Language: German

DOI: 10.5169/seals-535953

ISSN: 0036-7443, 2297-8186

Abstract/Notes: This reflection paper is the result of an analytical exercise around the experiences of Maria Montessori as a scholar and feminist woman between the end of the 19th century and the beginning of the 20th century. Following a chronological order —not necessarily linear— of the most significant historical aspects analyzed in the light of different sources of study (conferences, books, research, articles, among others), it is intended to highlight the particular influence of the pedagogical elaborations of a woman in the educational field; a woman who lived in a time when social and cultural reality only valued the female role as a homemaker and denied their value in science, still, she manages to venture into the academic and research territory. I present comments and reflections of this excursus aiming to restore, to a certain extent, the philosophical dignity of the renowned pedagogue, that is, the vindication of her thought beyond the Method application perspective. The emphasis is on examining the pedagogical work of Maria Montessori under a lens that amplifies the reflection of a life characterized by a properly feminine and feminist style in an Italy that, galloping between the old and the new century, saw the birth of a New emancipated Woman, able to confront the positivism of the macho monopoly of her time. Consequently, this philosopher, anthropologist, doctor, pedagogue and feminist —with the help of an important participation of women who marked her history— establishes a complete educational revolution in Italy, and later international impact.

Language: Spanish

DOI: 10.17227/pys.num58-17244

ISSN: 2500-6436, 0121-2494

Language: Finnish

Published: Helsinki, Finland: Helsingin yliopisto, 2002

Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Abstract/Notes: Maria Montessori’s approach, based on observation of and experimentation with children’s learning processes, remains one of the longest-standing and widely embraced forms of alternative education. Contemporary neuroscience research increasingly validates Montessori’s principles, yet a robust bridge between these two fields remains elusive. Factors such as differing goals, terminology and the lack of a collaborative framework hinder their synergy. This literature review explores the intersection between neuroscience findings and Montessori’s educational philosophy, structured into five key areas. The Perspective first presents various neuroscience insights: an exploration of aspects related to learning, brain development and cognition. Second, a brief background on Maria Montessori’s contributions: a historical overview of Maria Montessori's life, work and educational methodology. Third is the identification of the areas where neuroscience and Montessori principles intersect, including the importance of movement, emotional development, social learning, the role of the prepared environment, the transition from concrete to abstract concepts, self-regulation, sensitive periods and memory. Finally, while acknowledging the challenges and limitations in researching Montessori education, this review emphasises the growing evidence that supports the alignment of Montessori principles with neuroscience findings. This underscores the enduring relevance of Montessori’s holistic education approach and highlights the potential benefits of a deeper collaboration between these fields, to enhance educational practices and promote comprehensive learning experiences for children. / L'approche éducative de Maria Montessori, fondée sur l'observation et l'expérimentation de l'enfant, reste l'une des formes d'éducation alternative les plus anciennes et les plus largement adoptées. La recherche contemporaine en neurosciences valide de plus en plus les principes de Montessori, mais établir un pont solide entre ces deux domaines reste difficile. Des facteurs tels que des objectifs différents, une terminologie différente et l'absence d'un cadre de collaboration entravent leur synergie. Cette revue de la littérature explore l'intersection entre les résultats des neurosciences et la philosophie éducative de Montessori, structurée en cinq domaines clés : Premièrement, la présentation de quelques idées neuroscientifiques : Une exploration de divers aspects neuroscientifiques liés à l'apprentissage, au développement du cerveau et à la cognition. Deuxièmement, un bref historique des contributions de Maria Montessori : un aperçu historique de la vie, de l'œuvre et de la méthodologie éducative de Maria Montessori. L'identification des domaines où les neurosciences et les principes Montessori se croisent est ensuite présentée, notamment l'importance du mouvement, le développement émotionnel, l'apprentissage social, le rôle de l'environnement préparé, la transition des concepts concrets aux concepts abstraits, l'autorégulation, les périodes sensibles et la mémoire. Tout en reconnaissant les défis et les limites de la recherche en éducation Montessori, cette revue met l'accent sur les preuves de plus en plus nombreuses de l'alignement des principes Montessori sur les résultats des neurosciences. Cela souligne la pertinence durable de l'approche éducative holistique de Montessori et met en lumière les avantages potentiels d'une collaboration plus approfondie entre ces domaines, dans le but d'améliorer les pratiques éducatives et de favoriser des expériences d'apprentissage complètes pour les enfants.

Language: English

DOI: 10.26034/cortica.2023.4218

ISSN: 2813-1940

Abstract/Notes: Maria Montessori gehört zu den Klassikern der Pädagogik. Sie kam von der Medizin zur Pädagogik und entfaltete ein weltweites Wirken zur Verbreitung ihrer pädagogischen Ideen. Ihr Fundament haben diese in ihrer Anthropologie des Kindes, für deren Grundlagen sie trotz der unterschiedlichen Ausformungen durch kulturelle Einflüsse universale Geltung beansprucht. Ihre Grundgedanken zu Erziehung und Bildung sollen als Orientierung für alle pädagogischen Handlungsfelder gelten, modifiziert für die unterschiedlichen Entwicklungsabschnitte des Menschen von der Geburt bis zum Tod. Integriert werden diese Ideen in den Entwurf eines global orientierten Erziehungs- und Bildungsprogramms unter der Bezeichnung 'Kosmische Erziehung'. [Maria Montessori is one of the classics of education. She came from medicine to pedagogy and developed a worldwide work to spread her pedagogical ideas. They have their foundation in their anthropology of the child, for the foundations of which they claim universal validity despite the different forms of cultural influences. Her basic ideas on upbringing and education should serve as orientation for all pedagogical fields of action, modified for the different stages of human development from birth to death. These ideas are integrated into the design of a globally oriented education and training program called 'Cosmic Education'.]

Language: German

Published: Wiesbaden, Germany: Springer, 2018

ISBN: 978-3-658-07491-3

Abstract/Notes: Der Beitrag befaßt sich mit der vergleichenden Analyse und Rekonstruktion der Auffassungen Maria Montessoris und Rudolf Steiners zum Aufbau und zur Entwicklung der kindlichen Persönlichkeit. Zunächst werden die jeweiligen menschenkundlichen Vorannahmen ihrer Entwicklungslehren umrissen. Sodann werden die grundlegenden Elemente und Strukturvoraussetzungen des Persönlichkeitsaufbaus dargestellt und Verbindungen zur entwicklungs- und sozialisationstheoretischen Diskussion hergestellt. Der Vergleich zeigt, daß Steiner und Montessori beide ganzheitliche Ansätze postulieren, in ihren Konzepten aber sehr unterschiedliche, in einzelnen Punkten einander ergänzende Aspekte des Persönlichkeitsaufbaus betonen, die sie zur Begründung ihrer pädagogischen Praxis heranziehen. (DIPF/Orig.)

Language: German

DOI: 10.25656/01:14306

ISSN: 0044-3247

Abstract/Notes: Tindakan yang dilakukan oleh seseorang yang bersifat nyata itu merupakan makna dari hasil pendidikan karakter yang dapat membentuk kepepribadiannya seseorang. Hal tersebut dilalui dengan pendidikan budi pekerti sehingga terbentuknya keperibadian di dalam diri seseorang. Seseorang akan bertinh laku dengan baik, bertanggung jawab, jujur, kerja keras, lemah lembut menghormati sesama dan juga penuh kasih saying. Hal itu dapat dilihat secara nyata pada tingkah laku seseorang. Konsep Pendidikan yang dimiliki oleh Ki Hajar Dewantara adalah bersifat pribumi. Sistem pendidikannya adalah system among dengan artian bersendikan kodrat alam dan merupakan system pendidikan yang bersifat kekeluargaan dan kemerdekaan terhadap anak supaya mereka dapat berkembang dan tumbuh dengan dasar kekuatannya sendiri Penyusunan metodenya Montessori merupakan sebuah metode pendidikan bagi anak-anak yang berdasar pada teori terhadap perkembangannya anak. Adapun metode tersebut berkarakteristik menekankan terhadap aktifitas anak dan adaptasi dilingkungan tempat belajarnya serta menyesuaikan terhadap level berkembangnya anak. Aktifitas fisik dan peran dalm menyerap kemampuan yang praktis dan konsep pembelajaran. Dari lingkungan sekolah konsep untuk Pendidikan anak diusia dini menurut Maria Montessori dan Ki Hajar dewantara juga ditemukan kesamaan dan juga ditemukan perbedaannya. Melihat persamaannya dilingkungan sekolah sama-sama mempunyai pendapat.Seprti halnya disekolah Casa Dei Bambini dan juga taman indria. Keduanya tersebut berpendapat sama bahwasanya media dalam pembelajaran menggunakan media dalam belajar yang bersifat alamiah dan pembelajaran nyata dari alam itu lebih menarik dibandingkan menggunakan media yang dibuat. Tempat dilaksanakannya pendidikan terhadap anak diusia dini dalam pemikiran Maria Montessori anak didik dfokuskan diruang kelas dan juga diditempatnya anak-anak pada saat bermain yang telah dirancangnya. Berdasarkan pemikiran Ki Hajar Dewantara bahwasanya tempat untuk dilaksanakannya Pendidikan terhadap anak tidak hanya dilingkungan sekolah. Mereka dapat melaksanakan pembelajarannya dilingkungan masyarakat dan juga dilingkungan keluarga. Jadi pemikirannya lebih meluas Pendidikan terhadap anak itu harus saling didukung oleh tiga lingkungan tersebut

Language: Indonesian

DOI: 10.46773/muaddib.v4i1.188

ISSN: 2685-9149

Abstract/Notes: Cet article vise à restituer le rôle joué par la Società Umanitaria (Société Humanitaire), basée à Milan, pour la diffusion de la Méthode Montessori. La période étudiée s'étend de 1908, année où l'Union des femmes se fait intermédiaire en vue de la création des premières Maisons d'enfants dans le quartier de la via Solari, jusqu'à 1923, année de la mort d'Augusto Osimo, secrétaire général de cette institution. À travers l'analyse des échanges épistolaires entre Maria Montessori et Augusto Osimo, l’auteure reconstruit la trame complexe d'une fructueuse collaboration qui s'est concrétisée avec l’organisation de cours de formation à la méthode Montessori par la Società Umanitaria. Leur collaboration s’est par la suite de nouveau manifestée autour d'une cause commune, à savoir l'intervention en faveur des enfants victimes de la guerre. / This article aims to reconstruct the role played by the Società Umanitaria (Humanitarian Society), based in Milan, in spreading the Montessori method. The period under study spans from 1908, the year of the initial mediation of the Women’s Union’s members for the creation of the first Children’s Houses in the Società Umanitaria’s district, until 1923, the year of Augusto Osimo’s death, the general secretary of this institution. In particular, through the analysis of Maria Montessori and Augusto Osimo’s correspondence, the author highlights the complex history of their fruitful collaboration, which materialized with the organization of Montessori training courses by the Società Umanitaria. Their cooperation was further reinvigorated by a common cause, namely support for children who were victims of the war.

Language: French

DOI: 10.3917/etsoc.175.0047

ISSN: 0014-2204

Abstract/Notes: O presente artigo tem como objetivo revisitar a história de vida de Maria Montessori e destacar suas contribuições para a educação. Haja vista que esta educadora tem grande relevância na área educacional, focando o aluno no centro de todo processo de ensino e aprendizagem. Maria Montessori (1870 -1952) foi à primeira médica da Itália, e no decorrer de seu contato com crianças especiais foi se apaixonando com a educação até tornar-se uma educadora. Assim ela desenvolveu várias técnicas voltadas a educação infantil e séries iniciais do ensino fundamental... [This article aims to revisit Maria Montessori's life story and highlight her contributions to education. Considering that this educator has great relevance in the educational area, focusing on the student at the center of the entire teaching and learning process. Maria Montessori (1870 -1952) was the first doctor in Italy, and in the course of her contact with special children she fell in love with education until she became an educator. Thus, she developed several techniques aimed at early childhood education and the initial grades of elementary school...]

Language: Portuguese

Published: Fortaleza, Brazil: XIII Encontro Cearense de Historiadores da Educação – ECHE; III Encontro Nacional do Núcleo de História e Memória da Educação – ENHIME; III Simpósio Nacional de Estudos Culturais e Geoeducacionais – SINECGEO, 2014

Pages: 141-153

ISBN: 978-85-8126-065-5