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Article
Ottimismo e Libertà in Maria Montessori [Optimism and Freedom in Maria Montessori]
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 66, no. 11/12
Date: Nov/Dec 2017
Pages: 9-11
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Language: Italian
ISSN: 0042-7241
Article
Maria Montessori’s training in Rome: anthropological studies and aspirations for social reform / La formació de Maria Montessori a Roma: estudis antropològics i aspiracions a la reforma social
Available from: Hemeroteca Científica Catalana
Publication: Educació i Història: Revista d'Història de l'Educació, no. 40
Date: 2022
Pages: 17-32
Maria Montessori - Biographic sources, Montessori method of education - History
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Abstract/Notes: Maria Montessori graduated in medicine from the University of Rome and subsequently took part in the research activities of Roman medical anthropology scholars, some of whom were leading exponents in Italian science and culture. Giuseppe Sergi was a major figure in the national public debate regarding some of the main concerns in Italian society, focusing on the causes and consequences of poverty and illiteracy, and the need for a more effective education system. The ideas of Sergi and other scholars (C. Bonfigli, S. De Sanctis, N. D'Alfonso) regarding these problems influenced Maria Montessori. Indeed, she was inspired and encouraged by Sergi himself to direct her activities and research to the field of childcare and education. Medical anthropology was therefore an essential element in the formation of the young Montessori, and the genesis of her pedagogy and method. Teaching at the Institute of Education for Women in Rome represented an opportunity to develop a relevant “pedagogical anthropology” for her scientific evolution, even though Maria Montessori herself would later leave it behind. / Maria Montessori es va llicenciar en medicina a la Universitat de Roma i posteriorment va participar en la investigació amb erudits romans d’antropologia mèdica, alguns dels quals eren els principals exponents del món científic i cultural italià. Giuseppe Sergi, en particular, va estar molt present en el debat públic nacional sobre alguns dels principals problemes de la societat italiana: les causes i les conseqüències de la pobresa i l'analfabetisme i la necessitat d'un sistema educatiu més eficaç. Les idees de Sergi i altres científics (C. Bonfigli, S. De Sanctis, N. D'Alfonso) sobre aquests problemes van influir en Maria Montessori. La jove doctora va ser inspirada i animada pel mateix Sergi a dirigir les seves activitats i investigacions en el camp de la cura i l’educació infantil. L’antropologia mèdica va ser, per tant, un element essencial en la formació de la jove Montessori i també en la gènesi de la seva pedagogia, així com del mètode. L'ensenyament a l’Institut femení del Magisteri de Roma va ser una oportunitat per desenvolupar una "antropologia pedagògica" rellevant per al seu creixement científic, fins al punt que la mateixa Maria Montessori la va superar i abandonar durant el procés de maduració del seu pensament. / María Montessori se graduó en medicina por la Universidad de Roma y posteriormente participó en la investigación con eruditos romanos de antropología médica, algunos de los cuales fueron exponentes distinguidos del mundo científico y cultural italiano. Giuseppe Sergi, en particular, estuvo muy presente en el debate público nacional sobre algunos de los principales problemas de la sociedad italiana, las causas y consecuencias de la pobreza y el analfabetismo y la necesidad de un sistema educativo más eficaz. Las ideas de Sergi y otros investigadores (C. Bonfigli, S. De Sanctis, N. D'Alfonso) sobre estos problemas influyeron en María Montessori y, por otro lado, la joven doctora se inspiró y fue animada por el propio Sergi para dirigir sus actividades e investigación en el campo del cuidado infantil y la educación. La antropología médica fue, por tanto, un elemento esencial en la formación de la joven Montessori y también en la génesis de su pedagogía, así como del método. La enseñanza en el Instituto femenino del Magisterio de Roma fue una oportunidad para desarrollar una "antropología pedagógica" relevante para su crecimiento científico, aunque la misma María Montessori la superó y abandonó durante el proceso de la maduración de su pensamiento.
Language: English
ISSN: 2013-9632, 1134-0258
Article
Segíts, Hogy Egyedül Dolgozhassak! Száznegyven éve született Montessori Mária [Help Me - Enable Me to Work on My Own! Maria Montessori]
Available from: National Széchényi Library
Publication: Keresztény kulturális havilap / Catholic cultural magazine, vol. 21, no. 10
Date: Oct 2010
Maria Montessori - Biographic sources
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Abstract/Notes: The foundation of the pedagogy elaborated by Maria Montessori is the development of children's personality based on their interest, activity, individual characteristics and developmental rhythm. Its main compo-nents are: the child with his/her freedom of action, motion and choice, the educator as the child's helpmate, and the consciously designed and furnished environment. Montessori's pedagogical concept is all-com-prehensive and global, that is why it can be applied in the most varied cultures and religions. She promoted the individual thinking and deci-sion making of the educators in order to implement her accepted prin-ciples in their own pedagogy and not just expect the method to have its innovative effect. All her life she fought against the interpretation of her theory as being simply an educational method. The article presents the life of Maria Montessori, her pedagogy and her concept on religion and religious education. In the study the author examines some of Maria Montessori's universal and religious pedagogical principles (individual action, activity, the principle of freedom, the psychological principle, the social principle, moral education etc.).
Language: Hungarian
Article
Teori Belajar Konstruktivisme Maria Montessori dan Penerapannya di Masa Pandemi COVID-19 [Maria Montessori's Constructivism Learning Theory and Its Application during the COVID-19 Pandemic]
Available from: Institut Agama Islan Negeri (IAIN) Ponorogo
Publication: Jurnal Ibriez: Jurnal Kependidikan Dasar Islam Berbasis Sains [Ibriez Journal: Science-Based Journal of Islamic Basic Education], vol. 6, no. 2
Date: 2021
Pages: 241-262
Asia, Australasia, COVID-19 Pandemic, Indonesia, Montessori method of education, Southeast Asia
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Abstract/Notes: The coronavirus which began to spread in early 2020 changed the world order (new normal), it also had a direct impact on the education aspect. In Indonesia, there is a policy to conduct online learning. Not all learning can be done online due to signal constraints and costs. So we need a solution, in the form of a theoretical concept that reveals the importance of independent learning and self-study to hone sensory-motor development in children. This concept is found in Maria Montessori's constructivism learning theory. Using a qualitative approach through reading through philosophical hermeneutics, which the author excavated from Maria Montessori's parent books, this research is to find (1) What are the big ideas of Maria Montessori's constructivism learning theory? (2) How is the application of constructivism learning theory for children during the Covid-19 period? with the aim of research to uncover and apply constructivism learning theory from Maria Montessori's perspective for children during a pandemic.This study concludes: (1) Children can self-construct, sensitive period, absorbent mind and certain developmental laws in their learning (2) Application of the Montessori method which includes activities to provide sensory, motor, and language stimulationat home. This understanding is important so that parents use constructivism learning theory in children and use it as the basis for parents' beliefs during this new normal era of learning. / Virus corona yang mulai menyebar awal tahun 2020 mengubah tatanan dunia (new normal), hal tersebut juga terdampak langsung pada aspek pendidikan. Di Indonesia, muncul kebijakan untuk melakukan pembelajaran online. Faktanya, tidak semua pembelajaran bisa dilakukan secara online karena terkendala signal dan biaya. Maka perlu sebuah solusi, berupa konsep teoritis yang mengungkapkan pentingnya pembelajaran mandiri dan belajar sendiri untuk mengasah perkembangan sensori motorik pada anak. Konsep ini ditemukan dalam teori belajar kontruktivisme milik Maria Montessori. Menggunakan pendekatan kualitatif melalui pembacaan secara hermeneutika filosofis, yang penulis gali dari buku-buku induk karya Maria Montessori, penelitian ini untuk mencari (1) Bagaimana gagasan besar teori belajar konstruktivisme Maria Montessori? (2) Bagaimana penerapan teori belajar kontruktivisme untuk anak dalam masa Covid-19? dengan tujuan penelitian untuk mengungkap dan menerapkan teori belajar konstruktivisme perspektif Maria Montessori untuk anak di masa pandemi. Penelitian ini menyimpulkan: (1) Anak memiliki kemampuan self construction, sensitive period, absorbent mind dan hukum perkembangan tertentu dalam belajarnya (2) Penerapan metode Montessori yang meliputi kegiatan untuk memberikan stimulasi sensorik, motorik dan bahasa di dalam rumah. Pemahaman ini penting, agar orang tua menggunakan teori belajar kontruktivisme pada anak dan digunakan sebagai dasar keyakinan orang tua di saat pembelajaran era new normal ini.
Language: Indonesian
ISSN: 2548-4176, 2548-3447
Article
Maria Montessori [antologia a cura di Maria Luisa Leccese Pinna], L'educazione alla libertà [review]
Publication: Rivista internazionale di filosofia del diritto, vol. 28, Serie 3
Date: 1951
Pages: 457-459
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Language: Italian
ISSN: 0035-6727
Article
Maria Montessori, die Neupädagogin [Maria Montessori, the new pedagogue]
Available from: Europeana Newspaper Archive
Publication: Berliner Tageblatt (Berlin, Germany)
Date: Apr 10, 1914
Pages: 17
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Language: German
ISSN: 0340-1634
Thesis
Maria Montessori: Imagem da Criança e Modelos Educativos [Maria Montessori: Child Image and Educational Models]
Available from: Universidade Federal do Paraná
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Language: Portuguese
Published: Curitiba, Brazil, 1974
Article
Sulla genesi e lo sviluppo del pensiero matematico di Maria Montessori / Origins and Development of the Maria Montessori’s Mathematical Proposal
Available from: Rivista di Storia dell’Educazione
Publication: Rivista di Storia dell’Educazione, vol. 8, no. 2
Date: 2021
Pages: 9-23
Child development, Cognitive development, Cognitive neuroscience, Geometry, Maria Montessori - Philosophy, Mathematics education, Montessori method of education, Student-centered learning
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Abstract/Notes: The introduction of complex mathematical concepts through perceptual and sensorial hands-on experiences is one of the most relevant aspects of the Montessori method proposal. This article aims to investigate the origins of the Montessori’s profound interest for mathematics, studying the history of the education of mathematics, after the unification of Italy, in which her school education took place. Her key concepts and beliefs about the learning of mathematics and, furthermore, the evolution of her proposal will be illustrated through the analysis of her main publications, both the generalist and the specialized ones in the field of mathematics (Psicoaritmetica and Psicogeometria), and handwritten notes about the lessons of XVI° international course, held in Rome in 1931, which the Opera Nazionale Montessori acquired from her students’ archives. Finally, an overview of the actualization of the Montessori method in the contemporary research will be explained, particularly focusing on the neuroscientific discoveries which have proved the effectiveness of the Montessori proposal to empower the cognitive processes involved in the development of mathematical thinking.
Language: Italian
DOI: 10.36253/rse-10375
ISSN: 2532-2818
Book Section
Maria Montessori: Les voies de l’autonomie [Maria Montessori: Paths to Autonomy]
Available from: CAIRN
Book Title: Les Grands Penseurs de l'éducation [The Great Thinkers of Education]
Pages: 55-58
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Abstract/Notes: Maria Montessori (1870-1952) est l’une des grandes figures du courant de l’éducation nouvelle (voir l’encadré). Première femme diplômée de médecine dans son pays, elle s’occupe d’abord d’enfants dits « arriérés » ou « idiots ». Constatant que ces enfants peuvent progresser dans un environnement plus favorable, elle commence à développer tout un matériel pour les aider à lire et écrire. C’est en 1907, alors âgée de 37 ans, qu’elle a l’occasion de mettre au point sa méthode pédagogique qui, dès le début du xxe siècle, lui vaut une reconnaissance internationale. Cette fois, le ministre lui demande de prendre en charge les enfants défavorisés du quartier de San Lorenzo, un quartier ghetto de Rome, peuplé d’immigrants de l’Italie du Sud pour la plupart illettrés, où les enfants de 3 à 6 ans sont livrés à eux-mêmes. Dans l’unique pièce qui lui est octroyée, elle crée alors sa première casa dei bambini (maison des enfants). Elle fait construire des tables et des chaises adaptées à leur taille (grande innovation pour l’époque, qui inspirera les équipements des écoles maternelles) et crée un matériel pédagogique tactile et sensoriel. En l’espace de deux ans, c’est un véritable petit miracle qui s’accomplit. Les enfants, désordonnés et irrespectueux, sont devenus « polis et calmes ». Mais il y a plus : ils ont appris à écrire et à lire. De nouvelles maisons des enfants et des écoles voient le jour dans Rome. Des observateurs arrivent de partout. Montessori organisera des stages à Londres, Nice, Berlin, Amsterdam, Barcelone, San Francisco et même en Inde, où elle s’installe pendant la Seconde Guerre mondiale… [ It was in 1907, then aged 37, that she had the opportunity to perfect her teaching method which, from the beginning of the twentieth century, earned her international recognition. This time, the minister asks him to take care of the disadvantaged children of the district of San Lorenzo, a ghetto district of Rome, populated by immigrants from southern Italy for the most part illiterate, where children from 3 to 6 years old are left to fend for themselves. In the only room granted to her, she then created her first casa dei bambini (children's house). She built tables and chairs adapted to their size (a major innovation for the time, which would inspire nursery school equipment) and created tactile and sensory educational material. In the space of two years, a real little miracle takes place. Children, messy and disrespectful, have become "polite and calm". But there is more: they have learned to write and read. New children's homes and schools are emerging in Rome. Observers are coming from everywhere. Montessori will organize internships in London, Nice, Berlin, Amsterdam, Barcelona, San Francisco and even in India, where she settled during World War II ...]
Language: French
Published: Auxerre, France: Éditions Sciences Humaines, 2018
ISBN: 978-2-36106-465-5
Book Section
Auf den Spuren Maria und Mario Montessoris in Süd-Indien - Zur Entstehung der Kosmischen Erziehung [In the footsteps of Maria and Mario Montessori in South India - On the origin of cosmic education]
Book Title: Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]
Pages: 194-212
Asia, Cosmic education, India, South Asia
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Language: German
Published: Münster, Germany: Lit, 2002
ISBN: 978-3-8258-5746-2
Series: Impulse der Reformpädagogik , 7