Abstract/Notes: An address given at the International School of Philosophy in Amersfoort on 28 December 1937.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-90-79506-21-7

Series: Montessori Series , 10

Abstract/Notes: An address given at the International School of Philosophy in Amersfoort on 28 December 1937.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-90-79506-21-7

Series: Montessori Series , 10

Abstract/Notes: An address given at the International School of Philosophy in Amersfoort on 28 December 1937.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-90-79506-21-7

Series: Montessori Series , 10

Abstract/Notes: Maria Montessori was a scientist, social scientist, and philosopher in a truly transdisciplinary manner. This chapter examines her work from the perspective of philosophy. She studied with philosophers of her time, and her corpus of work explicitly engages with James, Nietzsche, and Bergson and draws from philosophers such as Aristotle, Kant, Schopenhauer, and Hegel. Despite this long and distinguished list of Montessori’s intellectual influences, she ascribes her philosophy to children rather than any historical philosopher or even to herself. Still, her philosophical insights speak to central issues in metaphysics, epistemology, human nature, freedom, and morality but also their application to child development. Her willingness to engage in deeply philosophical work but in the service of children makes her distinctive in the philosophical world.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: Examines educational resistance to nature study, focusing on the subtle resistance evident in the vicarious approach that limits nature study to books and videos, while ignoring the sensory richness and kinship developed through direct connection with the natural world. Suggests that environmental science, citizen education, inquiry learning, personal growth orientations, and social action can contribute to a more holistic and environmentally sensitive Montessori plan of study. (Author/KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: "Miss Helen Parkhurst, United States Montessori Director, gave the third of her lectures on the Montessori Method in Room 307 Philosophy Hall Wednesday afternoon. Miss Parkhurst explained the meaning of 'education through the senses' and gave the history of some of the experiments that led to the discovery of Dr. Montessori's didactic material. In closing she made a plea for the establishment of educational experimental laboratories throughout the country. A copy of Dr. Montessori's pamphlet, 'The Organization of Intellectual Work in the School,' was given to each of the attendants at the lecture. Miss Parkhurst will continue her lectures in Room 307 Philosophy Hall on Mondays, Wednesdays and Fridays at 5:00 o'clock throughout July. Admission in free."

Language: English

Abstract/Notes: Typescript "reprint" of an article by Standing which was published in the publication, Dominicana.

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: For a century Montessori’s philosophy of education has been understood in separation from Dewey’s philosophy of education. According to Thayer-Bacon [1], a plausible explanation is that Kilpatrick, Dewey’s influential student, rejected Montessori’s system of education [2]. His main objection was that her educational system was founded on an outdated psychology. In contrast, this paper suggests, Montessori’s educational systems is founded on a psychology which, like Dewey’s, was markedly ahead of her time by putting purely embodied interactions with the environment as the foundation of human understanding. By comparing Montessori’s psychology [3; 4] to Dewey’s [5; 6] this paper shows their compatibility. The developed pragmatism of Sellars [5;6] and the interactivism of Bickhard [7] further enables us to explain how the prelinguistic human-environment interactions (or transactions), central to Dewey and Montessori, are pure processes [8]. The pure process ontology enables us to see how more complex processes emerge from simpler ones and how learning in the mere causal domain of bodily human-environment interactions can grow into the linguistic and conceptual domain of education. The ambition is to show that a flourishing interaction between Montessori and pragmatism is possible and preferable if we are to understand the proper role of the body in education. [1] Thayer-Bacon, Barbara (2012). Maria Montessori, John Dewey, and William H. Kilpatrick. Education and Culture, 28, 1, 3-20. [2] Kilpatrick, W. H. (1914). The Montessori system examined. Cambridge, Mass.; The Riverside Press [3] Montessori, M. (1912). The Montessori method. NY: Frederick A. Stokes Company [4] Montessori. M. (1949). The absorbent mind. Adyar: The Theosophical Publishing House [5] Dewey, J. (1916). Democracy and education. NY: The Macmillan Company [6] Dewey, J. (1925) Experience and nature. Chicago: Open Court Publishing Company [7] Sellars, W. (1960). Being and Being Known. Proceedings of the American Catholic Philosophical Association, 34, 28-49. [8] Sellars, W. (1981). Foundations for a metaphysics of pure process: The Carus lectures of Wilfrid Sellars. The Monist 64 (1):3-90. [9] Bickhard, M. H. (2009). The interactivist model. Synthese, 166, 3, 547-591. [10] Seibt, Johanna (2016). How to Naturalize Intentionality and Sensory Consciousness within a Process Monism with Gradient Normativity—A Reading of Sellars. In James O'Shea (ed.), Sellars and His Legacy. Oxford: Oxford University Press, 186-222.

Language: English

Published: Copenhagen, Denmark: International Network of Philosophers of Education, 2022

Language: English

Published: London, England: Bloomsbury Publishing, 2022

ISBN: 978-1-350-17638-6 1-350-17638-9