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Book Section

Montessori Education for the Handicapped: The Methods, the Research

Available from: Books to Borrow @ Internet Archive

Book Title: The Second Review of Special Education

Pages: 153-191

Children with disabilities, Inclusive education, Montessori method of education - Criticism, interpretation, etc.

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Language: English

Published: Philadelphia, Pennsylvania: JSE Press, 1974

Article

✓ Peer Reviewed

La Perspective Montessorienne Face au Mouvement de l'Éducation Nouvelle dans la Francophonie Européenne du Début du XXe Siècle [The Montessori Perspective in the Face of the New Education Movement in the Francophone Europe at the Start of the 20th Century]

Available from: Taylor and Francis Online

Publication: European Review of History [Revue Européene d'Histoire], vol. 27, no. 5

Pages: 651-682

New Education Fellowship, New Education Movement, Theosophical Society, Theosophy

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Abstract/Notes: La méthode de Maria Montessori est née en pleine expansion du mouvement de l’Éducation nouvelle. Bien qu’on la considère généralement comme l’une des figures-clé de ce courant pédagogique, elle s’en considère plutôt la précurseure. Certes Montessori utilise constamment la dialectique de l’éducation « ancienne » et « nouvelle » dans ses écrits et elle a des points communs avec ce mouvement, expliquant ainsi des épisodes ponctuels de collaboration avec les entités qui le représentent ; mais elle s’éloigne aussi à maintes reprises des positions mises de l’avant par les pédagogues qui en font partie. Pour saisir la relation entre notre auteure et ce mouvement, on doit prendre en compte ses origines et ses fondements. À maintes reprises, Montessori contestera radicalement des principes de Rousseau et tente, en vain, de faire valoir sa vision, à travers ses collaborations avec les organismes représentant le mouvement de l’Éducation nouvelle. Évidemment l’opposition frontale d’une femme au héros incontesté du mouvement qu’elle critiquait ne pouvait qu’exaspérer ses contemporains. Qu’une simple « praticienne » de l’éducation s’érige en rivale de Rousseau était d’une arrogance impardonnable, puisqu’elle se positionnait ainsi en rapport de supériorité vis-à-vis tous les disciples du maître. C’était d’autant plus difficile à accepter qu’elle ne semblait pas prête à faire quelque concession que ce soit, résistant à se faire assimiler au mouvement et préférant avoir ses propres revues, ses propres congrès et sa propre association. La façon de concevoir les notions de liberté, discipline, effort, fantaisie et imagination, ainsi que l’approche de l’enseignement religieux et de la lecture et écriture, furent notamment au centre des divergences entre la pédagogie montessorienne et le mouvement de l’Éducation nouvelle. Bien que ces divergences mettent en évidence la différence entre l’héritage philosophique de chacun de ces courants, une recherche plus approfondie s’impose sur chacun de ces sujets.

Language: French

DOI: 10.1080/13507486.2020.1765150

ISSN: 1350-7486

Article

The Spiritual Development of the Child: Keeping the Balance

Publication: NAMTA Journal, vol. 24, no. 2

Pages: 1–4

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Article

Children's Toys: To Entertain and Educate the Small Child, the Simplest Toys Are the Best

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Montessori Information Items, no. 5

Pages: 9-10

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Abstract/Notes: Published by Cleveland Montessori Association (Cleveland, Ohio). Reprinted from Jubilee (July 1956), p. 54-55.

Language: English

Article

The Montessori Apparatus: A Description of the Material and Apparatus Used in Teaching by the Montessori Method

Available from: HathiTrust

Publication: World's Work (London), vol. 19, no. 112

Pages: 384-398

Montessori materials, Montessori method of education

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Language: English

Article

✓ Peer Reviewed

Authentic Montessori: The Dottoressa's View at the End of Her Life Part I: The Environment

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 5, no. 1

Pages: 1-18

Classroom environments, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Prepared environment

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Abstract/Notes: Maria Montessori developed a form of education in the first half of the last century that came to be called by her surname, and research indicates it often has positive outcomes. In the years since its development, tens of thousands of schools worldwide have called their programs Montessori, yet implementations vary widely, leading to confusion about what Montessori education is. Although there are varied opinions, here we use Dr. Montessori’s books and transcribed lectures to describe the conclusions of her work at her life’s end. We term this final conclusion authentic in the sense of “done in the traditional or original way,” (the primary definition of the adjective in Oxford English Dictionary, 2019). We do not claim that the original is superior to variants; this is an issue for empirical science. Our overarching goal is to provide researchers, policy makers, administrators, teachers, and parents with a benchmark from which to measure and evaluate variations from the education method Dr. Montessori bequeathed at the end of her life. In the ongoing search for alternative educational methods, the time-honored and burgeoning Mon­tessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, tem­poral, and social features. An appendix to Part II summarizes the features. In the ongoing search for alternative educational methods, the time-honored and burgeoning Montessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, temporal, and social features. An appendix to Part II summarizes the features.

Language: English

DOI: 10.17161/jomr.v5i1.7716

ISSN: 2378-3923

Article

The Place of the Montessori Method in the English Educational System

Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 4, no. 4

Pages: 21-26

England, Europe, Great Britain, Northern Europe, Scotland, United Kingdom, Wales

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Language: English

Article

Through the Darkness to the Light: Hope for the World's Children

Available from: Association Montessori Internationale

Publication: AMI Journal (2013-), vol. 2020

Pages: 314-317

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Language: English

ISSN: 2215-1249, 2772-7319

Article

The Dialogue Between Nature and Supranature: Why the Adolescent Prepared Environment Needs to Be on the Land

Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2011, no. 1-2

Pages: 168–175

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Language: English

ISSN: 1877-539X

Article

Self-Construction, Construction, and Reconstruction The Child, The School, and The World

Publication: Tomorrow's Child, vol. 25, no. 2

Pages: 28

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Language: English

ISSN: 1071-6246

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