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78 results

Article

Montessori in India: Her Legacy Through Those Who Knew Her

Available from: ProQuest

Publication: Montessori Life, vol. 32, no. 2

Pages: 40-47

Asia, India, Maria Montessori - Biographic sources, South Asia, ⛔ No DOI found

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Abstract/Notes: Some even came from Bengal province, a 3-day train journey! I was staying in the home of a dedicated Montessori teacher trainer, Uma Shankar, in cozy, warm family surroundings. Or while in Ahmedabad, I was able to arrange a meeting with Leenaben Sarabhai, an aunt of a friend and a Montessori pioneer in Gujarat (see page 46). In addition to their words, my interview subjects also shared with me original handwritten manuals and materials, photographs, Maria's drawings and outlines of Elementary curriculum and materials, and her correspondence with various people, including Gandhi, Tagore, Krishnamurti, Joosten, and the Arundales. The Arundales promptly extended an invitation, and Mario and Maria Montessori arrived in India in 1939 to conduct the first training course on the Asian continent. [...]began Montessori's extended stay in India. Some of the original lecture notes from teacher training that Maria Montessori gave in Ahmedabad, as well as Montessori's letters, original transcripts, and hand-drawn illustrations and materials, are preserved in a museum at the Shreyas School in Ahmedabad.

Language: English

ISSN: 1054-0040

Article

L'esattezza base dell'educazione

Available from: Atlante Montessori

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 7, no. 5

Pages: 3

Giuliana Sorge - Biographic sources, Giuliana Sorge - Correspondence, Maria Montessori - Biographic sources, Maria Montessori - Correspondence, Maria Montessori - Writings

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Abstract/Notes: Da una lettera di M. Montessori alla signorina Giuliana Sorge, 1950

Language: Italian

ISSN: 0042-7241

Doctoral Dissertation

La pédagogie Montessori entre tradition et innovation: le cas de l'enseignement de la correspondance grapho-phonologique en français [Montessori pedagogy between tradition and innovation: the case of teaching grapho-phonological correspondence in French]

Available from: Theses Portal (France)

Europe, France

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Abstract/Notes: Nous montrons que la pédagogie de Maria Montessori a ses racines d’une part dans le mouvement sensualiste de Comenius, Locke, Condillac et Rousseau, et d’autre part dans celui pédagogique de Pestalozzi, Itard et Séguin. La scientificité de sa conception et la tradition de sa transmission depuis un siècle garantissent sa crédibilité et sa pertinence ; nous constatons une cohérence dans l’ensemble du matériel pour les différentes matières enseignées et dans son emploi pour les enfants de 2 à 6 ans. Cependant, concernant l’apprentissage de la lecture et de l’écriture, des variations importantes peuvent apparaître selon les langues. Ainsi le matériel utilisé aujourd’hui en Angleterre est-il particulièrement développé et performant, alors que celui en usage en France est moins riche ; mais surtout, les « Dictées muettes©» en vogue dans certaines classes nous apparaissent non seulement désuètes mais sans aucun fondement phonologique et seraient avantageusement remplacées par les « Mots-images©» en cours d’expérimentation. À cette condition, la pédagogie montessorienne pourrait être sollicitée pour renouveler l’enseignement des correspondances grapho-phonologiques du français, y compris pour les élèves en difficulté. We show that Maria Montessori’s pedagogy has its roots on the one hand in the sensualist movement of Comenius, Locke, Condillac and Rousseau and on the other hand in the pedagogic movement of Pestalozzi, Itard and Séguin. The scientificity of its conception and its traditional way of transmission since one century guarantees its credibility and its relevance. We ascertain a coherence in the whole of Montessori’s apparatus of the various subjects taught and its use by the children from 2 to 6 years old.    Nevertheless, concerning the learning of reading and writing, there are important variations from language to language.   For instance, the material used today in Great Britain is particularly numerous and impressive, whereas the one used in France is less prolific and effective. Particularly the “Dictées muettes©” that are very fashionable in many classrooms seem to us not only out-of-date but also without any phonologic foundation. It would be beneficial to replace them by the “Mots-images©” (Word-Picture Cards) that are actually under experimentation. It is a prerequisite so the Montessori pedagogy could be adopted to renew the teaching of including to students in remedial education. [We show that Maria Montessori's pedagogy has its roots on the one hand in the sensualist movement of Comenius, Locke, Condillac and Rousseau, and on the other hand in the educational movement of Pestalozzi, Itard and Séguin. The scientific nature of its conception and the tradition of its transmission for a century guarantee its credibility and relevance; we see consistency in all the material for the different subjects taught and in its use for children from 2 to 6 years old. However, when it comes to learning to read and write, there may be significant variations between languages. Thus the equipment used today in England is particularly developed and efficient, while that in use in France is less rich; but above all, the "Dictées muettes ©" in vogue in certain classes appear to us not only obsolete but without any phonological basis and would be advantageously replaced by the "Words-images ©" currently being tested. Under this condition, Montessori pedagogy could be called upon to renew the teaching of grapho-phonological correspondences in French, including for pupils in difficulty. We show that Maria Montessori’s pedagogy has its roots on the one hand in the sensualist movement of Comenius, Locke, Condillac and Rousseau and on the other hand in the pedagogic movement of Pestalozzi, Itard and Séguin. The scientificity of its conception and its traditional way of transmission since one century guarantees its credibility and its relevance. We ascertain a coherence in the whole of Montessori’s apparatus of the various subjects taught and its use by the children from 2 to 6 years old. Nevertheless, concerning the learning of reading and writing, there are important variations from language to language. For instance, the material used today in Great Britain is particularly numerous and impressive, whereas the one used in France is less prolific and effective. Particularly the “Dictées muettes ©” that are very fashionable in many classrooms seem to us not only out-of-date but also without any phonologic foundation. It would be beneficial to replace them by the “Mots-images ©” (Word-Picture Cards) that are actually under experimentation. It is a prerequisite so the Montessori pedagogy could be adopted to renew the teaching of including to students in remedial education.]

Language: French

Published: Nantes, France, 2009

Article

Gandhi and Maria Montessori

Publication: AMI Journal (2013-), vol. 2013, no. 1-2

Mahatma Gandhi - Correspondence, Maria Montessori - Correspondence, ⛔ No DOI found

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Language: English

ISSN: 2215-1249, 2772-7319

Article

From a Letter to Dr. Montessori dated November 19, 1931

Publication: AMI Journal (2013-), vol. 2013, no. 1-2

Mahatma Gandhi - Correspondence, Maria Montessori - Correspondence, ⛔ No DOI found

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Language: English

ISSN: 2215-1249, 2772-7319

Article

Maria Montessori Writes to Her Friend Giuliana Sorge and Reflects on the Nobel Prize for Peace

Publication: AMI Journal (2013-), vol. 2013, no. 1-2

Giuliana Sorge - Correspondence, Maria Montessori - Correspondence, Maria Montessori - Writings, Nobel Peace Prize, ⛔ No DOI found

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Language: English

ISSN: 2215-1249, 2772-7319

Book Section

Letter to Tarabehn Modak (October 16, 1945)

Available from: Gandhi Sevagram Ashram

Book Title: The Collected Works of Mahatma Gandhi

Pages: 169

Asia, India, Mahatma Gandhi - Correspondence, Mahatma Gandhi - Writings, South Asia, Taraben Modak - Correspondence

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Abstract/Notes: In this note, Gandhi references Montessori in mentioning that he has observed Montessori classrooms and Nursery Schools.

Language: English

Published: New Delhi: Publications Division, Government of India, 1999

Edition: Electronic Book

Volume: 88 (30 August, 1945 - 6 December, 1945) of 98

Book Section

Letter to Tarabehn Modak (October 16, 1945)

Available from: Internet Archive

Book Title: The Collected Works of Mahatma Gandhi

Pages: 363-364

Asia, India, Mahatma Gandhi - Correspondence, Mahatma Gandhi - Writings, South Asia, Taraben Modak - Correspondence

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Abstract/Notes: In this note, Gandhi references Montessori in mentioning that he has observed Montessori classrooms and Nursery Schools.

Language: English

Published: New Delhi: Publications Division, Government of India, Sep 1980

Volume: 81 (July 17, 1945 – October 31, 1945) of 100

Article

[Letter to Maria Montessori]

Publication: NAMTA Quarterly, vol. 4

Pages: 25

Maria Montessori - Biographic sources, Maria Montessori - Correspondence, Sigmund Freud - Biographic Sources, Sigmund Freud - Correspondence

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Language: English

Article

Thoughts on a Secondary School for All: Letter from Maria Montessori to Augusto Osimo

Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2011, no. 1-2

Pages: 42–44

Augusto Osimo - Correspondence, Maria Montessori - Correspondence, Maria Montessori - Writings, ⛔ No DOI found

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Abstract/Notes: This letter appears to be the first document on adolescent education that has survived; it shows the origins of Montessori’s ideas on this area.

Language: English

ISSN: 1877-539X

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