Language: German

Language: Italian

Published: Roma, Italy: [s.n.], [1947]

Language: Korean

Published: Seoul, South Korea, 2012

Abstract/Notes: In an effort to explore the ways in which Montessori curriculum and public schools are cooperative or mutually exclusive, I will examine the principles of the Montessori philosophy as set forth by Dr. Maria Montessori in the areas of learners and learning, the learning environment, the curriculum and instructional strategies, and student assessment. After examining these sectors of the Montessori method, I will discuss theoretical possibilities in adapting the Montessori method to the American public school system in the early 21st century. For the purpose of this paper, I will refer to the author of the Montessori method, as "Dr. Montessori" and call the general method or portions thereof as "Montessori."

Language: English

Published: Nashville, Tennessee, 2007

Abstract/Notes: This speech was delivered on September 26, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1959

Abstract/Notes: La proposition pédagogique de Maria Montessori, au début du XXème siècle, était une alternative à l’enseignement traditionnel. Elle connait, un siècle plus tard, un engouement sans précédent dans l’école maternelle publique française. Quatre éléments contextuels en ont permis l’émergence : l’évolution de la prescription institutionnelle à l’égard de l’école maternelle ; des enseignants confrontés à des demandes sociétales et institutionnelles paradoxales ; des pratiques pédagogiques qui s’essoufflent ; une motivation des enseignants à faire faire évoluer ces mêmes pratiques. Une primarisation croissante de l’école maternelle en conflit avec une demande sociétale de prise en compte plus individuelle de l’enfant a en effet déstabilisé le corps enseignant créant ainsi les conditions d’un changement de pratiques. Dans ce développement, les réseaux créés sur Internet ont joué un rôle majeur pour permettre cette entrée en pédagogie Montessori, entre adaptation à la réalité des classes et conformité aux demandes institutionnelles. Au-delà des raisons qui ont présidé à la naissance de ce mouvement, il s’agit également, dans cet article, de retracer le parcours des premiers enseignants. Comment sont-ils parvenus à la pédagogie Montessori, se sont-ils formés à cette pédagogie et si oui de quelle façon ? [At the beginning of the 20th century, Maria Montessori's pedagogical was an alternative to traditional teaching. A century later, it is experiencing an unprecedented craze in French public nursery schools. Four contextual elements have enabled it to emerge: the evolution of institutional prescription with regard to nursery schools; teachers confronted with paradoxical societal and institutional demands; educational practices that are running out of steam; and teachers' motivation to change these same practices. The nursery schools becoming more like elementary schools in conflict with a societal demand for more individual attention to children has destabilized the teaching profession, thus creating the conditions for a change in practices. In this development, the networks created on the Internet have played a major role in allowing this entry into Montessori pedagogy, between adaptation to the reality of the classes and compliance with institutional demands. Beyond the reasons that led to the birth of this movement, this article also aims to retrace the career paths of the first teachers. How did they come to Montessori pedagogy, did they learn this pedagogy and if so in what way?]

Language: French

DOI: 10.3917/spec.012.0014

ISSN: 2256-7186, 2426-6272

Language: Italian

Published: Trento, Italy: Erickson, 2019

ISBN: 978-88-590-2042-4 88-590-2042-5

Language: German

ISSN: 0944-2537

Language: German

ISSN: 0949-2682

Abstract/Notes: The paper presents the idea of human development according to the Maria Montessori theory of education. Firstly, the sensitive periods in the child’s development, responsible for the extreme absorption of specific competences, were identified and shortly described. Then attention was paid to the Montessori System of Relation consisting of the brain, senses and muscles that underlies the person’s philosophy of action. The following sections show the main elements of Montessori Cosmic Education and the role of the human being in the universe. The importance of social, religious and ecological education in the plan of cosmic development of the person has been presented in the main part of the paper. The conclusion shows the Montessori’s belief that a man has a special cosmic task consisting in transforming and improving the world and discovering one’s place in it. The task of a new human being is to shape future generations not only externally but also in terms of spiritual development. / W artykule została zaprezentowana koncepcja rozwoju człowieka w teorii edukacji według Marii Montessori. Wyszczególniono wrażliwe fazy rozwoju odpowiedzialne za ekstremalną chłonność w uczeniu się i nabywaniu konkretnych kompetencji. Zwrócono uwagę na system relacji składający się z mózgu, zmysłów i mięśni oraz na filozofię działania. W dalszej części ukazano główne elementy wychowania kosmicznego oraz rolę człowieka we wszechświecie. Przedstawione zostało znaczenie edukacji społecznej, religijnej i ekologicznej w kosmicznym planie rozwoju osoby. We wnioskach podkreślone zostało przekonanie Montessori, że człowiek posiada specjalną misję w kosmicznym planie stworzenia, a jest nią przekształcanie i ulepszanie świata oraz odkrywanie swojego miejsca w nim. Zadaniem nowego człowieka ma być kształtowanie przyszłego pokolenia nie tylko zewnętrznie, ale również po względem rozwoju duchowego.

Language: Polish

ISSN: 2080-3400