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Article
Maria Montessori Between Medicine and Pedagogy. Roots, Actuality and Educational Perspectives
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2
Date: 2021
Pages: 23-39
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Abstract/Notes: This paper examines the thinking of Maria Montessori in relation to the contribution of other branches of educational science to the epistemological status of pedagogy. Specifically, it situates the interconnections between Montessori’s approach and medicine (primarily auxology and child neuropsychiatry) understood as a Naturwissenschaften, as well as the practical implications of this interrelatedness, within a heuristic framework that extends beyond the field of special education. Analysis of Montessori’s scientific output around the turn of the twentieth century is followed by a proposed outline of its present-day relevance, in terms of promising avenues of inquiry informed by Montessori’s initial ideas and educational work and recent neuropsychological research.
Language: English
DOI: 10.6092/issn.1970-2221/12161
ISSN: 1970-2221
Article
Project 2061: Education for a Changing Future
Publication: NAMTA Journal, vol. 16, no. 2
Date: Spring 1991
Pages: 71–75
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Presented at NAMTA conference on educational reform, Washington, DC, February 28-March 3, 1991
Language: English
ISSN: 1522-9734
Article
Education for Tomorrow: The Vision of Rabindranath Tagore
Available from: Taylor and Francis Online
Publication: Asian Studies Review, vol. 40, no. 1
Date: 2016
Pages: 1-16
Asia, India, Rabindranath Tagore, Rabindranath Tagore - Biographic sources, Santiniketan (India), South Asia, Sriniketan (India), Viśva Bhāratī
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Abstract/Notes: This article investigates Rabindranath Tagore’s educational vision, which underpinned the three institutions he set up in India – Santiniketan (1901), Visva-Bharati (1921) and Sriniketan (1922). It argues that this vision is still relevant for the world of today and tomorrow, and that it should be taken into account in designing any educational model for the future. Tagore rejected the modern mechanical learning that focuses merely on cultivation of the individual’s mind, in favour of learning that encourages the creativity, imagination and moral awareness of students. He believed that education should be not for mere “success” or “progress” but for “illumination of heart” and for inculcation of a spirit of sympathy, service and self-sacrifice in the individual, so that s/he could rise above egocentrism and ethnocentrism to a state of global consciousness or worldcentrism. In pursuing this argument, I refer to Tagore’s letters, lectures, interviews and essays, both in Bengali and in English, a body of his short stories, his novel The Home and the World and his allegorical poem “Two Birds”. I also explain his awareness of the educational movements of his time in the West, and draw brief parallels with selected Western luminaries in the field, such as Plato, Montaigne, Rousseau and John Dewey. My contention is that although some may dismiss Tagore’s educational principles as “rickety sentimentalism” in a world that is palpable and real, his ideas of human fellowship, unity and creativity, and kinship for nature seem irrefutable with the rise of multiculturalism and the looming ecological crisis threatening world peace.
Language: English
DOI: 10.1080/10357823.2015.1125441
ISSN: 1035-7823
Book Section
The Influence of Neuroscience on Early Childhood Education
Available from: Taylor and Francis Online
Book Title: Scientific Influences on Early Childhood Education
Pages: 176-190
Developmental psychology, Early childhood education, Maria Montessori - Philosophy, Neuroscience
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Abstract/Notes: It is only within very recent history – the past 25 to 30 years – that neuroscience has become a force in child development and educational research, as the tools to study the brain in action have improved and become more readily available. Although neuroscience research on reading, math, and social and emotional function also has important implications for education, this chapter focuses on executive function (EF) skills because these skills play an especially foundational role in learning and because they have been particularly well studied. Basic research on EF development has provided an important foundation for interventions designed to specifically target EF skills in young children, and suggests how to structure places of education to playfully explore their environments in intentional and attentive ways, to practice reflection, and to engage in self-regulated learning. Although neuroscience is a relatively new player in early education, it has transformed people's understanding of the conditions that support learning and brain development.
Language: English
Published: New York: Routledge, 2020
ISBN: 978-0-429-46828-5
Article
Some Educational Benefits of Freely Chosen Age Mixing among Children and Adolescents.
Available from: JSTOR
Publication: Phi Delta Kappan, vol. 80, no. 7
Date: Mar 1999
Pages: 507-512
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Abstract/Notes: Observation of 200 children ages 4 to 19 attending a Massachusetts nongraded alternative school disclosed substantial age mixing. Younger children used older children to develop skills and acquire knowledge. Age mixing encouraged opportunities for creativity, helped match abilities, and fostered older children's sense of responsibility for younger children. (MLH)
Language: English
ISSN: 0031-7217
Article
Education to Wonder and Conclsuion: Religious Potential of the Child
Publication: NAMTA Quarterly, vol. 8, no. 4
Date: Winter 1983
Pages: 18-19
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Book
Report of the Conference on New Ideals in Education held at Bedford College, N.W.1 from August 14 to 21, 1917
Available from: HathiTrust
Conference on New Ideals in Education (1917: Bedford College, London, England), Conferences, England, Europe, Great Britain, Montessori method of education - Criticism, interpretation, etc., New Education Fellowship, New Ideals in Education, Northern Europe, United Kingdom
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Language: English
Published: London, England: Women's Printing Society, 1917
Series: Conference on New Ideals in Education , 4
Volume: 4
Article
Pädagogische Kulturtransfers Italien-Tessin (1894-1936) [Cultural Transfers Between Educational Systems: Italy-Ticino (1894-1936) / Transfer culturali tra sistemi educativi: Italia-Ticino (1894-1936) / Transferts culturels entre systèmes éducatifs: Italie-Tessin (1894-1936)]
Available from: Universität Bern
Publication: Schweizerische Zeitschrift fuer Bildungswissenschaften / Swiss Journal of Educational Research, vol. 40, no. 1
Date: 2018
Pages: 49-66
Europe, Italy, Montessori method of education - History, Switzerland, Western Europe
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Abstract/Notes: In the period 1880-1940 the education system of italian-speaking Canton Ticino was seeing pedagogical transfers coming from Italy. In a first period, the peagogical élite although deied that these pedagocal ideas came from Italy, using the terminological (and ideological) construction of “Metodo intuitivo” (i.e. Pestalozzi and Girard as the only fathers of the method). After 1910 the pedagogical influence of italian New Education (Montessori, Lombardo-Radice) grew more because the general interest in Ticino for italian culture grew with the movement for Defence of Ticino’s italian identity. World war 1 and fascism brought the New Education fellows in Ticino into a deep dilemma: their pedagogical ideas and actions were accepted only if accompanied by a total distance from any official italian political position. This was very difficult and led at the end to a growing total distance from Italy, even if the pedagogical élite tried to avoid the complete end of any cultural contact with Italy. The end cames with Abyssinia war and World war II that led to a total isolation of Ticino from Italy.
Language: German
ISSN: 2624-8492
Article
Cosmic Education
Available from: ERIC
Publication: NAMTA Journal, vol. 38, no. 1
Date: 2013
Pages: 119-132
Cosmic education, Margaret Elizabeth Stephenson - Writings, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Margaret Stephenson begins with the reasoning elementary child as he answers questions about "all things." She centers on the unity of knowledge, leading "from the whole via the parts back to the whole." Imagination is enhanced to bring abstraction to an engaging and lofty motivation, and the elementary self is referred to as the "atom of the spirit." Miss Stephenson moves from the early "sensory" exploration of the three to six prepared environment to the language of its parts, flowing through names, then communication of ideas, and finally the languages of world, invention, and human keys to understanding. [Reprinted from "AMI Communications," n 1, 1993, pages 14-28. Copyright 2011 AMI/USA. Reprinted with permission.]
Language: English
ISSN: 1522-9734
Article
Montessori's Vision for Educational and Social Transformation
Available from: ProQuest
Publication: Montessori Life, vol. 34, no. 4
Date: Winter 2023
Pages: 34
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Abstract/Notes: Montessori's acceptance into medical school was a personal achievement and would have ramifications for the lives of a multitude of future generations. In March 1896, she was invited to the first Women's International Congress, in Berlin, where she spoke of the need for equal pay for equal work for women. Montessori's vision for social change has filtered into early childhood classrooms, and public Montessori schools have entered the mainstream, touching the lives of millions of children.
Language: English
ISSN: 1054-0040