Abstract/Notes: Keprihatinan terhadap rendahnya karakter rasa ingin tahu akhir-akhir ini menjadi titik berangkat penelitian ini. Mengetahui pengaruh literasi berbasis pendekatan Montessori terhadap rasa ingin tahu anak pada usia tujuh tahun menjadi tujuan penelitian ini. Untuk itu digunakan pretest posttest non equivalent group design sebagai metode penelitian.  Sebanyak 17 anak kelas IB SD Kanisius Sorowajan Yogyakarta dilibatkan sebagai sampel untuk kelompok Montessori dan 17 anak kelas IA sebagai sampel untuk kelas kontrol. Temuan penelitian memperlihatkan bahwa program literasi berbasis pendekatan Montessori berpengaruh terhadap karakter rasa ingin tahu anak. Uji statistik menunjukkan selisih skor posttest-pretest kelompok Montessori (M = 1,0229, SE = 0,15003) lebih tinggi dari kelompok kontrol (M = 0,0076, SE = 0,03251). Perbedaannya signifikan dengan t(17,499) = 6,614 dan p = 0,000 (p < 0,05). Besar pengaruh yang didapatkan adalah r = 0,8451 yang termasuk kategori “efek besar” yang setara dengan 71,43%. Uji efektivitas pembelajaran di kelas Montessori dengan N-gain score adalah 55,98% yang masuk kategori "efektivitas menengah", sementara di kelas kontrol 0,42% yang termasuk dalam “efektivitas rendah”. [Concerns about the low level of curiosity have recently become the starting point of this research. Knowing the effect of literacy based on the Montessori approach to children's curiosity at the age of seven is the goal of this study. For this reason, the pretest posttest non equivalent group design was used as a research method. A total of 17 class IB children from SD Kanisius Sorowajan Yogyakarta were involved as a sample for the Montessori group and 17 class IA children as a sample for the control class. The research findings show that a literacy program based on the Montessori approach influences children's curiosity. Statistical tests showed differences in posttest-pretest scores for the Montessori group ( M = 1.0229,SE = 0.15003) higher than the control group ( M = 0.0076, SE = 0.03251). The difference is significant with t (17.499) = 6.614 and p = 0.000 ( p <0.05). The magnitude of the effect obtained is r = 0.8451 which is included in the "big effect" category which is equivalent to 71.43%. The learning effectiveness test in the Montessori class with an N-gain score was 55.98% which was in the "medium effectiveness" category, while in the control class it was 0.42% which was included in "low effectiveness".]

Language: Indonesian

DOI: 10.30601/dedikasi.v7i1.3533

ISSN: 2548-8848, 2338-9966

Abstract/Notes: The essay highlights the role of “La Montesca” circle and its main protagonist, Baroness Alice Hallgarten Franchetti (1874-1911), in triggering the initial internationalisation of Montessori pedagogy. Exploring the cultural connections gathered around the Umbrian circle—a true meeting point for refined souls suggesting an atmosphere of spiritual retreat—it is possible to discern a prophetic mark establishing the immediate confidence shown in Montessori’s challenge to education, devoted to driving wide-ranging spiritual reform. The “Franciscan flame” underlining Alice Hallgarten Franchetti’s approach within an extensive devotion to the ideals of human elevation and universal brotherhood reflects the pursuit of a spiritual light, around which modernist, neo-Christian, theosophical feelings interwove motivating drives and cultural languages. In this sense, the formidable support initially provided by Alice Hallgarten Franchetti in exporting Montessori’s pedagogy should be read and valued as the sign of a larger belief in human elevation, based on a confidence in the secret treasures of the child and embracing a cosmic sense of spirituality. / L’article destaca el paper del cercle “La Montesca” i de la principal protagonista, la baronessa Alice Hallgarten Franchetti (1874-1911), en l’inici de la primera internacionalització de la pedagogia Montessori. Explorant les connexions culturals establertes al voltant d’aquell cercle d’Umbria, una autèntica cruïlla d’ànimes refinades que suggereix una atmosfera de retir espiritual, és possible descobrir una empremta profètica que imprimeix la confiança immediata mostrada amb el repte de Montessori en l’educació, dedicat a impulsar una àmplia reforma espiritual. La “flama franciscana” que anima la conducta d’Alice Hallgarten Franchetti, en el marc d’un extens horitzó de devoció als ideals de l’elevació humana i la fraternitat universal, reflecteix la recerca d’una llum espiritual al voltant de la qual els sentiments modernistes, neocristians i teosòfics entrellaçaven els seus impulsos motivadors i llenguatges culturals. L’important suport proporcionat en primer lloc per l’Alice Hallgarten per a l’exportació de la pedagogia Montessori s’ha de llegir i valorar com el signe d’una confiança més gran en l’elevació humana, basada en la confiança en els tresors secrets de l’infant i orientada vers un sentit còsmic de l’espiritualitat. / El artículo destaca el papel del cenáculo de “La Montesca” y de su personaje principal, la baronesa Alice Hallgarten Franchetti (1874-1911), en el inicio de la primera internacionalización de la pedagogía Montessori. Explorando las conexiones culturales establecidas en torno a ese círculo de Umbría, un verdadero punto de encuentro de almas refinadas que sugieren un ambiente de recogimiento espiritual, es posible descubrir una huella profética que imprime la confianza inmediata demostrada con el desafío de Montessori en la educación, orientada a impulsar una amplia reforma espiritual. La “llama franciscana” que anima la conducta de Alicia Hallgarten Franchetti, en el marco de un extenso horizonte de devoción a los ideales de la elevación humana y la fraternidad universal, refleja la búsqueda de una luz espiritual en torno a la cual los sentimientos modernistas, neocristianos y teosóficos entrelazaron impulsos motivadores y lenguajes culturales. En este sentido, el formidable apoyo brindado primeramente por Alicia Hallgarten Franchetti para la exportación de la pedagogía Montessori debe ser leído y valorado como el signo de una mayor confianza en la elevación humana, basada en la confianza en los tesoros secretos del niño y encaminada a abrazar un sentido cósmico de la espiritualidad.

Language: English

DOI: 10.2436/e&h.v0i40.150348

ISSN: 2013-9632, 1134-0258

Abstract/Notes: Focusing on the transnational circulation of ideas about suffrage and education, this article explores the work of suffragist Muriel Matters (1877–1969), and teacher educator Lillian de Lissa (1885–1967). It begins with Matters’ and de Lissa’s childhoods and education in post-suffrage Australia, and their initial work as an actress and kindergarten teacher respectively. The second section focuses on the development of their politics when Matters migrated to England in 1905 and joined the Women’s Freedom League, and de Lissa became the foundation principal of the Adelaide Kindergarten Training College in 1907. The third section discusses their engagement with Maria Montessori’s educational approach, which Matters incorporated into her socialist feminist activism during the First World War, and which led to de Lissa’s recruitment to England as a liberal feminist teacher educator in 1917. The final section highlights their advocacy for Montessori education in the United Kingdom during the interwar years.

Language: English

DOI: 10.1080/0046760X.2021.1906457

ISSN: 0046-760X, 1464-5130

Abstract/Notes: The text is devoted to the role of ritual and art in overcoming individual suffering and social crises. Although unpopular in the contemporary culture of analgesics, focused on achieving quick results, the ritual process (as Maria Mendel and Tomasz Szkudlarek show after Turner) is essentially identical to the experience of crisis. Therefore, going through rituals has the potential of transgression, and solving difficult situations for individuals and societies. I discuss this with examples of the changes in birth narratives and also showing the ways of dealing with trauma of Martin Miller, son of the famous psychotherapist Alice Miller. Another feature of contemporary culture is the rejection of the sacrum, as illustrated by the removal of theosophical threads from Maria Montessori’s biography and the marginalization of Rudolf Steiner's Waldorf schools, which stem from the crisis of Western rationality. Reproduced and mediated by art, rituals are used in Waldorf schools for educational and developmental purposes, and, according to the theories above, they may have the potential to overcome adolescence crises.

Language: Polish

DOI: 10.18778/2450-4491.12.08

ISSN: 2450-4491

Language: English

ISSN: 0519-0959

Language: Swedish

Published: Uppsala, Sweden: Historiska institutionen, 2011

ISBN: 978-91-977312-9-4

Series: Opuscula Historica Upsaliensia , 44

Abstract/Notes: This article is based on a paper delivered at the AMI International Study Conference "The Child, The Family, The Future", July 19-24, 1994, Washington, DC.

Language: English

ISSN: 1877-539X

Language: English

Abstract/Notes: Published by Cleveland Montessori Association (Cleveland, Ohio). Reprinted from Jubilee (July 1956), p. 54-55.

Language: English

Language: English

Published: Chicago, Ill.: Virginia B. Fleege, 1987