, jouissent à première vue d’un autre prestige. [The major work of Maria Montessori, known in French under the title of Scientific Pedagogy, with sometimes, in subtitle, The discovery of the child, was recently the subject of a critical edition, allowing to retrace the evolutions through the numerous additions, withdrawals and repetitions of the text. After two early publications, in 1909 and 1913, the text underwent some modifications in the last editions during the author's lifetime, in 1926, 1935 and 1950. The third edition, seeking to impose the model of children's homes in Italy, removes references deemed too naturalistic to take on more spiritualistic accents, without the fund being modified (cf. Trabalzini, 2003, p. 11): it is a question of not being a rock of scandal by claiming to be scientists of the nature that could offend public opinion or political authorities. Further on, references will be made, after the Second World War, to other works already published, and certain themes will be elaborated further. Concerning Fröbel, like two other great classical figures of pedagogy, Rousseau and Pestalozzi, the direct references remain thin, and only show a distant relationship, sometimes relying solely on the "libertarian, spontaneist and permissive" aspect (cf. Scocchera , 2000, p. XXXIV) of the pedagogy of the children's home. Other names, such as those of Pereira, Itard or Séguin, enjoy at first sight a different prestige.]
Language: French
ISSN: 0014-2204
Article
En Suisse Romande: Montessori ou Fröbel? [In French-speaking Switzerland: Montessori or Fröbel?]
Publication: Pro Juventute, vol. 19
Date: 1938
Pages: 257-258
Europe, Friedrich Fröbel - Philosophy, Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Maria Montessori - Philosophy, Montessori method of education, Switzerland, Western Europe
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Language: French
ISSN: 1012-7895
Article
Zum Thema Montessori und Fröbel [On the Subject of Montessori and Fröbel]
Publication: Montessori-Werkbrief (Montessori-Vereinigung e.V.), vol. 18, no. 58-59
Date: 1980
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
Article
The Comparison of a View on Child Between Montessori and Fröbel / Montessori와 Fröbel 아동관의 비교
Available from: RISS
Publication: 현상해석학적 교육연구 [Phenomenological Educational Research], vol. 2, no. 1
Date: 2004
Pages: 115-134
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Language: Korean
ISSN: 1738-1304
Article
Comparison of Teaching Method Between Fröbel and Montessori / Fröbel과 Montessori의 교수 방법 비교
Available from: RISS
Publication: 논문집 - 서라벌대학 [Journal of Seorabeol University], vol. 7
Date: 1993
Pages: 383-402
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Language: Korean
Article
A Comparative Study on the Gifts of Fröbel and the Educational Materials of Montessori / Fröbel 은물과 Montessori교구의 비교연구
Available from: RISS
Publication: 인문학논총 / Journal of Humanities, vol. 1
Date: 1998
Pages: 193-215
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Language: Korean
ISSN: 1976-6009
Book
Friedrich Froebel
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Language: German
Published: [S.I.]: Beltz, 1999
Doctoral Dissertation (Ph.D.)
A Comparative Historical and Philosophical Study of the Educational Theories of John Amos Comenius (1592-1670), Friedrich Froebel (1782-1852), and Maria Montessori (1870-1952)
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This dissertation was a comparative study from the perspectives of history and philosophy of the educational theories of John Amos Comenius, Friedrich Froebel, and Maria Montessori. The purpose of this dissertation was: 1 - to determine whether or not there were parallel ideas in the educational theories of Comenius, Froebel, and Montessori; 2 - to show to what extent these ideas were actually similar or divergent; and 3 - to consider the additional question of whether or not Froebel and Montessori recognized their theories as part of a sequence of thought originating with Comenius. Using the extant published works of the three educators, descriptions were given of their educational theories in relation to the following topics: the position and principles of methodology; the role of sense realism and the changes in emphasis each educator made in the use of the sense realist concepts of teaching; the role of the religious point of view; the manner of teaching moral values; the role of intellectual and social influences of their respective historical periods in the formation of their educational theories; and the insights of the three educators which can be considered important in the educational world of the latter half of the twentieth century. These descriptions were followed by comparisons of the similarities and differences of the three educators in relation to the above-mentioned topics. The conclusions of the dissertation were the following: 1 - There were parallel ideas present in the educational theories of the three educators. The Comenian concepts and educational emphases which seemed to find restatement most often in the works of Froebel and Montessori were the belief in the importance and the necessity of the use of the correct method of teaching; the theory that if the correct method were used, anything could be taught to nearly anyone; the basic position of the concepts of sense realism in the teaching methodology; and the supreme importance of a definite religious perspective as the groundwork and frame of reference for the whole educational system. 2 - There appeared to be no recognition of influence of the work of Comenius by Froebel and Montessori. In relation to Froebel's gifts or didactic apparatus and his principle of self-activity, there appeared to be a slight recognition of influence by Montessori in the creation of her didactic material and the formulation of her principle of spontaneous activity in a carefully prepared environment. 3 - Concerning the insights of the three educators which may be considered important for education in this century, Comenius was cited for his outstanding ability to systematize knowledge, his championship of the humanitarian ideal of freedom, and his pansophic ideal of universal knowledge through a universal college system with uniform textbooks in a universal auxiliary language. The study of Froebel's work can provide more insights into the educational possibilities of the preschool age child obtained through self-activity. The study of the work of Montessori provides help in the greater educational use of the period of postnatal infancy, and the greater application of the disciplines of anthropology, physiology, and psychology to education. Montessori's work can also prove to be significant in the search for more effective means of education for the culturally deprived child. All three educators seemed to possess an ability to synthesize - to see things in their whole relationships. Specifically they applied this insight to means of educating all facets of human personality.
Language: English
Published: Denver, Colorado, 1970