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Book
The Mainstreaming of Montessori in America: The Humanities, Research, and the Modern Sciences
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Language: English
Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1989
Article
The Concept of Liberty and the Delineation of Authority as Found in the Writings of Maria Montessori
Publication: American Montessori Society Bulletin, vol. 9, no. 1
Date: 1971
Pages: 1-15
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Language: English
ISSN: 0277-9064
Book
Maria Montessori: The Italian Doctor Who Revolutionized the Education Systems of the World
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Language: English
Published: Watford, England: Exley, 1990
ISBN: 1-85015-211-X
Series: People who have helped the world
Article
The Child, His Body, and His Soul: Notes on Using the Montessori Method in Teaching the Pre-School Child Physical and Spiritual Disciplines
Publication: Jubilee, vol. 5
Date: Jun 1957
Pages: 37-39
Children, Hélène Lubienska de Lenval - Writings, Maria Montessori - Philosophy, Montessori method of education, Spirituality
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Language: English
ISSN: 0449-3486
Article
Isolating the Difficulty: Questions from the Field [Arranging the environment]
Publication: Point of Interest, vol. 3, no. 10
Date: Jun 1993
Pages: 4
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Language: English
Article
Umysły przyszłości wyzwaniem dla współczesnej edukacji: Propozycje reformatorskie Marii Montessori i Howarda Gardnera [The minds of the future as a challenge for contemporary education: The reform proposals of Maria Montessori and Howard Gardner]
Available from: University of Gdańsk
Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 10, no. 36/2
Date: 2015
Pages: 11-30
Howard Gardner - Biographic sources, Howard Gardner - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education
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Abstract/Notes: Dyskusje wokół wartości pedagogiki Marii Montessori w świetle współczesnych badań psychologicznych koncentrują się często na obszarze poznawczym czy też społecznym w rozwoju dziecka. Poniższy artykuł jest natomiast próbą znalezienia podobieństw w zakresie proponowanego wizerunku młodego człowieka ukształtowanego drogą określonych działań stymulujących w metodzie Montessori a koncepcji umysłu przyszłości Howarda Gardnera. Celem pedagogiki Montessori jest wychowanie człowieka potrafiącego zachować wolność i dyscyplinę wewnętrzną, myślącego niezależnie i krytycznie, odnoszącego się z szacunkiem do siebie i innych, dbającego o ład i harmonię w sobie i wokół siebie. Oddziaływania edukacji w myśl założeń H. Gardnera powinny rozwijać u młodego człowieka sposób funkcjonowania, który zapewni mu produktywne życie w pokojowej wspólnocie ludzi. Umysł człowieka odpowiadającego na potrzeby współczesności zawiera pięć istotnych elementów: myślenie kategoriami określonej dyscypliny wiedzy, zdolność do syntezy, zdolność do rozumienia innych ludzi, kreatywność oraz respektowanie zasad etycznych. Obie propozycje opierają się na interdyscyplinarnym myśleniu twórców, uwzględniającym aspekt antropologiczny, psychologiczny i edukacyjny w refleksji nad rozwojem człowieka. Obie również dotykają takich zagadnień jak dbanie o siebie i otoczenie (ekologia, współodczuwanie), kształcenie narzędzi myślenia w celu osiągnięcia jak największej niezależności w myśleniu, intencjonalne przygotowanie otoczenia promujące troskę o środowisko. W stylistyce opisu propozycji wychowania i edukacji odnaleźć można u obu twórców bogatą metaforykę ułatwiającą odbiorcy recepcję opisywanych idei. Wzywania i potrzeby globalnego świata stawiają kolejne pytania dotyczące optymalnej edukacji. Formułowanie odpowiedzi na te pytania jest procesem dynamicznym, dostarczającym wciąż nowych rozwiązań. [In the light of contemporary psychological research, discussions around the value of Maria Montessori's pedagogy often focus on the cognitive or social area of a child's development. The following article is an attempt to find similarities in the proposed image of a young person shaped by specific stimulating activities in the Montessori method and Howard Gardner's concept of the future mind. The aim of Montessori pedagogy is to educate a person who can maintain freedom and internal discipline, think independently and critically, respect himself and others, care for order and harmony in and around himself. The impact of education, according to the assumptions of H. Gardner, should develop in a young person a way of functioning that will ensure a productive life in a peaceful community of people. The mind of a person responding to the needs of modern times contains five essential elements: thinking in terms of a specific discipline of knowledge, the ability to synthesize, the ability to understand other people, creativity and respect for ethical principles. Both proposals are based on the interdisciplinary thinking of the creators, taking into account the anthropological, psychological and educational aspects in reflection on human development. Both also touch upon issues such as taking care of oneself and the environment (ecology, compassion), shaping the tools of thinking in order to achieve the greatest possible independence in thinking, and intentional preparation of the environment promoting care for the environment. In the style of describing the upbringing and education proposals, both authors can find rich metaphors that make it easier for the recipient to receive the described ideas. The challenges and needs of the global world raise new questions about optimal education. Formulating answers to these questions is a dynamic process that constantly provides new solutions.]
Language: Polish
DOI: 10.14632/eetp_36.1
ISSN: 1896-2327, 2353-7787
Article
Supporting the Emotional Development of the Young Child in the Montessori Classroom
Publication: Tomorrow's Child, vol. 6, no. 2
Date: 1998
Pages: 19–20
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Language: English
ISSN: 1071-6246
Article
Freedom, Order, and the Child: Self-Control and Mastery of the World Mark the Dynamic Montessori Method
Available from: ProQuest
Publication: Montessori Life, vol. 22, no. 1
Date: Spring 2010
Pages: 38-43
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Abstract/Notes: Today, on almost every continent, there are schools adopting in spirit and practice the ideas of Maria Montessori who ranks with Pestalozzi, Froebel, and Dewey in the field of education. Her approach to early childhood education can be linked to the Thomistic dictum that there is nothing in the intellect which is not first in the senses. In this article, the author discusses the important elements present in the Montessori method, as well as Dr. Montessori's educational aims. An environment with "built in" discipline teaches the small child a great deal about physical self-mastery. It is not the verbal emphasis that abounds in the Montessori method, but the sensory. Dr. Montessori's educational aims were twofold: to help children develop and to help them adapt themselves to the physical conditions of their environment and to the social requirements dictated by the customs of the group in which they live. As the Montessori approach has been modified in every culture in which it is found, some modifications would be necessary in the U.S., but the possibility for the success of such an approach seems unquestionable. Like children everywhere, American children can benefit from what Maria Montessori has offered in the rest of the world.
Language: English
ISSN: 1054-0040
Book
The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses with Additions and Revisions by the Author
Available from: HathiTrust
Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education
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Language: English
Published: London, England: Heinemann, 1912
Edition: [1st edition English]
Article
Montessori in South Africa: The Challenge, the Dream, and the Promise
Available from: Montessori Norge
Publication: Montessori Collaborative World Review: The Montessori Roots of Social Justice, vol. 1, no. 1
Date: 2019
Pages: 196-198
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Language: English