Abstract/Notes: This chapter discusses requirements for implementing Maria Montessori's concept of education in terms of the design of the environment, didactics, and the teacher’s role. It begins with the Casa dei Bambini, her first school in Italy. The chapter continues with a discussion of Montessori school design and architects who found inspiration through Montessori pedagogy. A common thread through the chapter is the concept of freedom and its prerequisites, children’s work with the didactic material and the materials’ relation to embodiment and variation theory.

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: This article constitutes a summarized narrative of the historical-educational context in the development of teaching-learning strategies with the use of computational technology. We selected some thinkers and traced a timeline, which began, in Part 1, with Socrates, Plato, Aristotle, Avicenna, René Descartes, Francis Bacon, John Locke, David Hume and Jean-Jacques Rousseau. In this second part we describe the theories that were directly influenced by the thinkers described above. We begin with Immanuel Kant, exponent of the late modern age. In contemporary education, we started Maria Montessori and her Golden Material; going to Jean Piaget, the great name of constructivism; Lev Vygotsky, founder of social-interactionism; and Paulo Freire with liberating education. And finally, the theories of Seymour Papert, a pioneer in the study of information and communication technology as a teaching tool. / Este artigo constitui uma narrativa resumida do contexto histórico-educacional no desenvolvimento de estratégias de ensino-aprendizagem com o uso de tecnologia computacional. Selecionamos alguns pensadores e traçamos uma linha do tempo, que iniciou-se, na Parte 1, com Sócrates, Platão, Aristóteles, Avicena, René Descartes, Francis Bacon, John Locke, David Hume e JeanJacques Rousseau. Nesta segunda parte descrevemos as teorias que tiveram influência direta dos pensadores descritos anteriormente. Começamos com Immanuel Kant, expoente do final da Idade moderna. Já na educação contemporânea, iniciamos Maria Montessori e o seu Material Dourado; indo para Jean Piaget, o grande nome do construtivismo; Lev Vygotsky, fundador do sóciointeracionismo; e Paulo Freire com a educação libertadora. E finalmente, as teorias de Seymour Papert, pioneiro do estudo da tecnologia da informação e comunicação enquanto ferramenta de ensino.

Language: Portuguese

ISSN: 1989-4155

Abstract/Notes: This chapter explores various nuances of the framework and moves beyond a simplistic 2-dimensional model to a deeply interconnected framework of education for harmony. The framework is suggested as being intrinsically linked and an indivisible whole. Education for harmony relies on the integration of education of the head, heart, hands, and the spirit; these cannot be developed directly through piecemeal efforts, but rather must be developed holistically. Teachers advocated a pluralistic approach to pursue education for harmony as a purpose of education, rather than a predetermined goal following a singular path. Notably, education for harmony is seen as a way of living, being, knowing, and seeing the world around one, rather than a mere acquisition of knowledge, skills, and/or habits.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2023

Edition: 1st ed.

ISBN: 978-3-031-23538-2 978-3-031-23539-9

Series: Spirituality, Religion, and Education , 6

Language: English, Norwegian

Published: [Oslo, Norway]: Statens spesiallärerhögskole, 1982

Language: English

ISSN: 1522-9734

Language: English

Abstract/Notes: Although Montessori education is often considered a form of playful learning, Maria Montessori herself spoke negatively about a major component of playful learning--pretend play, or fantasy--for young children. In this essay, the author discusses this apparent contradiction: how and why Montessori education includes elements of playful learning while simultaneously eschewing fantasy. She concludes with a discussion of research on the outcomes of Montessori education and on pretend-play research, clarifying how Montessori education relates to playful learning. [Reprinted from the "American Journal of Play" 5,2 (2013, Winter): 157-186 (see EJ1003949).]

Language: English

ISSN: 1522-9734

Abstract/Notes: The Pirurvik School in Pond Inlet, Nunavet demonstrates how Montessori is not alone in providing early childhood experiences rooted in culturally and developmentally appropriate environments. By listening carefully to the many other community voices throughout the world, Montessori can more successfully support just, joyful education and the cultivation of peace.

Language: English

ISSN: 1522-9734

Abstract/Notes: Discusses the role of the Learning through Landscapes organization in Britain, which emphasizes the importance of suitable school grounds and gardens for the effective environmental education of children. Also discusses briefly how school grounds can be used in geography, science, mathematics, and physical education instruction. (MDM)

Language: English

ISSN: 1522-9734

Abstract/Notes: It is within the prepared environment of the adolescent learning community that the adult comes into full connection with Montessori's universal picture of optimal development. Adolescents' search for meaning enables adults to come to a clearer understanding of the human condition. Thus, teachers of adolescents must endeavor to model the ideals of ethical behavior, the nature of intellectual competence, and the goal of developing one's optimal potential. (KB)

Language: English

ISSN: 1522-9734