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93 results

Doctoral Dissertation

Per un'educazione al pensiero complesso Metodo Montessori e Philosophy for Children: connessioni e sconfinamenti

Available from: AMS Dottorato - Institutional Theses Repository (University of Bologna Digital Library)

Comparative education, Montessori method of education, Philosophy for Children

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Abstract/Notes: La presente ricerca, di impianto teorico, si prefigge lo scopo di indagare - all’interno della cornice teorica del problematicismo pedagogico - le connessioni tra due proposte educative che concorrono alla promozione dell’esercizio del pensiero complesso già nell’infanzia: il Metodo elaborato da Maria Montessori e la Philosophy for Children sviluppata da Matthew Lipman. Attingendo alla bibliografia scientifica di riferimento, sia nazionale sia internazionale, e a partire dalle connessioni individuate, si arrischiano sconfinamenti in saperi altri: sostando in ambiti di ricerche, apparentemente lontani, vengono interrogate le teorie dell’apprendimento, i rapporti con le tecnologie, fino al confronto con le interessanti conferme che emergono dalle recenti ricerche neuroscientifiche. La scelta dell’oggetto della ricerca nasce da una riflessione relativa all’emergere di fenomeni di negazione dell’infanzia e dei suoi diritti; ra gli altri, il diritto al pensiero. Sembra necessario richiamare alla responsabilità di accompagnare l’infanzia sulle strade della complessità nella cittadinanza GLocale. In questa direzione, le proposte educative prese in esame sembrano offrire, a partire dall’infanzia, modalità diversificate e divergenti delle esperienze di conoscere, sentire, comunicare alle quali poter attingere come bambini e bambine e nelle successive età della vita. Con il presente lavoro di ricerca, che mi ha vista impegnata in diverse forme per tre ricchi e intensi anni, ho tentato di mettere al centro della riflessione l’esercizio del pensiero che emerge come imprescindibile responsabilità educativa a cui i dispositivi propri del Metodo Montessori e della Philosophy for Children possono contribuire a corrispondere. [The research undertaken for this doctoral thesis - within the theoretical framework of pedagogical problematicism - explores the connections between two educational proposals that contribute to the promotion of the exercise of complex thought already since childhood: the Method elaborated by Maria Montessori and the Philosophy for Children developed by Matthew Lipman. With reference to the scientific bibliography, both national and international, this work matches Learning Theories, Studies on New Technologies and Practices in Education, comparing it with the interesting discoveries that emerge from recent neuroscientific research. It seems necessary to recall the responsibility of accompanying childhood on the roads of complexity in GLocal citizenship and, so, to offer children the tools and times for developing the capacity to think critically, to reason around events, and to undertake constructive relations with the environment and with others. With the present research, which has engaged me in different forms for three richly intense years, I have tried to centre my analysis on the exercise of thought as an indispensable educational responsibility to which the devices of the Montessori Method and of the Philosophy for Children can contribute.]

Language: Italian

Published: Bologna, Italy, 2018

Article

The Lonely Prophet: The Origins and Development of Maria Montessori's Peace Philosophy

Publication: M: The Magazine for Montessori Families

Pages: 9–11

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

Language: English

Book

Twenty-Seven Major Elements in Dr. Maria Montessori's Philosophy and Practice

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Language: English

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

Article

✓ Peer Reviewed

On Ki Hadjar Dewantara’s Philosophy of Education

Available from: Universitetsbiblioteket OsloMet

Publication: Nordic Journal of Comparative and International Education (NJCIE), vol. 5, no. 2

Pages: 65-78

Asia, Australasia, Indonesia, Ki Hajar Dewantara - Philosophy, Maria Montessori - Philosophy, Southeast Asia, Taman Siswa

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Abstract/Notes: This comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are "pendidikan karakter" (character education) and "merdeka belajar" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia's current approach to education to find the similarities and differences of purpose relative to Dewantara's views of education. In this article, I argue that Dewantara's philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation.

Language: English

DOI: 10.7577/njcie.4156

ISSN: 2535-4051

Article

✓ Peer Reviewed

Outdoor Education in Maria Montessori’s Philosophy: A Chance for Inclusion?

Available from: Pensa Multimedia

Publication: Formazione and Insegnamento. Rivista internazionale di Scienze dell'educazione e della formazione, vol. 18, no. 3

Pages: 223-229

Children with disabilities, Inclusive education, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: In this paper, we are going to present some of the revolutionary and brilliant proposals of Maria Montessori’s educational approach, which, through its innovative use of space and movement still offers solutions to problems in our day and age. Montessori’s ideas are explained in relation to environmental education in the context of child-nature interaction as well as the practices applied within the framework of these ideas; they are also essential to facilitate educational inclusion, as they promote a sensory based and a child centered learning approach.

Language: English

DOI: 10.7346/-fei-XVIII-03-20_18

ISSN: 2279-7505

Article

Court Order, Montessori Philosophy May Clash in St. Louis [Missouri]

Publication: Public School Montessorian, vol. 1, no. 2

Pages: 16

Public Montessori

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Language: English

ISSN: 1071-6246

Article

[Letter to the Editor–Philosophy of Ayn Rand]

Publication: Montessori Matters

Pages: 12

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Language: English

Article

New Developments in Neuroscience Supports [sic.] Montessori Under Three Philosophy

Publication: Montessori NewZ, vol. 20

Pages: 7

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Language: English

Article

Dalai Lama's Visit Reinforces Connections with Montessori Philosophy

Publication: Montessori NewZ, vol. 47

Pages: 10–11

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Abstract/Notes: Montessori Children's House, Wellington; Wa Ora Montessori School

Language: English

Article

Applying Montessori Philosophy for Parents of 0-3 Years

Publication: Montessori NewZ, vol. 21

Pages: 4

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Abstract/Notes: Excerpt from The Joyful Child (Michael Olaf's Essential Montessori for ages 0-3)

Language: English

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