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Article
Basic Education and the Montessori Method [Gandhi's Wardha Scheme of Basic Education]
Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 1, no. 2/3
Date: Mar/Jun 1947
Pages: 44-49
Comparative education, Montessori method of education - Criticism, interpretation, etc., Wardha scheme of education - Criticism, interpretation, etc.
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Language: English
Article
Montessori Spotlight: Teacher Education Action Commission (TEAC) - Supporting Teacher Education Programs
Available from: ProQuest
Publication: Montessori Life, vol. 34, no. 2
Date: Summer 2022
Pages: 16-17
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Abstract/Notes: Debbie Sheehan, a TEAC Elementary representative, describes her experience: "TEAC provides teacher education program directors and instructors the opportunity to work with seasoned Montessori directors and instructors from various teacher education programs. Currently, AMS is piloting a training program for teacher education programs and their adult learners. Between meetings, members are expected to participate in work groups and subcommittees, review and recommend teacher education programs for affiliation, review and make recommendations for teacher education standards, and serve as ambassadors for the larger teacher education community.
Language: English
ISSN: 1054-0040
Article
NCME Welcomes Two New Teacher Education Programs [Saint Louis Center/Montessori Education; Maine Montessori Institute]
Publication: The National Montessori Reporter, vol. 25, no. 4
Date: 2001
Pages: 35
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Language: English
Book Section
Peace Education: Education and Peace
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 91-95
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Peace education
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Abstract/Notes: This chapter examines Maria Montessori’s text, Education and Peace (1972) which was first published in 1949 in Italian. The text is a series of speeches she gave throughout Europe during the Interwar period of 1932-1939 and is divided into three parts. Part I is an introduction to Montessori’s vision for peace education. Part II collects the lectures from the Sixth International Montessori Congress in Copenhagen, 1937. Part III focuses on the lecture, “The Importance of Education in Bringing about Peace,” from an address to the International School of Philosophy in Amersfoort, 1937. The final section contains Montessori’s “Address to the World Fellowship of Faiths” in London, 1939. Montessori’s works assume a worldview where peace is the most natural state of consciousness and express her belief that humans can concretely address the fact that humanity seems to be devolving into greater forms of violence instead of advancing toward peace.
Language: English
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks
Master's Thesis (M.A.)
"All Education but No Schooling": Education Reform in Charlotte Perkins Gilman's Herland
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: When critics consider utopian literature, they often claim that the utopian imagination is limited in its ability to provide practical instruction for societal reform. In Archaeologies of the Future, Fredric Jameson extends this critique by arguing that the utopian imagination only exists “to demonstrate and to dramatize our incapacity to imagine the future” (288-289). By returning to an early twentieth century utopian novel, Charlotte Perkins Gilman’s Herland (1915), we can put pressure on Jameson’s ideas about the ultimate function of the utopian imagination. By analyzing the education system in Herland, we are able to see how Gilman integrated the contemporary educational philosophy of John Dewey and methods of Maria Montessori to provide an intellectual and institutional foundation for her utopian education system. Therefore, Gilman provides a set of ‘instructions’ to suggest how we might reform current methods of education to fit within her utopian vision. Gilman’s Herland allows us to see how a highly imaginative utopian text can promote social change to build a ‘better’ future.
Language: English
Published: Carbondale, Illinois, 2016
Book
Peace 101: The Introduction of Education for Peace as a Mandatory Subject of the Montessori Teacher Education Curriculum
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Language: English
Published: [S.I.]: Nienhuis Montessori USA, 1992
Master's Thesis (Action Research Report)
Effects of Peace Education and Grace and Courtesy Education on Social Problem-Solving Skills and Social Awareness
Available from: St. Catherine University
Action research, Grace and courtesy, Montessori method of education, Peace education
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Abstract/Notes: This action research studied the impact of peace education and portions of the Positive Discipline curriculum in a three-six primary Montessori classroom. During five weeks of implementing the research, sixteen students participated in class meetings for twenty minutes a day. The peace table activities and wheel of choice lessons were conducted individually and as a whole class. The peace table activities included a set of mini dishes on a tray, a rain stick, and a peace rose. The wheel of choice consisted of pictures and words of examples of what students could choose to help them solve problems. A few examples are count to ten, apologize, ask for help, and write your name on the agenda. Implementing the presentations into the classroom environment became a work for the students to use if needed and did not occur daily. As a work choice, the previous activities were available on tables and children were allowed to choose the work as many times as they felt was necessary. The research began with baseline data collection through SWIS (School Wide Information System) referral records, student interviews, and student surveys. Sources of data obtained during the study included interviews, surveys, observation tally sheets, and a field journal. The results presented an increase in social awareness and problem-solving skills through the class meetings. Students began acknowledging problems and brainstorming solutions. Class meetings will continue daily to extend the positive problem-solving capabilities and mindfulness students developed in their classroom community.
Language: English
Published: St. Paul, Minnesota, 2016
Article
The Learning Abilities of the Young Child: Arguments in Favour of Day-Care, Pre-School Education and Parent Education
Publication: Montessori Quarterly, vol. 25
Date: 1986
Pages: 2–13
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Language: English
Bachelor's Thesis
Mediakasvatus montessoripedagogisessa varhaiskasvatuksessa / Media education in Montessori pedagogical early childhood education
Available from: Theseus (Finland)
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Abstract/Notes: The aim of the thesis was to map what media education is like in Montessori-pedagogical early childhood education. The purpose was to examine how Montessori pedagogy developed more than a hundred years ago meets children's digitized growth environment and media culture. The research was qualitative. The theoretical basis of the work was research on children's media use and media education, the national foundations of the early childhood education plan and the principles of Montessori pedagogy. The data collection method was a semi-structured thematic interview. The interviewees were six early childhood education teachers who worked in Montessori kindergartens for 3-6 year olds in the capital region. The transcribed material was analyzed using theory-driven content analysis. In the research questions, I clarified the Montessori educators' views on media education and its challenges, as well as the special features of Montessori pedagogical media education. In addition, it was mapped how different media content and information and communication technology were utilized in the pedagogical practices of Montessori kindergartens. The key result was that the Montessori educators had a positive attitude towards media education and were more aware than before, but there was also a need for development. The goals of teaching media literacy and information and communication technology skills were seen to be the child's inclusion, supporting agency and equality. Media education aimed to strengthen children's active media skills, i.e. children's own production and expression. A critical attitude towards media devices and content was also considered important. Learning in Montessori pedagogy is based on the concreteness and sensibility of Montessori tools, which is still seen as a working method. Therefore, supplementing the prepared learning environment with technology should be done pedagogically. On the other hand, the child-oriented nature of Montessori pedagogy, the learning of phenomena, and the effort to help the child function in their own everyday life create a good starting point for reforming Montessori pedagogy as needed with media education tools, applications, and content. Awareness of media education and supporting technical skills are ways, which strengthen the position of media education in Montessori pedagogical early childhood education.
Language: Finnish
Published: Helsinki, Finland, 2019
Article
Early Education in Houston, Texas [Miss Lucy's Early Childhood Education Center]
Publication: Montessori Observer, vol. 5, no. 7
Date: Oct 1984
Pages: 3
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Language: English
ISSN: 0889-5643