Abstract/Notes: This dissertation was a comparative study from the perspectives of history and philosophy of the educational theories of John Amos Comenius, Friedrich Froebel, and Maria Montessori. The purpose of this dissertation was: 1 - to determine whether or not there were parallel ideas in the educational theories of Comenius, Froebel, and Montessori; 2 - to show to what extent these ideas were actually similar or divergent; and 3 - to consider the additional question of whether or not Froebel and Montessori recognized their theories as part of a sequence of thought originating with Comenius. Using the extant published works of the three educators, descriptions were given of their educational theories in relation to the following topics: the position and principles of methodology; the role of sense realism and the changes in emphasis each educator made in the use of the sense realist concepts of teaching; the role of the religious point of view; the manner of teaching moral values; the role of intellectual and social influences of their respective historical periods in the formation of their educational theories; and the insights of the three educators which can be considered important in the educational world of the latter half of the twentieth century. These descriptions were followed by comparisons of the similarities and differences of the three educators in relation to the above-mentioned topics. The conclusions of the dissertation were the following: 1 - There were parallel ideas present in the educational theories of the three educators. The Comenian concepts and educational emphases which seemed to find restatement most often in the works of Froebel and Montessori were the belief in the importance and the necessity of the use of the correct method of teaching; the theory that if the correct method were used, anything could be taught to nearly anyone; the basic position of the concepts of sense realism in the teaching methodology; and the supreme importance of a definite religious perspective as the groundwork and frame of reference for the whole educational system. 2 - There appeared to be no recognition of influence of the work of Comenius by Froebel and Montessori. In relation to Froebel's gifts or didactic apparatus and his principle of self-activity, there appeared to be a slight recognition of influence by Montessori in the creation of her didactic material and the formulation of her principle of spontaneous activity in a carefully prepared environment. 3 - Concerning the insights of the three educators which may be considered important for education in this century, Comenius was cited for his outstanding ability to systematize knowledge, his championship of the humanitarian ideal of freedom, and his pansophic ideal of universal knowledge through a universal college system with uniform textbooks in a universal auxiliary language. The study of Froebel's work can provide more insights into the educational possibilities of the preschool age child obtained through self-activity. The study of the work of Montessori provides help in the greater educational use of the period of postnatal infancy, and the greater application of the disciplines of anthropology, physiology, and psychology to education. Montessori's work can also prove to be significant in the search for more effective means of education for the culturally deprived child. All three educators seemed to possess an ability to synthesize - to see things in their whole relationships. Specifically they applied this insight to means of educating all facets of human personality.

Language: English

Published: Denver, Colorado, 1970

Language: Korean

ISSN: 1226-9417

Language: English

ISSN: 0956-1382

Abstract/Notes: This lecture was presented at the Montessori Congress held in Edinburgh in 1938. Originally published in AMI Communications, #4, 1984, re-edited AMI, 2004.

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2019

ISBN: 978-90-79506-44-6

Series: The Montessori Series , 14

Abstract/Notes: У тезах описано ідеї гуманістичного виховання М. Монтессорі в контексті філософських засад Нової української школи.

Language: Ukrainian

Published: Kyiv, Ukraine: Видавництво «Авторитет» ФОП Курбанова Ю. В., 2020

ISBN: 978-966-97763-8-9

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1470-8647

Language: French

Published: Geneva, Switzerland: Bureau International d'Éducation, 1932

Edition: [1st edition French]

Series: Publications du Bureau International d'éducation

Abstract/Notes: A new framework was developed based on Montessori's pedagogy, Andragogy principles, and Heutagogy principles, to address the challenges of 5IR education. Modern-day Higher Education Institutions must explore innovative approaches to teaching and foster a culture of lifelong learning among students. A qualitative, thematic structured literature review was conducted to examine Montessori's pedagogy, Andragogy, and Heutagogy. The aim was to create a new framework that can be implemented in higher education institutions (HEIs) to address the educational needs of the 5th Industrial Revolution (5IR). To achieve this, ten articles were selected using pre-defined keywords, and articles older than 10 years and those that didn't answer the research question and sub-question were eliminated. Similarities, concerns, mismatches, and dilemmas were extracted from the selected articles. These were then compared to the 5IR education requirements to create the new framework. It was found that the combination of Montessori’s pedagogy, Andragogy, and Heutagogy has the potential to address the dilemmas found in 5IR education. Montessori strongly emphasises self-directed, self-determined learning and is guided by individualised instruction that fulfils the principles of Andragogy. Andragogy focuses on the learner’s autonomy and own experiences. Coupled with this is Heutagogy, which focuses on self-determined learning. This could only contribute to the idea of Montessori’s pedagogy in HEI. Montessori’s method should provide a strong philosophical foundation and perspective to the combined approach idea. Future work could look at the practical application to fully explore the potential of the combination to address 5IR educational dilemmas.

Language: English

Published: Helsinki, Finland, 2024

Abstract/Notes: Mathematics is a school subject which causes students the greatest problems, sometimes throughout their entire school experience. Unsatisfactory learning outcomes in mathematics have been observed worldwide for a number of years, and the lack of or poor mathematical skills make it impossible for many students to cope with the ever increasing demands of modern life. In view of this alarming situation, constant attempts are being made to modify and reform mathemati­cs education curricula in order to improve their effectiveness. The present study explores the difficulties faced by students in learning mathematics. Attention is given to the types and effects of failures in mathematics education. In the context of these problems, the Montessori method is recommended as an alternative. The main assumptions of the Montessori pedagogy are presented, with a special emphasis on the development material. The greatest prominence is given to sensory and mathematical materials, providing their brief characterization and pointing to their high educational effectiveness. In order to bring the characteristics of Montessori’s organizational forms closer (forms of students’ work) the three-stage-lesson is presented. The lesson involves presenting the names connected with the typical developmental Montessori method with the use of Golden Bead Material. The concluding section highlights the didactic effectiveness of Montessori pedagogy in the domain of mathematics education. It is stressed that students who have been educated in Montessori schools work eagerly with mathematical materials and independently. They achieve educational success, acquire new skills and see that mathe­matics can be easy and pleasant to learn. / Matematyka jest przedmiotem, który sprawia uczniom najwięcej problemów nieraz przez całe życie szkolne. Od lat obserwuje się na całym świecie niezadawalające wyniki nauczania tego przedmiotu, a brak lub zbyt niski poziom umiejętności matematycznych nie pozwala wielu uczniom sprostać rosnącym wymaganiom życiowym. Taka niepokojąca sytuacja implikuje podejmowanie ustawicznych prób modyfikacji i reformowania programów edukacji matematycznej zmierzających w kierunku większej ich skuteczności. W pracy podjęto problem trudności dzieci w uczeniu się matematyki. Zwrócono uwagę na rodzaje i skutki niepowodzeń w edukacji matematycznej. W kontekście tych zagadnień, jako alternatywę zakomenderowano edukację metodą M. Montessori. Omówiono główne założenia pedagogiki montessoriańskiej ze szczególnym uwzględnieniem materiału rozwojowego. Największą uwagę poświęcono materiałom sensorycznym i matematycznym, dokonując krótkiej ich charakterystyki oraz wskazując wysoką skuteczność edukacyjną. W celu przybliżenia specyfiki montessoriańskich form pracy ucznia przedstawiono trzystopniową lekcję nazw dotyczącą charakterystycznej dla metody Montessori pomocy rozwojowej, zwanej „złotym materiałem”. W zakończeniu wskazano efektywność dydaktyczną pedagogiki Montessori w obszarze edukacji matematycznej. Podkreślono, że uczniowie w placówkach montessoriańskich chętnie i samodzielnie pracują z materiałami matematycznymi. Doświadczają sukcesów, nabywają nowe umiejętności i przekonują się, że matematyka może być łatwa i przyjemna.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.163

ISSN: 1896-2327, 2353-7787