Language: French

ISSN: 2019-4048

Language: Italian

Published: Roma, Italy, 1988

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

Abstract/Notes: In recent years, educators and workforce experts have been seeing a consensus that the new generation needs the improved skills of the 21st century. Without these skills, it is thought that the new generation cannot successfully participate in the global economy and cannot be prepared enough for the university and business life. In this study, the effectiveness of Montessori Education Approach was evaluated in the acquisition of 21st century skills. An early childhood model proposal was developed by identifying the aspects of this education method, which began a century ago and continued to be developed until 1952, and which is still valid today, are similar to 21st century skills. The 21st century skills that the P21 platform categorized and divided into themes were based on. Matching expressions of 21st century skills and principles in Montessori education were examined. The findings obtained revealed a total of 963 matching expressions of the 21st century skills and the Montesoori education approach. The fact that the Montessori method, which cannot be widely used in our country due to its financial dimension, can be placed in the National Education pre-school education program, may be the correct model, and other modern education methods (Experiential education), High-Scope Regio-Emillia Sweden Program (Whariki) are evaluated and our education system It has been suggested that the most appropriate pre-school education model should be prepared urgently. / Son yıllarda eğitimciler ve iş gücü uzmanları yeni neslin 21.yüzyılın geliştirilmiş becerilerine ihtiyaç duydukları konusunda görüş birliği içinde olduklarını görmekteyiz. Bu beceriler olmadan, yeni neslin küresel ekonomiye başarıyla katılamayacağı, üniversite ve iş hayatı için yeterince hazırlıklı olamayacağı düşünülmektedir. Bu çalışmada 21. yüzyıl becerilerinin kazanılmasında Montessori Eğitim Yaklaşımının etkinliği değerlendirilmiştir. Yüzyıl önce başlayıp 1952 lere kadar geliştirilmeye devam edilen ve günümüzde halen geçerliliğini koruyan bu eğitim yönteminin 21 yüzyıl becerileri ile benzeşen yönleri tespit edilerek bir erken çocukluk modeli önerisi geliştirilmiştir. Çalışmada P21 platformunun kategorilendirip temalara ayırdığı 21.yüzyıl becerileri esas alınmıştır. 21.Yy becerileri ve Montessori eğitimindeki esasların eşleşen ifadeleri incelenmiştir. Elde edilen bulgular 21 yüzyıl becerileri ile Montessori eğitim yaklaşımının toplam 963 sayıda eşleşen ifadesini ortaya koymuştur. Ülkemizde mali boyutu nedeni ile kullanılması yaygınlaşamayan Montessori yönteminin Türk Milli Eğitim Okul Öncesi Eğitim Programının içine yerleştirilmesinin doğru bir model olabileceği ve diğer modern eğitim yöntemlerinin de (Deneyimsel eğitim (experimential education),High-Scope Regio-Emillia İsveç Programı (Whariki) değerlendirilip eğitim sistemimiz için en uygun okul öncesi eğitim modelinin acilen hazırlanmasının gerekliliği önerisinde bulunulmuştur.

Language: Turkish

ISSN: 2602-3938

Language: Italian

ISSN: 0031-3777

Language: Italian

Published: Rome, Italy: Fefè Editore, 2011

ISBN: 978-88-95988-34-4

Abstract/Notes: In this article I focus on the impact of the Maria Montessori’s pedagogical method during the years of her work in South Asia (1939-1946; 1947-1949). The genesis of this research started in the late 1980s during the years of my fieldwork in Madras (today Chennai), when I was amazed to find a large number of “Montessori” schools in that city. Certainly, they were many more than in Italy, and in Rome itself, where Maria Montessori founded the first “House of Children” on the 6th January 1907. Thus, out of mere curiosity I started to enquire about the reasons of such “implantation”. Soon I came to know that Maria Montessori (1870-1952) and her son, Mario Montesano Montessori (1898-1982), from 1939 till 1949, spent almost ten years in India, Pakistan, and Sri Lanka. In all those countries they collaborated and interacted with local pedagogists, by also training hundreds of children and more than thousand students and teachers to the homonimous “Montessori” pedagogical method. India, after Italy, was also the country where Maria Montessori spent the longest period of her life. After relating to the major events of her personal life as well as her scientific and social engagements as psychiatrist, pedagogist, outspoken feminist and antifascist, I deal here with the adoption and adaptation of her pedagogical method in South Asia. Finally, I tackle the influence of the local educational systems and cultural practices on Maria Montessori herself and on her own method’s further development. Due to such a synergic encouter and interaction, today India is one of the most dynamic and prestigeous international centers for the “Montessori” pedagogical method teachers’ training.,Dans cet article, j’étudie en particulier l’impact de la méthode pédagogique de Maria Montessori durant ses années en Asie du Sud (1939-1946, 1947-1949). La genèse de cette recherche a débuté à la fin des années 1980, quand j’ai été étonnée de trouver à Madras (Chennai) un si grand nombre d’écoles Montessori au cours de mon long terrain dans cette ville. Certes, elles étaient beaucoup plus nombreuses que celles présentes en Italie, et plus qu’à Rome même, où Maria Montessori fonda la première Maison des Enfants le 6 janvier 1907. Ainsi, par simple curiosité, je commençai à m’enquérir des raisons d’une telle « implantation ». Bientôt, j’ai réalisé que Maria Montessori (1870-1952) et son fils, Mario Montesano Montessori (1898-1982), avaient de 1939 à 1949, séjourné près de dix ans en Inde, au Pakistan et au Sri Lanka. Dans tous ces pays, ils ont collaboré et interagi avec les pédagogues locaux, en formant également des centaines d’enfants et plus de mille élèves et enseignants à la méthode pédagogique « Montessori ». L’Inde, après l’Italie, était aussi le pays où Maria Montessori a passé la plus longue période de sa vie. Après avoir évoqué les grands événements de sa vie personnelle ainsi que ses engagements scientifiques et sociaux en tant que psychiatre, pédagogue, féministe et antifasciste, je traite ici de l’adoption et de l’adaptation de sa méthode pédagogique en Asie du Sud. Enfin, j’analyse l’influence des systèmes éducatifs locaux et des pratiques culturelles sur Maria Montessori elle-même et sur le développement ultérieur de sa propre méthode. Grâce à cette rencontre et à cette interaction synergiques, l’Inde est aujourd’hui l’un des centres internationaux les plus dynamiques et les plus prestigieux pratiquant la méthode pédagogique Montessori.

Language: French

Published: Paris, France: OpenEdition Books, 2018

ISBN: 978-2-7132-3154-4

Series: Purushartha

Abstract/Notes: Maria Montessori didn’t spread her pedagogy herself in France between the two World War, at a time where her ideas where broadcasted the most, including France. This thesis, incorporated into history of pedagogical ideas, and more specifically in journals’ role in broadcasting of those ideas, has for object the broadcasting of Dottoressa Montessori’s pedagogical vision through the study of La Nouvelle éducation, French educational magazine linked to the international movement of Progressive education. By analyzing the corpus composed of all of the journal’s releases between 1921 and 1939, we can identify the main actors of the spreading of Maria Montessori’s pedagogical ideas and bring to light the terms of this spreading. / Maria Montessori n’a pas diffusé elle-même sa pédagogie en France durant l’entre-deux-guerres, période d’imprégnation de ses idées dans le monde, y compris en France. Ce mémoire, inscrit en histoire des idées pédagogiques et s’intéressant plus spécifiquement au rôle des revues dans la diffusion de ces idées, a pour objet la diffusion de la vision pédagogique de la Dottoressa Montessori par la revue pédagogique française La Nouvelle éducation, associée au mouvement international de l’Éducation nouvelle. L’analyse du corpus constitué par l’ensemble des numéros de la revue entre 1921 et 1939 permet d’identifier des acteurs de la diffusion des idées pédagogique de Montessori et met en lumière les modalités de cette diffusion.

Language: French

Published: Montreal, Quebec, Canada, 2019

Language: English, German

Published: New York: Prestel, 2002

ISBN: 978-3-7913-2650-4 3-7913-2650-3

Abstract/Notes: Le acquisizioni della ricerca psicopedagogica consentono oggi di cogliere con maggior consapevolezza gli aspetti di attualità dell'opera di Maria Montessori e di comprenderne gli elementi precursori rispetto ad istanze che soltanto in tempi successivi a quelli in cui la studiosa visse si sono affacciate nel dibattito pedagogico. Il volume analizza in questa chiave il modello educativo della pedagogista: ne individua i presupposti teorici e i principi metodologici, ne discute le scelte operative, gli obiettivi e le procedure didattiche, ne presenta gli sviluppi nei diversi gradi scolastici, analizza i processi che si svolgono all'interno dell'ambiente d'apprendimento, discute i dati delle ricerche. Il suo intento è offrire una visione complessiva e complessa di tale modello, scevra di semplificazioni riduttive, in grado di coglierne lo spessore dei riferimenti teorici e metodologici senza perdere di vista la visione culturale e scientifica all'interno della quale esso si colloca. [Today, the acquisitions of the psycho-pedagogical research allow us to understand, with greater awareness, Maria Montessori’s production topicality and features which are precursor elements of instances that only after her death became object of interest into the pedagogical debate. The present volume analyzes, in the above mentioned perspective, Montessori’s pedagogical model: it spreads a light on the theoretical assumptions, and the methodological principles developed by the pedagogist; furthermore, her operational choices, along with the goals she set, as well as the didactic procedures she developed are discussed, the processes that take place in the learning environment are analyzed, and the research results are discussed, as well. The goal of the present book is to propose a complex overview of Montessori’s educational model, without reductive simplifications, a perspective that offers the opportunity to better understand the depth of the theoretical and methodological references discussed, but not neglecting the cultural and scientific view in which this model is placed.]

Language: Italian

Published: Milano, Italy: Franco Angeli, 2007

ISBN: 978-88-464-9025-4 88-464-9025-8