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Book Section

Die Montessori-Bestrebungen im Kanton Zürich [Montessori Endeavors in the Canton of Zurich]

Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]

Pages: 117-134

Annette Güntensperger - Biographic sources, Europe, Hilde Steinemann-Stahli - Biographic sources, Marianna Augsburger-Käser - Biographic sources, Martha Meyer - Biographic sources, Montessori method of education, Montessori schools, Selina Chönz-Meyer - Biographic sources, Switzerland, Western Europe

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Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Article

In Memoriam [Eileen Roper Ast, Jane Dutcher, Hannelore Engelman, Dennis Schapiro, Hildegard Solzbacher]

Available from: ProQuest

Publication: Montessori Life, vol. 26, no. 3

Pages: 20

Dennis Schapiro - Biographic sources, Eileen Roper Ast - Biographic sources, Hannelore Engelman - Biographic sources, Hildegard Solzbacher - Biographic sources, Jane Dutcher - Biographic sources, Obituaries

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Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Formare il «nuovo Maestro» secondo Maria Montessori / Formar al «nuevo Maestro» según Maria Montessori / Training the «new Teacher» according to Maria Montessori

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 5, no. 4

Pages: 78-91

Hélène Lubienska de Lenval - Biographic sources, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Teacher training, Montessori method of education - Teachers, Teacher training

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Abstract/Notes: È noto quanto Maria Montessori fosse esigente nei confronti del maestro. In questo articolo si presenta la sua visione delle caratteristiche che devono animare il «nuovo Maestro» per consentire «al bambino nuovo» di potersi sviluppare in modo armonioso ed equilibrato. Dato che la peculiarità della pedagogia montessoriana è cambiare la modalità relazionale tra l’adulto e il bambino, sono messi in risalto alcuni aspetti concreti e universali condivisibili da tutti gli insegnanti. Questi possono essere applicati ovunque e possono anche facilitare la didattica, anche senza applicare tutto il Metodo Montessori, giacché l’autoeducazione del bambino è legata all’autodisciplina dell’adulto. Per formare i maestri Maria Montessori aveva scelto di organizzare i Corsi internazionali di formazione che duravano diversi mesi. Per chiarire gli elementi essenziali, vengono studiate le conferenze riguardo al nuovo maestro pronunciate durante questi corsi. Da esse vengono ricavati i tre livelli di formazione: materiale, scientifica e spirituale. Alcuni aspetti imprescindibili vengono più approfonditi, quali lo spogliarsi dei preconcetti, il cambiare le attitudini morali e l’essere un’osservatore gioioso, aspetti che la Montessori considerava essenziali per risolvere il problema dell’educazione. Basandosi anche su alcuni racconti di allieve, sono proposte alcune modalità scelte da Hélène Lubienska de Lenval durante il suo Cours Pédagogique, e sono presentate alcune scelte pedagogiche di Adele Costa Gnocchi, che aprirà la Scuola Assistenti all’Infanzia dove saranno approfondite le intuizioni della Montessori per il bambino piccolo fino a tre anni. / Es conocido lo exigente que Maria Montessori ha sido en relación a los maestros. En este artículo se presenta su visión de las características que debería poseer el “nuevo maestro” para permitir al “nuevo niño” desarrollarse de manera armoniosa y equilibrada. Considerando que la finalidad de la pedagogía montessoriana es cambiar la modalidad de interacción entre el adulto y el niño, se pueden destacar algunos aspectos concretos y universales que puedan compartir por todos los maestros. Sin necesidad de aplicar completamente el Método Montessori, estos elementos pueden ser útiles en todo tipo de circunstancia y facilitar la didáctica, puesto che la autoeducación del niño depende de la autodisciplina del adulto. Para formar a los maestros, Maria Montessori decidió organizar los cursos internacionales de formación con una duración de varios meses. Para aclarar los aspectos esenciales, en este artículo se toman en consideración las conferencias relativas al “nuevo maestro” que se pronunciaron en estos cursos. A partir de ellas se pueden derivar los tres niveles de formación: material, científica y espiritual. Se profundiza sobre algunos aspectos fundamentales como liberarse de los prejuicios, cambiar la actitud moral y ser un alegre y atento observador, aspectos que Maria Montessori consideraba primordiales para resolver el problema de la educación. Basándose en algunos relatos de sus alumnas, también se exponen algunas modalidades adoptadas por Hélène Lubienska de Lenval presentadas durante su Cours Pédagogique y además se presentan algunas opciones pedagógicas de Adele Costa Gnocchi, que abrirá la Escuela de Asistentes de la Infancia donde se estudiará a profundidad la visión de Maria Montessori para el niño pequeño, hasta los tres años de edad. / It is well known how much Maria Montessori demanded of teachers. This article presents her vision of the characteristics which should animate the “new teacher” in order to allow the development of the “new child” in a harmonious and balanced manner. Given that the goal of the Montessori pedagogy is to change the manner of relating between adult and child, some concrete and universal characteristics are highlighted which are common to all teachers. Even without applying the entire Montessori methodology, these elements can be useful in all circumstances and can facilitate teaching, given that the self education of the child is linked to the self discipline of the adult. To train teachers, Maria Montessori chose to organize international training courses lasting several months. To clarify the essential elements, the conferences regarding the topic of the new teacher during these training courses are presented here. These elements are divided into three levels of training: the material level, the scientific level, and the spiritual level. Some essential aspects are covered in depth, such as the denuding of preconceptions; changing of moral attitudes; being a joyful observer; all approaches that Maria Montessori considered essential to solve the problem of education. Finally, on the basis of stories of students, there are presented some methods chosen by Helene Lubienska de Lenval taken from her Cours Pedagogique, and some pedagogical methods taken from Adele Costa Gnocchi, who will open the Scuola Assistenti all’Infanzia, where they will delve deeper into Montessori insights regarding the small child up to three years of age.

Language: Italian

ISSN: 2255-0666

Book Section

Die Anfänge der Montessori-Methode in der Schweiz [The Beginnings of the Montessori Method in Switzerland]

Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]

Pages: 25-88

Europe, Fascism, Giovannina Mattei-Alberti - Biographic sources, Maria Boschetti-Alberti - Biographic sources, Maria Valli - Biographic sources, Montessori method of education, Montessori schools, Sister Irene Curti - Biographic sources, Switzerland, Teresa Bontempi - Biographic sources, Western Europe

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Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Article

Introducing Our Contributors [A. M. Bernard, R. Joosten Chotzen, R. Chandra, B. N. Das, Dipti Devi, Joyce Goonesekera, Rajendra Gupta, A. M. Joosten, P. Lalkaka, A. M. Maccheroni, Mario M. Montessori, A. Patra, T. N. Siqueira, S. R. Swamy, K. E. Taraporewalla]

Available from: North American Montessori Teachers' Association (NAMTA)

Publication: Around the Child, vol. 2

Pages: 83-85

Albert Max Joosten - Biographic sources, Anna Maria Maccheroni - Biographic sources, Asia, India, Mario M. Montessori - Biographic sources, Rosy Joosten-Chotzen - Biographic sources, South Asia

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Language: English

ISSN: 0571-1142

Book Section

A Quartet of American Montessori Directresses

Available from: Springer Link

Book Title: America's Early Montessorians: Anne George, Margaret Naumburg, Helen Parkhurst and Adelia Pyle

Pages: 3-35

Adelia Pyle - Biographic sources, Americas, Anne E. George - Biographic sources, Helen Parkhurst - Biographic sources, Margaret Naumburg - Biographic sources, Montessori method of education - History, Montessori schools, North America, United States of America

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Abstract/Notes: America’s Early Montessorians tells the history of the introduction and implementation of Montessori education in the United States, through the careers of Anne George, Margaret Naumburg, Helen Parkhurst, and Adelia Pyle who Maria Montessori trained as directresses. The chapter provides parallel biographies of George, Pyle, Parkhurst, and Naumburg before their enrollment in Montessori’s training courses. Anne Everett George (1878–1973), the first American trained as a directress, was America’s pioneer Montessori educator. Born in Missouri, George became a private school teacher and taught in Maryland, New York, and Chicago’s Latin School. Adelia McAlpin Pyle (1888–1968) the daughter of a wealthy manufacturer, James Tolman Pyle, was born in New York and educated by private tutors. She was fluent in French, German, Italian, and Spanish. Helen Parkhurst (1886–1973), who was born in Wisconsin, earned her degree in education from the Wisconsin State Normal School in River Falls in 1909. Parkhurst taught in public elementary schools in Wisconsin and Washington and became the Director of Primary Training in Wisconsin’s State Normal School at Stevens Point. Margaret Naumburg (1890–1963), born in New York, received her elementary and secondary education in private schools including the Horace Mann School and the laboratory school at Columbia University’s Teachers College. She was awarded her B.A. degree in June 1912 from Barnard College and did graduate study at the London School of Economics.

Language: English

Published: Cham, Switzerland: Palgrave Macmillan, 2020

ISBN: 978-3-030-54835-3

Series: Historical Studies in Education

Article

Explains Montessori Plan. Miss Bateman Tells Mothers About New Method to Teach Children

Available from: ProQuest Historical Newspapers

Publication: Washington Post (Washington, D.C.)

Pages: 5

Alexander Graham Bell - Biographic sources, Americas, Anne E. George - Biographic sources, Mabel Bell - Biographic sources, Margaret Woodrow Wilson - Biographic sources, Montessori Educational Association (USA), North America, United States of America

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Language: English

Article

To Help Montessori Work; Washington Friends Form Chapter of Educational Association

Available from: ProQuest Historical Newspapers

Publication: Washington Post (Washington, D.C.)

Pages: 5

Alexander Graham Bell - Biographic sources, Americas, Anne E. George - Biographic sources, Mabel Bell - Biographic sources, Margaret Woodrow Wilson - Biographic sources, Montessori Educational Association (USA), North America, United States of America

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Language: English

Article

✓ Peer Reviewed

Giuliana Sorge, Luigia Tincani e la diffusione del metodo Montessori / Giuliana Sorge, Luigia Tincani and Dissemination of Montessori Method

Available from: Rivista di Storia dell’Educazione

Publication: Rivista di Storia dell’Educazione, vol. 8, no. 2

Pages: 83-95

Aldo Agazzi - Biographic sources, Europe, Giuliana Sorge - Biographic sources, Italy, Luigia Tincani - Biographic sources, Maria Montessori - Biographic sources, Montessori method of education, Montessori movement, Southern Europe

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Abstract/Notes: Giuliana Sorge (1903-1987) was one of Maria Montessori’s closest disciples. Many parts of her life are linked to the alternating vicissitudes of the spread of the Method in Italy. She is personally involved at the time of the breakdown of the relation between Maria Montessori and fascism. We find her in the immediate postwar period engaged in the reconstruction of the Montessori National Institution and in the dissemination of the Method in Italy. To do this, she weaves a network of relations with exponents of the political and ecclesiastical world assisted by the friendship of Luigia Tincani, a Catholic, Montessori’s friend, founder of what will become the Free University Maria SS. Assunta and a religious congregation. This emerges from an unpublished correspondence between these two women, which also contains interesting news relating to the hostility of prof. Aldo Agazzi towards the spread of the Montessori Method.

Language: Italian

DOI: 10.36253/rse-10374

ISSN: 2532-2818

Doctoral Dissertation

Φύση και αγωγή στη διαδικασία διαμόρφωσης της προσωπικότητας: εξέταση των ιδεών των Ζ.Ζ. Ρουσσώ, Μ. Μοντεσσόρι, Κ. Ρότζερς και Λ. Βυγκότσκι [Nature and education in the process of personality development: an analysis of the ideas of J.J. Rousseau, M. Montessori, C. Rogers and L. Vygotsky]

Available from: Aristotle University of Thessaloniki

Carl Rogers - Biographic sources, Carl Rogers - Philosophy, Child development, Jean-Jacques Rousseau - Biographic sources, Jean-Jacques Rousseau - Philosophy, Lev Vygotsky - Biographic sources, Lev Vygotsky - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Maturation (Psychology), Student-centered learning

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Abstract/Notes: Η παρούσα διατριβή επιχειρεί τη διερεύνηση της διαμόρφωσης της προσωπικότητας υπό το πρίσμα της αλληλεπίδρασης μεταξύ των βιολογικών και των κοινωνικών συνιστωσών της ανάπτυξης του παιδιού, όπως την πραγματεύονται οι θεωρίες του Ζαν-Ζακ Ρουσσώ, της Μαρίας Μοντεσσόρι, του Καρλ Ρότζερς και του Λεβ Βυγκότσκι. Δεδομένου ότι η προσωπικότητα αποτελεί το επίκεντρο κάθε παιδαγωγικής θεωρίας συνιστώντας το ιδεώδες στο οποίο αποσκοπεί η αγωγή, εξετάζονται οι δυνατότητες και οι περιορισμοί της αγωγής όσον αφορά τη διαμόρφωση της προσωπικότητας των παιδιών μέσω της συγκριτικής ανάλυσης της πολιτισμικής-ιστορικής θεωρίας του Λ. Βυγκότσκι και της παιδοκεντρικής παράδοσης, όπως εκφράζεται στις θεωρίες του Ζ.Ζ. Ρουσσώ, της Μ. Μοντεσσόρι και οτου Κ. Ρότζερς. Στο πρώτο κεφάλαιο επιχειρείται η εννοιολόγηση του όρου προσωπικότητα όπως αποτυπώνεται στις κυριότερες θεωρίες προσωπικότητας και στα επόμενα κεφάλαια παρουσιάζονται και εξεταζονται κριτικά οι θεωρίες των τεσσάρων προαναφερθέντων στοχαστών. Τέλος, διατυπώνονται ορισμένα μεθοδολογικά συμπεράσματα σχετικά με τη διαλεκτική αλληλεπίδραση μεταξύ φύσης και αγωγής στη διαδικασία διαμόρφωσης της προσωπικότητας και αναδεικνύεται η συμβολή των τεσσάρων θεωριών που εξετάστηκαν στη διαμόρφωση της παιδαγωγικής σκέψης. Επιπλέον, προσεγγίζεται η έννοια της ολόπλευρα ανεπτυγμένης προσωπικότητας ως σκοπού της αγωγής. [The present thesis aims to study personality development in the light of the interaction between biological and social factors of child development as it is discussed in the theories of Jean-Jacques Rousseau, Maria Montessori, Carl Rogers and Lev Vygotsky. Given the fact that personality development constitutes the centre of every pedagogical theory, being the ideal to which education aims, the potential and the limits of education with regard to the development of children’s personality are examined through the comperative analysis of L. Vygotsky’s cultural-historical theory, and the child-centred tradition as it is presented in the theories of J.J. Rousseau, M. Montessori, and C. Rogers. In the first chapter there is an attempt to conceptually delineate the term personality as it is outlined in the main personality theories, and in the following chapters the theories of the four thinkers mentioned above are presented and critically examined. Finally, some methodological conclusions concerning the dialectical interaction between nature and education in the process of personality development are put forth, and the contribution of the four theories which were investigated in the development of pedagogical thinking is highlighted. Furthermore, the notion of the wholly developed personality as the goal of education is approached.]

Language: Greek

Published: Thessaloniki, Greece, 2018

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