Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Abstract/Notes: For a century Montessori’s philosophy of education has been understood in separation from Dewey’s philosophy of education. According to Thayer-Bacon [1], a plausible explanation is that Kilpatrick, Dewey’s influential student, rejected Montessori’s system of education [2]. His main objection was that her educational system was founded on an outdated psychology. In contrast, this paper suggests, Montessori’s educational systems is founded on a psychology which, like Dewey’s, was markedly ahead of her time by putting purely embodied interactions with the environment as the foundation of human understanding. By comparing Montessori’s psychology [3; 4] to Dewey’s [5; 6] this paper shows their compatibility. The developed pragmatism of Sellars [5;6] and the interactivism of Bickhard [7] further enables us to explain how the prelinguistic human-environment interactions (or transactions), central to Dewey and Montessori, are pure processes [8]. The pure process ontology enables us to see how more complex processes emerge from simpler ones and how learning in the mere causal domain of bodily human-environment interactions can grow into the linguistic and conceptual domain of education. The ambition is to show that a flourishing interaction between Montessori and pragmatism is possible and preferable if we are to understand the proper role of the body in education. [1] Thayer-Bacon, Barbara (2012). Maria Montessori, John Dewey, and William H. Kilpatrick. Education and Culture, 28, 1, 3-20. [2] Kilpatrick, W. H. (1914). The Montessori system examined. Cambridge, Mass.; The Riverside Press [3] Montessori, M. (1912). The Montessori method. NY: Frederick A. Stokes Company [4] Montessori. M. (1949). The absorbent mind. Adyar: The Theosophical Publishing House [5] Dewey, J. (1916). Democracy and education. NY: The Macmillan Company [6] Dewey, J. (1925) Experience and nature. Chicago: Open Court Publishing Company [7] Sellars, W. (1960). Being and Being Known. Proceedings of the American Catholic Philosophical Association, 34, 28-49. [8] Sellars, W. (1981). Foundations for a metaphysics of pure process: The Carus lectures of Wilfrid Sellars. The Monist 64 (1):3-90. [9] Bickhard, M. H. (2009). The interactivist model. Synthese, 166, 3, 547-591. [10] Seibt, Johanna (2016). How to Naturalize Intentionality and Sensory Consciousness within a Process Monism with Gradient Normativity—A Reading of Sellars. In James O'Shea (ed.), Sellars and His Legacy. Oxford: Oxford University Press, 186-222.

Language: English

Published: Copenhagen, Denmark: International Network of Philosophers of Education, 2022

Language: English

Published: London, England: Bloomsbury Publishing, 2022

ISBN: 978-1-350-17638-6 1-350-17638-9

Abstract/Notes: My personal search for principles and practices to guide my role as a teacher of young children took me to Munich, Germany to be trained in the Montessori method; to Tumbaco, Ecuador to be a teacher trainee at the Wild's active school and most recently to Bali, Indonesia to experience Jean Liedloff's notion of a continuum concept. This search has brought me skills to set up an environment for children and to better understand my role in it. My work with children has helped me to integrate the principles and practices of individuals who have inspired my own feelings, thoughts and actions, thereby eliminating conflicts which I have previously experienced.

Language: English

Published: Montreal, Quebec, Canada, 1993

Abstract/Notes: Examines educational resistance to nature study, focusing on the subtle resistance evident in the vicarious approach that limits nature study to books and videos, while ignoring the sensory richness and kinship developed through direct connection with the natural world. Suggests that environmental science, citizen education, inquiry learning, personal growth orientations, and social action can contribute to a more holistic and environmentally sensitive Montessori plan of study. (Author/KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Includes sidebar on children's books on peace

Language: English

Language: English

Published: [Corpus Christi, Texas]: The Lilliput Schoolhouse, 1963

Abstract/Notes: Dr. Maria Montessori is the founder of the Montessori Method of education. She was the first woman in Italy to receive a Doctor of Medicine degree. Maria Montessori approached education from a scientific standpoint because she was a doctor. Education, she believed, should prepare a person for all parts of life. She created resources and approaches to encourage child' natural learning growth. They're found in every Montessori classroom. Working with these materials and procedures establishes a pattern those youngsters naturally take over to reading, writing, and math. Each talent is designed to work in collaboration with the others. Maria Montessori was the first woman to enter the world of education as a result of his close involvement with the education and development of mentally challenged children. Her contribution to early childhood education, particularly for mentally challenged children, has transformed the educational world. In fact, practically every civilized country feels the impact of her unique style of teaching young children in some way. The world was taken aback by the apparently unbelievable actions of slum youngsters in Rome's first Casa dei Bambini (children's home). Her efforts and dedication in transforming mentally challenged children into normal children by teaching the 3 R’s using didactic equipment have earned her indelible fame in the history of education. It was seen at the time of her demise when tributes to her life-long labour on behalf of appeared in the press from every part of the world. In fact, her selfless sacrifice and dedication has developed hope and courage in the life of mentally challenged children, which made her to be ranked among the forerunners of great educators. Today. Montessori Method flashes like a comet across the educational horizon. Montessori learning environments, also known as prepared environments, provide children the freedom to pick their own work and design their own learning. Because the child is in the centre and the teacher's tasks differ from those of typical school teachers, the direction of communication and coordination between the child and the teacher is defined accordingly. The purpose of this research is to look into Montessori teachers' coordination and teamwork with children.

Language: English

ISSN: 2581-4281

Abstract/Notes: Objectivism, the libertarian philosophy established by Ayn Rand during the postwar years, has attracted a great deal of attention from philosophers, political scientists, economists, and English professors alike in recent years, but it hasn’t received much notice from historians with an interest in education. This article will address that problem by discussing how Rand and her followers established a philosophy of education during the 1960s and 1970s that was based, in part, on vilifying the so-called collectivist ideas of John Dewey and lionizing the so-called individualist ideas of Maria Montessori. Unfortunately, the narrative that emerged during this time seriously misrepresented the ideas of both Dewey and Montessori, resulting in a somewhat distorted view of both educators.

Language: English

DOI: 10.32316/hse/rhe.v25i1.4285

ISSN: 0843-5057, 1911-9674

Language: English

ISSN: 1071-6246