Abstract/Notes: This speech was delivered on September 27, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: Italian

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

Abstract/Notes: L’opera di Maria Montessori è da tempo al centro di un vasto movimento di interesse internazionale, attualmente in ulteriore espansione, all’interno del quale è possibile cogliere direzioni di ricerca e linee di dibattito di notevole interesse, sia sul piano teorico, sia su quello più propriamente applicativo. Il volume presenta un quadro aggiornato della ricerca teorica e sperimentale sulla pedagogia montessoriana finalizzato a far emergere le dimensioni applicative meno esplorate dell’opera della pedagogista italiana. Il Centro di Studi Montessiani (Cesmon), costituito presso il Dipartimento di Scienze dell’Educazione dell’Università Roma Tre, sviluppa linee sistematiche di ricerca finalizzate sia alla raccolta e all’analisi di dati relativi alle applicazioni della pedagogia montessoriana, sia alla organizzazione di fonti e di documenti utili all’approfondimento delle conoscenze su di essa. Il Centro realizza iniziative di carattere scientifico e didattico rivolte agli studenti della Facoltà di Scienze della Formazione, agli insegnanti, agli studiosi interessati. Da due anni cura la realizzazione di un Corso di perfezionamento post lauream che si propone di approfondire le prospettive culturali e curriculari della pedagogia montessoriana nei contesti istituzionali attuali.

Language: Italian

Published: Milano, Italy: Franco Angeli, 2005

ISBN: 88-464-7090-7 978-88-464-7090-4

Language: German

ISSN: 0513-9066

Abstract/Notes: Maria Montessori gehört zu den Klassikern der Pädagogik. Sie kam von der Medizin zur Pädagogik und entfaltete ein weltweites Wirken zur Verbreitung ihrer pädagogischen Ideen. Ihr Fundament haben diese in ihrer Anthropologie des Kindes, für deren Grundlagen sie trotz der unterschiedlichen Ausformungen durch kulturelle Einflüsse universale Geltung beansprucht. Ihre Grundgedanken zu Erziehung und Bildung sollen als Orientierung für alle pädagogischen Handlungsfelder gelten, modifiziert für die unterschiedlichen Entwicklungsabschnitte des Menschen von der Geburt bis zum Tod. Integriert werden diese Ideen in den Entwurf eines global orientierten Erziehungs- und Bildungsprogramms unter der Bezeichnung 'Kosmische Erziehung'. [Maria Montessori is one of the classics of education. She came from medicine to pedagogy and developed a worldwide work to spread her pedagogical ideas. They have their foundation in their anthropology of the child, for the foundations of which they claim universal validity despite the different forms of cultural influences. Her basic ideas on upbringing and education should serve as orientation for all pedagogical fields of action, modified for the different stages of human development from birth to death. These ideas are integrated into the design of a globally oriented education and training program called 'Cosmic Education'.]

Language: German

Published: Wiesbaden, Germany: Springer, 2018

ISBN: 978-3-658-07491-3

Abstract/Notes: The complex history of Montessori’s Method spreading in the United States was signed by some misunderstandings connected with the reform of the american education system. The Method wasn’t understood in its specificity, but it appeared, in the same time, an alternative or an application of the tradition of Froebel’s Kindergarten. In those years the American pedagogical reflection tried to create an alternative to the continental tradition. For this reason the Progressive Education critized Montessori (i.e. Kilpatrick) for her spiritual and metaphysical premises but this movement couldn’t realize this project and it was inevitably connected with the tradition of European Activism.

Language: Italian

ISSN: 2039-4039

Language: Norwegian

ISSN: 0042-2029

Abstract/Notes: La etapa de Montessori en la India fue uno de los periodos más enriquecedores en la vida de Maria Montessori. Allí escribió y publicó La Mente Absorbente del niño, y una serie de libros fundamentales. En su obra La educación de las potencialidades humanas desarrolló los principios de la “Educación Cósmica” que adaptó para el currículo de Primaria. Invitada en 1939 a dar unas conferencias en la India por el Presidente de la Sociedad Teosófica, Montessori y su hijo, se vieron atrapados por el estallido de la Segunda Guerra Mundial, y su posterior desarrollo. Tenía 69 años cuando llegó a Madrás. Permaneció diez años. Pero nada sería igual que antes. Había una Montessori antes de la India, y otra mucho más profunda después. Cuando regresaba a Europa declaró, a los que le preguntaban qué había hecho en la India: “creo que he aprendido a aprender, como el Niño”. [The decade Maria Montessori spent in India was one of the most enriching periods of her life. During that phase, she wrote and published The Absorbent Mind of the Child, as well as a number of fundamental books in her career. In The Education of Human Potentialities, she developed the principles of the “Cosmic Education”, a curriculum which she adapted for elementary students. Invited in 1939 to give lectures by the president of the Theosophical Society, Maria Montessori and her son were trapped by the outbreak of World War II and its subsequent development. She was 69 when she arrived to Madras. She stayed ten years. There was a Maria Montessori before India, and a much deeper one later. When she returned to Europe, when asked what she had done in India, she declared, “I think I’ve learned how to learn, as if I were a Child”.]

Language: Spanish

DOI: 10.15517/rehmlac.v7i2.22697

ISSN: 1659-4223

Abstract/Notes: Maria Montessori’s work spread throughout the world in a vast number of countries. In Greece, it was first implemented by a pioneer of Montessori education there, Maria Goudeli (formerly, Maria Edelstein) in the 1930’s. The present study aims to unfold the history of Edelstain-Goudeli, while examining the social, political, historical and cultural environment of the time. It is important for the global pedagogical community to investigate how any “alternative” education system is established in a country without any prior experience, especially since to date, the Greek education system has been highly centralised in terms of organisation and administration. Edelstain-Goudeli had to overcome the dominant intellectual traditions, and political and educational institutions in Greece, in order to infuse the Montessori education system into Greek society. The process is situated within the framework of “reception theory” for a scientific theory within a “scientifically peripheral” country. The study also attempts to reveal Edelstain-Goudeli’s personality, as well as identify stimuli and motivations underlying her efforts and decisions. / L’obra de Maria Montessori es va estendre arreu del món en un gran nombre de països. A Grècia, es va aplicar per primera vegada a la dècada de 1930 per Maria Goudeli (primer, Maria Edelstein), una pionera de l’educació Montessori a Grècia. El present estudi pretén descriure la història d’Edelstain-Goudeli, dins de l’entorn social, polític, històric i cultural de l’època. És important que la comunitat pedagògica d’arreu del món investigui i conegui com s’estableix qualsevol sistema educatiu “alternatiu” en un país sense experiència prèvia, sobretot perquè fins avui el sistema educatiu grec ha estat molt centralitzat, tant en l’organització com en l’administració. Edelstain-Goudeli va haver de superar les tradicions intel·lectuals dominants i les institucions polítiques i educatives de Grècia, per tal de traslladar a la societat grega el sistema educatiu Montessori. El procés que hem seguit se situa en el marc de la “teoria de la recepció” d’una teoria científica en un país de l’anomenada “perifèria científica”. L’estudi també intenta revelar la personalitat d’Edelstain-Goudeli i identificar estímuls i motivacions darrere dels seus esforços i decisions. / El trabajo de María Montessori se extendió por todo el mundo en una gran cantidad de países. En Grecia, fue aplicado por primera vez en la década de 1930 por María Goudeli (antes, María Edelstein), pionera de la educación Montessori en Grecia. El presente estudio tiene como objetivo explicar la historia de Edelstain-Goudeli, dentro del contexto social, político, histórico y cultural de la época. Es importante que la comunidad pedagógica de todo el mundo investigue y conozca cómo se establece cualquier sistema educativo «alternativo» en un país sin experiencia previa, especialmente porque hasta el día de hoy, el sistema educativo griego ha estado muy centralizado, en términos de organización y administración. Edelstain-Goudeli tuvo que superar las tradiciones intelectuales dominantes y las instituciones políticas y educativas de Grecia, para transfundir a la sociedad griega el sistema educativo Montessori. El proceso se sitúa en el marco de la “teoría de recepción” de una teoría científica en un país de la llamada “periferia científica”. El estudio también intenta desvelar la personalidad de Edelstain-Goudeli e identificar estímulos y motivaciones detrás de sus esfuerzos y decisiones.

Language: English

DOI: 10.2436/e&h.v0i40.150353

ISSN: 2013-9632, 1134-0258

Abstract/Notes: Reformpädagogik gilt bis heute als »magische Größe«. Ihre Anhänger verzaubert sie mit der eingängigen Formel: Nicht nur »naturgemäß« soll Erziehung sein, sondern auch wertschätzend, praxisnah und individuell. So verspricht sie Heilung (von falscher Pädagogik) und argumentiert scheinheilig: Sowohl »begradigen« als auch »überwinden« sind unverzichtbare Bestandteile ihres Kanons pädagogischer Leitbegriffe. Die Kindheitskonzepte von Maria Montessori und Ellen Key werden besonders dafür geschätzt, dass sie das »Leben« feiern. Dabei argumentieren sie mitunter allerdings wenig lebensbejahend. Besonders augenfällig ist, dass sie vor allem gesunde, normale und folgsame Kinder besonders wertschätzen. Der ideale Nachwuchs soll sowohl folgsam als auch unauffällig sein: Nicht jedes Kind ist aus sich heraus wertvoll. Daher appellieren sie an künftige Eltern, möglichst nur den richtigen Erbanlagen ins Leben zu verhelfen (was nicht zwangsläufig die eigenen sind). Überhaupt haben beide sehr konkrete Vorstellungen davon, wie Kinder sein müssen... und was passieren könnte, wenn sie nicht sind, wie sie sein sollen. [Reform pedagogy is still considered a »magic factor« today. She enchants her followers with the catchy formula: Education should not only be »natural«, but also appreciative, practical and individual. So she promises healing (from false pedagogy) and hypocritically argues: Both "straighten" and "overcome" are indispensable components of her canon of pedagogical guiding principles. Maria Montessori and Ellen Key's concepts of childhood are particularly valued for their celebration of "life." Sometimes, however, their arguments are not very life-affirming. What is particularly striking is that they particularly appreciate healthy, normal and obedient children. The ideal offspring should be both obedient and inconspicuous: not every child is valuable in and of itself. They therefore appeal to future parents to only help the right hereditary factors into life (which are not necessarily their own). In general, both have very specific ideas about how children should be... and what could happen if they aren't how they should be.]

Language: German

Published: Paderborn, Germany: Ferdinand Schöningh, 2013

ISBN: 978-3-657-77324-4 3-657-77324-X 978-3-506-77324-1

Language: German

ISSN: 0948-5503