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Doctoral Dissertation
Dewey and Montessori Collaboration
Available from: Loyola University Chicago
John Dewey - Biographic sources, Maria Montessori - Biographic sources
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Language: English
Published: Chicago, Illinois, 1998
Article
Dialogue and Democracy, Community and Capacity: Lessons for Conflict Resolution Education from Montessori, Dewey, and Freire
Available from: Wiley Online Library
Publication: Conflict Resolution Quarterly, vol. 23, no. 2
Date: 2005
Pages: 185-202
Article
John Dewey in the 21st Century
Available from: ERIC
Publication: Journal of Inquiry and Action in Education, vol. 9, no. 1
Date: 2017
Pages: 91-102
John Dewey - Biographic sources
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Abstract/Notes: John Dewey was a pragmatist, progressivist, educator, philosopher, and social reformer (Gutek, 2014). Dewey's various roles greatly impacted education, and he was perhaps one of the most influential educational philosophers known to date (Theobald, 2009). Dewey's influence on education was evident in his theory about social learning; he believed that school should be representative of a social environment and that students learn best when in natural social settings (Flinders & Thornton, 2013). His ideas impacted education in another facet because he believed that students were all unique learners. He was a proponent of student interests driving teacher instruction (Dewey, 1938). With the current educational focus in the United States being on the implementation of the Common Core standards and passing standardized tests and state exams, finding evidence of John Dewey's theories in classrooms today can be problematic (Theobald, 2009). Education in most classrooms today is what Dewey would have described as a traditional classroom setting. He believed that traditional classroom settings were not developmentally appropriate for young learners (Dewey, 1938). Although schools, classrooms, and programs that support Dewey's theories are harder to find in this era of testing, there are some that still do exist. This paper will explore Responsive Classroom, Montessori Schools, Place-Based Education, and Philosophy for Children (P4C), all of which incorporate the theories of John Dewey into their curricular concepts.
Language: English
ISSN: 2159-1474
Article
Reggio Emilia, Maria Montessori, and John Dewey: Dispelling Teachers’ Misconceptions and Understanding Theoretical Foundations
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 39, no. 4
Date: 2011
Pages: 235-237
Comparative education, John Dewey - Biographic sources, John Dewey - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education)
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Abstract/Notes: During the past century Loris Malaguzzi (1920–1994), a principal figure in the establishment and creation of the preschools of Reggio Emilia, Italy, was one of the seminal thinkers in early childhood education. The influence of John Dewey, one of the most important American philosophers, is visible in contemporary early childhood classrooms of Reggio Emilia. However, as this editorial contends, in the author’s experience, many pre-service teachers have the misconception that the two programs that originated in Italy—Maria Montessoir and Reggio Emilia—are synonymous. This editorial discusses another connection; namely, the relationship between John Dewey’s philosophy of education and the pedagogy of Reggio Emilia preschools. Pre-service teachers’ understanding of Dewey’s theory and the Reggio Emilia experience makes an important contribution to the development of their personal teaching philosophy and understanding of best practices in the field.
Language: English
DOI: 10.1007/s10643-011-0451-3
ISSN: 1082-3301, 1573-1707
Article
De-yūi no montessōri-kan / デューイのモンテッソーリ観 [Dewey's Concept of Montessori]
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 19
Date: 1987
Pages: 22-29
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Language: Japanese
ISSN: 0913-4220
Article
Nebraska Supreme Court Review. II - Real Property: Dewey v. Montessori Education Center, Inc.
Available from: University of Nebraska Libraries
Publication: Nebraska Law Review, vol. 50, no. 3
Date: 1970
Pages: 499
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Language: English
ISSN: 0047-9209
Article
When Dewey Meets Montessori: Reconstructing Experience
Available from: Taylor and Francis Online
Publication: Teaching Education, vol. 7, no. 2
Date: 1995
Pages: 111-115
Article
Montessori, Dewey, and Capitalism: Educational Theory for a Free Market in Education, by Jerry Kirkpatrick [Book Review]
Available from: Taylor and Francis Online
Publication: Journal of School Choice, vol. 2, no. 3
Date: 2008
Pages: 348-351
Article
L'Apprendimento come partecipazione a contesti significativi: l’esperienza del Reggio Emilia Approach alla luce dei contributi di Maria Montessori e John Dewey
Available from: IUL Press
Publication: IUL Research, vol. 2, no. 4
Date: 2021
Pages: 81-92
John Dewey - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.
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Abstract/Notes: Ripercorrendo gli spunti educativi offerti da Montessori e Dewey, il presente contributo intende proporre una lettura ragionata del ruolo del contesto come fattore educante nella pedagogia reggiana. Secondo un approccio socio-costruttivista, non solo l’ambiente scolastico, ma ogni tipologia di contesto sociale e culturale può essere importante ai fini educativi, se vi si rintracciano ed evidenziano relazioni significative, in un’ottica generativa di nuovi significati e relazioni.
Language: Italian
ISSN: 2723-9586
Article
An Epistemological Glance at the Constructivist Approach: Constructivist Learning in Dewey, Piaget, and Montessori
Available from: International Journal of Instruction
Publication: International Journal of Instruction, vol. 5, no. 2
Date: Jul 2012
Pages: 195–212
Constructivism (Education) - Criticism, interpretation, etc., Jean Piaget - Philosophy, John Dewey - Philosophy, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc.
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Abstract/Notes: What people gain through sensation and cognition make up the individuals’ experiences and knowledge. Individuals benefit from previous experiences when resolving problems. Knowledge is constructed from the meanings one attributes to nature and the environment. In theories, it means that constructers depend on observation and when directly translated, the theory has the meaning of observation. In other words, we construct our own reality with those belonging to our social circle. For us, there is the world and we can’t disregard that; however, the relationship between us and the outside world is a joining as materialistic and structural as in a social environment. In this article, while the foundation of constructivism is being thoroughly analyzed, Vico’s ideas in the 18th century and the neurobiological studies of scientific knowledge have been utilized. In light of constructivist learning, Dewey’s opinion on “Experience and Education”, Piaget’s cognitive schema theory in “cognitive development”, and Montessori’s ideas on “Decentering the Teacher” have been examined. Finally, the ideas of the three names on constructivist learning have been interpreted.
Language: English
ISSN: 1308-1470, 1694-609X