Auszug aus dem Schlusswort des Kongresspräsidenten [From the closing address of the chairman of the congress / Extrait de l'allocution finale du président de congrès]
Why Should Mathematics Seem Difficult, and What Can We Do About It? [Paper presented at the 12th International Montessori Congress, Bad Godesberg, Germany, August 22-27, 1960]
Das Lösen mathematischer Aufgaben in gestaltpsychologischer Sient [La solution des problemes mathematiques dans la perspective de la psychologie gestaltiste / The solution of mathematical problems from the point of view of Gestalt psychology]
Abstract/Notes: The article presents the state of geographic education in Manila, Philippines by examining the types of approaches in teaching geography in public, private and Montessori schools. As part of the social studies programme in Grade IV elementary education, the types of approaches to teaching geography are examined for their effectiveness and relevance to teaching geographic concepts. Two curricular programmes were considered in the assessment of the importance of using the right kind of instructional materials in learning geographic concepts in elementary education. These programmes are (a) the basic education curriculum (BEC) that is prescribed by the Department of Education and (b) the curriculum followed by the Montessori education philosophy. Initial findings indicate that there was a significant difference in the achievement scores of Old Balara Elementary School (public) and Seed Montessori with that of Roosevelt Elementary School (private). While achievement scores were higher when instructional materials were readily available to students, this does not necessarily mean that the availability of instructional materials by itself is the key in the attainment of high scores. The content must be anchored on the local setting where students have their immediate experience in order for achievement scores to improve. This study provides a tentative first look at the implications of curriculum and instructional material for educators, school authorities and government policymakers in strengthening and reorienting geographic education under the social studies programme in the Philippine context.
Abstract/Notes: In our brief historical outline of educational conditions in Italy, we have seen that by far the greatest efforts over the past fifty years have been devoted to clarifying the theoretical issues of educational problems. We have been examining philosophical Systems that pretended to afford an unshakeable foundation to educational theory and to answer every problem raised by educational practice. They have been scrutinized and found wanting. The new Government Syllabus (1955) for the Italian elementary schools is thoroughly Catholic in spirit, humanistic in content and progressive in method. The author of the present paper feels, however, that too much theorizing is still blinding Italian educators. The canker of Transcendental Idealism is still gnawing at the efforts of all too many, also Catholic, thinkers. The “active schools” need renewed fervour, cogent Stimulation, and enlightened Inspiration from an integral Catholic philosophy of life. We must stop philosophizing and get down to realizing: experimentation and co-operative effort are badly needed, not less than clear ideas. Not words but deeds! Idealism had thought of itself being the all-inclusive answer to every problem. We must repeat Hamlet's word to the die-hard Idealist: “There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy”.
Abstract/Notes: This paper focuses on the application of knowledge based systems for child performance analysis in an online Montessori module. Using knowledge based techniques, the system generates an automatic analysis based on the teacher's answers to a variety of questions about a child's performance of a specific Montessori activity. The questions were created through a study of the criteria used to assess the level of a child's performance and achievement. This prototype is designed as a proof-of-concept, to show how the knowledge base technique could be applied. To design the prototype, we conducted literature reviews on the delivery of Montessori methods and the knowledge base technique, and compared rule -based and case -based reasoning. We selected rule-based reasoning for the concept prototype since it is suitable for Montessori activities which are well defined and easy to acquire.
Abstract/Notes: The history of pre-education is quite recent. In fact, in order for this education to start, it was necessary to wait for the formal education to spread to the whole society. Pre-school education, which emerged and designed to meet the needs of post-industrial societies, gave importance to the cognitive, affective and psychomotor development of students. Especially the educational needs of post-war societies also required pre-school education. In this context, three different approaches to pre-school education have emerged. The common point of these approaches is that they adopt a democratic education model and reject the authoritarian teacher role in the traditional education model. Thus, a reflection of humanity’s democratization adventure in the modern age has also shown itself in education models.
Abstract/Notes: Early Childhood and Care Education (ECCE) has attracted global focus as governments of members of United Nations (UN) strive to meet target 4.2 of the Sustainable Development Goals (SDGs), to ensure that all girls and boys have equal access to quality care and preprimary education by 2030. ECCE specialists and stakeholders in Nigeria are involved in various ways, including the organization of workshops for caregivers and teachers to meet the target. In this paper, we present the perceptions of trainees on their learning experiences in a 3-day workshop organized for caregivers/teachers, focusing on child-centered approaches/methodologies in early years. Using a descriptive survey design, all the trainees rated the extent they learnt the methodologies in a Likert-questionnaire. The results suggested that the trainees’ perceptions on the learning of all the methodologies were positive and were neither influenced by their teaching experiences nor their age. Furthermore, their positive perceptions were highest for the following approaches/methodologies: Using circle time; Developing children’s physical domain; Making children learn through play; and Developing children’s cognitive domain. Moreover, their perceptions were lowest for the following: Developing practical ideas for including communities/parents in the classroom; Principles of Montessori approach; Preparing assessment report in early years. Based on the result of this study, we concluded that the workshop enhanced the competence and confidence of the trainees to render care and teach in their schools and made recommendations for sustaining the gains.
Abstract/Notes: Traces the life and career of Dr Maria Montessori, a great humanist, a profound thinker and a leading educationist. Presents an overview of the Montessori system with reference to the aims, princ...
Language: English
ISSN: 0041-1728
Article
Les idées de la Doctoresse Montessori sur l'enseignement secondaire: conditions de mise en oeuvre [The ideas of Doctor Montessori on secondary education: conditions of implementation]
