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28 results


Reflections on Spirituality: Part 1: The Philosophy [Part 1 of 3]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 20, no. 3

Pages: 19, 31


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Language: English

ISSN: 1071-6246


✓ Peer Reviewed

Everyday Spirituality: An Aspect of the Holistic Curriculum in Action

Available from: SAGE Journals

Publication: Contemporary Issues in Early Childhood, vol. 8, no. 4

Pages: 344-354

Australasia, Australia and New Zealand, Indigenous communities, Indigenous peoples, New Zealand, Oceania, Spirituality

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Abstract/Notes: Early childhood education in Aotearoa New Zealand includes different philosophical perspectives, may be part of the public or private sector and aims to be inclusive and holistic. The early childhood curriculum, Te Whariki, supports these aims. Aspects of the curriculum that are holistic may be conceptualized in diverse ways and this qualitative research focused on the spiritual. Case studies were constructed in three different settings: a Montessori casa, a private preschool and a Rudolf Steiner kindergarten. This article concerns one of these settings and discusses the first day back at the Montessori casa after a two-week break. The concept of everyday spirituality is introduced and three narratives retell moments of everyday spirituality that occurred throughout the day. Three themes are addressed in some detail. The discussion is informed by Derrida's notion of hospitality and by different perspectives about the role of spirituality in educational contexts.

Language: English

DOI: 10.2304/ciec.2007.8.4.344

ISSN: 1463-9491


✓ Peer Reviewed

Maria Montessori tra Scienza Spiritualità e Laicità [Maria Montessori Between Science, Spirituality and Secularism]

Available from: Università Degli Studi Firenze

Publication: Studi sulla Formazione / Open Journal of Education, vol. 17, no. 2

Pages: 119-147

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Abstract/Notes: Has Maria Montessori an religious horizon? Yes, she have, but it’s laic and cosmic. It’s tied to her scientific education and to the cultural context in which she lived

Language: Italian

DOI: 10.13128/Studi_Formaz-16184

ISSN: 2036-6981


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Adult Leadership and the Development of Children’s Spirituality: Exploring Montessori’s Concept of the Prepared Environment

Available from: Taylor and Francis Online

Publication: International Journal of Children's Spirituality, vol. 24, no. 4

Pages: 356-370

Classroom environments, Learning environments, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Prepared environment, Spirituality

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Abstract/Notes: This article explores Montessori’s concept of the Prepared Environment, which includes adult leadership, as an important contribution to the field of Children’s Spirituality. Montessori elevated the spiritual development of children to a central place in social life. She advocated preparation of the teacher as a community leader who works through the environment to guide a pedagogically-oriented process that underpins spiritual development. This model of leadership offers the child a reciprocal relationship with the Prepared Environment, which operates as the child’s true teacher. The preparation of the adult, as an element of the Prepared Environment, has a spiritual tone and is a key aspect of Montessori science and philosophy, designed to support the holistic development of the child as both a hope and a promise for human beings.

Language: English

DOI: 10.1080/1364436X.2019.1685949

ISSN: 1364-436X

Doctoral Dissertation (Ph.D.)

Spirituality and Montessori Teacher Teams: The Path of the Heart

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: Maria Montessori based her educational approach on a profound understanding of the spiritual nature of the child, on the spiritual preparation of the teacher, and on the teacher-child relationship. However, she did not elaborate on the nature of teacher teams, nor on the spiritual aspect of teamwork. Though most Montessori early childhood classrooms have two or more teachers who teach together as a team, very little research has been conducted on how these teams work together, nor on how spirituality influences their work. The purpose of this research was to examine the role that spirituality played in the perceptions and understandings that Montessori teachers brought to their interactions in classroom teams. The methodology taken was a basic interpretive study. The purposeful sample consisted of five Montessori early childhood teachers teaching on three different teams of three teachers, in the same Montessori school in Western Canada. The data collection method included a short questionnaire, an observation of the teacher in the classroom with her team, her selection of an artifact representing spirituality and teamwork, two semi-structured interviews, and a member check. The analysis and interpretation of the findings were organized according to three categories arising from the data and from the theoretical framework: 1) the relationship that the teacher had with her spiritual self, 2) the teacher-child relationship, and 3) the teacher-teacher relationship. This study revealed that the spiritual self of the teacher was important in the development of the teacher-child relationship, and with the team. The Montessori concept of the inner teacher was examined in light of these findings. All the participants stated that spirituality played a role in their team interactions, and that there was congruence between how they related with the children and with each other. Peace was the overriding goal of the teachers for the classroom and with each other. Moreover, love for the child undergirded everything that they did. Recommendations are offered for Montessori teams, and teams in other areas of work, as well as future research in this area.

Language: English

Published: Alberta, Calgary, Canada, 2017


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A Preliminary Genealogy of Yoga in Italy: Between Religion and Contemporary Spirituality

Available from: MDPI

Publication: Religions, vol. 14, no. 6

Pages: Article 800

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Abstract/Notes: In this article, we design a preliminary genealogy of yoga in Italy, showing its positioning within the growing field of “contemporary spiritualities”, their premodern, esoteric and theosophical roots and Catholicism. Our main claim is that yoga and contemporary spiritualities as practiced in XXI-century Italy are neither entirely new nor are they clearly an alternative to more established religions. We rely on the methods and tools of a “discursive study of religion” approach to unpack the intricacies, genealogical roots and definitional boundaries that yoga, contemporary spiritualities and religion in Italy share. More specifically, we question the novelty of contemporary spiritualities in Italy, unveiling some of their esoteric, theosophical and anthroposophical roots, presenting, in turn, a preliminary genealogy of yoga in Italy, discussing its positioning amid Catholicism and contemporary spiritualities. We conclude by reflecting on the creation, use and limits of sociocultural theorizing about interpreting and understanding the spiritual and religious field, with a specific emphasis on the overlapping and porous boundaries between the concepts of religion, contemporary spiritualities, Western esotericism and modern yoga.

Language: English

DOI: 10.3390/rel14060800

ISSN: 2077-1444


✓ Peer Reviewed

Peran Orang Tua dalam Mendidik Kerohanian AnakUsia Dini Berdasarkan Ulangan 6 [The Role of Parents in Educating Early Childhood Spirituality Based on Deuteronomy 6]

Available from: Institut Agama Kristen Negeri Manado (Indonesia)

Publication: Montessori Jurnal Pendidikan Kristen Anak Usia Dini, vol. 3, no. 2

Pages: 20-30

Asia, Australasia, Indonesia, Southeast Asia

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Abstract/Notes: The main and early education centers also started from the family environment. One of the important aspects that needs to be educated is the spirituality of the child. Parents have a responsibility to work on this. This spiritual education needs to be done from an early age, given that this age is the age at which the child can easily record, imitate and digest what he sees and feels. The purpose of writing this scientific paper is to explain the role of parents in educating early childhood spirituality based on Deuteronomy 6. The author uses qualitative research methods. The role of parents in educating early childhood spirituality based on deuteronomy chapter 6 is by teaching the values of truth repeatedly, inviting children to worship God, and telling the history of the experience of faith with God to children. The main purpose is for the child to know and accept the Savior and live more and more like Christ.   Pusat pendidikan utama dan mula-mula juga berawal dari lingkungan keluarga. Salah satu aspek penting yang perlu dididik ialah kerohanian anak. Orang tua memiliki tanggung jawab untuk mengerjakan ini. Pendidikan kerohanian ini perlu dilakukann sejak anak usia dini, mengingat bahwa usia ini adalah usia di mana anak mudah merekam, meniru dan mencerna apa yang ia lihat dan rasakan. Tujuan dari penulisan karya ilmiah ini ialah untuk memaparkan peran orang tua dalam mendidik kerohanian anak usia dini berdasarkan Ulangan 6. Penulis menggunakan metode penelitian kualitatif. Adapun peran orang tua dalam mendidik kerohanian anak usia dini berdasarkan kitab Ulangan pasal 6 yaitu dengan cara mengajarkan nilai-nilai kebenaran dengan berulang-ulang, mengajak anak untuk beribadah kepada Tuhan, dan menceritaan sejarah pengalaman iman bersama Tuhan kepada anak. Tujuan utamanya ialah supaya anak mengenal dan menerima Sang Juruselamat serta hidup terus bertumbuh semakin serupa dengan Kristus.

Language: Indonesian

DOI: 10.51667/mjpkaud.v3i2.1051

ISSN: 2798-6195

Book Section

Narratives of Everyday Spirituality: Pedagogical Perspectives from Three Early Childhood Settings in Aotearoa New Zealand

Available from: Springer Link

Book Title: International Handbook of Education for Spirituality, Care and Wellbeing

Pages: 873-890

Australasia, Australia and New Zealand, New Zealand, Oceania, Spirituality

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Abstract/Notes: Early childhood settings in Aotearoa New Zealand are informed by an internationally recognised curriculum, Te Whāriki (Ministry of Education, 1996). This whāriki, or woven mat, includes references to the spiritual; the principle of kotahitanga/holistic development intersects with the strand of mana atua/wellbeing. Qualitative case study research in a Montessori casa, a private preschool, and a Steiner kindergarten found the concept “everyday spirituality” illuminating. Three themes were identified: spiritual withness, spiritual in-betweeness and spiritual elsewhere. These relational spaces are proposed as a way of reconceptualising holistic approaches to pedagogy and wellbeing in early childhood educational contexts.

Language: English

Published: Dordrecht, The Netherlands: Springer Netherlands, 2009

ISBN: 978-1-4020-9018-9

Series: International Handbooks of Religion and Education

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