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1670 results

Article

Maria Montessori a L'UNESCO: La Plus Pacifique des Révolutionnaires [Maria Montessori at UNESCO: The Most Peaceful of Revolutionaries]

Available from: UNESDOC Digital Library

Publication: Le Courrier de l'UNESCO, vol. 2, no. 12

Pages: 4

Europe, Peace education, United Nations Educational, Scientific and Cultural Organization (UNESCO)

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Language: French

ISSN: 0304-3118, 1564-0574

Article

✓ Peer Reviewed

La Rete di Maria Montessori in Svizzera [The Maria Montessori Network in Switzerland]

Available from: SUPSI

Publication: Annali di Storia dell'Educazione e delle Istituzioni Scolastiche, vol. 25

Pages: 163-180

Europe, Montessori method of education, Montessori movement, Montessori organizations - Switzerland, Switzerland, Western Europe

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Abstract/Notes: The penetration of Maria Montessori’s ideas in Switzerland is a typical case of a pedagogical transfer process. Since 1908, when the kindergarten inspector of Canton Ticino (italianspeaking Switzerland) Teresa Bontempi came in direct contact with Maria Montessori, there was a Montessori-network based on Ticino’s kindergarten system and on the Società Umanitaria (a socialist philanthropic foundation which organised the first Montessori-kindergartens in Milan). Teresa Bontempi’s early contacts with the Società Umanitaria made possible the introduction of Montessori’s method in all kindergartens in Ticino, and allowed the Umanitaria to have a good training for its kindergarten-teachers (trained by Teresa Bontempi herself). In 1913 the Institut Jean-Jacques Rousseau (Geneva) joined the network. People moved then between different parts of the network, e.g. from the Institut Jean-Jacques Rousseau to Teresa Bontempi’s courses in Bellinzona (Ticino), or from Ticino to the Umanitaria’s kindergartens in Italy. The network extended its influence also to german-speaking Switzerland. Maria Montessori herself was in direct contact with the network; in different moments, however, her attitude towards it changed deeply. In a first time, for example, she considered Teresa Bontempi a trustful partner for the penetration of her ideas in Switzerland; later she considered her a concurrent and blamed her for not using with fidelity the Montessori method. In 1932 Maria Montessori visited Switzerland for several public lessons, totally neglecting her consolidated local network. In the same year she founded, with the help of other, more orthodox but not locally anchored people, the Swiss Montessori Association. The Montessori method, after having a big number of followers, was soon marginalized and never regained the importance it had in the period from 1908 to 1931.

Language: English

ISSN: 1723-9672, 2612-6559

Article

Ehrung von Maria Montessori in Zürich [Maria Montessori Honored in Zurch]

Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 33, no. 1

Pages: 38

Europe, Switzerland, Western Europe

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Language: German

ISSN: 0944-2537

Book Section

Maria Montessori en Inde: Adoption et Adaptation d’une Méthode Pédagogique [Maria Montessori in India: Adoption and Adaptation of a Pedagogic Method]

Available from: OpenEdition Books

Book Title: L’Inde et l’Italie: Rencontres intellectuelles, politiques et artistiques [India and Italy: Intellectual, political and artistic encounters]

Pages: 245-285

Asia, India, South Asia

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Abstract/Notes: In this article I focus on the impact of the Maria Montessori’s pedagogical method during the years of her work in South Asia (1939-1946; 1947-1949). The genesis of this research started in the late 1980s during the years of my fieldwork in Madras (today Chennai), when I was amazed to find a large number of “Montessori” schools in that city. Certainly, they were many more than in Italy, and in Rome itself, where Maria Montessori founded the first “House of Children” on the 6th January 1907. Thus, out of mere curiosity I started to enquire about the reasons of such “implantation”. Soon I came to know that Maria Montessori (1870-1952) and her son, Mario Montesano Montessori (1898-1982), from 1939 till 1949, spent almost ten years in India, Pakistan, and Sri Lanka. In all those countries they collaborated and interacted with local pedagogists, by also training hundreds of children and more than thousand students and teachers to the homonimous “Montessori” pedagogical method. India, after Italy, was also the country where Maria Montessori spent the longest period of her life. After relating to the major events of her personal life as well as her scientific and social engagements as psychiatrist, pedagogist, outspoken feminist and antifascist, I deal here with the adoption and adaptation of her pedagogical method in South Asia. Finally, I tackle the influence of the local educational systems and cultural practices on Maria Montessori herself and on her own method’s further development. Due to such a synergic encouter and interaction, today India is one of the most dynamic and prestigeous international centers for the “Montessori” pedagogical method teachers’ training.,Dans cet article, j’étudie en particulier l’impact de la méthode pédagogique de Maria Montessori durant ses années en Asie du Sud (1939-1946, 1947-1949). La genèse de cette recherche a débuté à la fin des années 1980, quand j’ai été étonnée de trouver à Madras (Chennai) un si grand nombre d’écoles Montessori au cours de mon long terrain dans cette ville. Certes, elles étaient beaucoup plus nombreuses que celles présentes en Italie, et plus qu’à Rome même, où Maria Montessori fonda la première Maison des Enfants le 6 janvier 1907. Ainsi, par simple curiosité, je commençai à m’enquérir des raisons d’une telle « implantation ». Bientôt, j’ai réalisé que Maria Montessori (1870-1952) et son fils, Mario Montesano Montessori (1898-1982), avaient de 1939 à 1949, séjourné près de dix ans en Inde, au Pakistan et au Sri Lanka. Dans tous ces pays, ils ont collaboré et interagi avec les pédagogues locaux, en formant également des centaines d’enfants et plus de mille élèves et enseignants à la méthode pédagogique « Montessori ». L’Inde, après l’Italie, était aussi le pays où Maria Montessori a passé la plus longue période de sa vie. Après avoir évoqué les grands événements de sa vie personnelle ainsi que ses engagements scientifiques et sociaux en tant que psychiatre, pédagogue, féministe et antifasciste, je traite ici de l’adoption et de l’adaptation de sa méthode pédagogique en Asie du Sud. Enfin, j’analyse l’influence des systèmes éducatifs locaux et des pratiques culturelles sur Maria Montessori elle-même et sur le développement ultérieur de sa propre méthode. Grâce à cette rencontre et à cette interaction synergiques, l’Inde est aujourd’hui l’un des centres internationaux les plus dynamiques et les plus prestigieux pratiquant la méthode pédagogique Montessori.

Language: French

Published: Paris, France: OpenEdition Books, 2018

ISBN: 978-2-7132-3154-4

Series: Purushartha

Article

La riforma educativa di Maria Montessori [The educational reform of Maria Montessori]

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 37, no. 11-12

Pages: 3

Educational change, Maria Montessori - Philosophy, Marziola Pignatari - Writings, Montessori method of education - Criticism, interpretation, etc.

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Language: Italian

ISSN: 0042-7241

Doctoral Dissertation

Das freie Spiel Emmi Pikler und Maria Montessori im Vergleich [The Free Play Emmi Pikler and Maria Montessori in Comparison]

Emmi Pikler - Biographic sources, Maria Montessori - Biographic sources

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Abstract/Notes: Dieses Buch beinhaltet eine wissenschaftliche Auseinandersetzung der Reformpädagogik Emmi Piklers und Maria Montessoris im Bereich des freien Spiels. Ziel der Untersuchung ist es, die von Emmi Pikler und Maria Montessori entwickelten Richtlinien einer optimalen Erziehung darzustellen, miteinander zu vergleichen und anhand wissenschaftlicher Untersuchungen zu beurteilen. Die grundlegende Frage ist, auf welche Details Eltern und Erzieher im kindlichen freien Spiel achten müssen, um eine ideale Entwicklung des Kindes ermöglichen zu können und welche Vorteile eine solche Erziehung für das Kind bringen kann. Anhand der Methode einer Inhaltsanalyse wird versucht, die entsprechenden Konzepte zur Darstellung der pädagogischen Annahmen einzubringen. Desweiteren wird über die Parallelen und Unterschiede in den erzieherischen Theorien Piklers und Montessoris diskutiert. Bei jenen Annahmen, in denen Pikler und Montessori differenzierte Ansichten vertreten, sollen wissenschaftliche Untersuchungen zeigen, welche Theorie tatsächlich im Interesse des Kindes ist. Anhand mehrerer empirischen Studien werden die Konzepte der beiden Pädagoginnen verglichen und beurteilt. Anhand eines Literaturreviews werden die sechs Studien und ihre Forschungsergebnisse zusammengefasst. Der Leser erhält dadurch einen Überblick über Art und Vorgehensweise der Untersuchung was die Interpretation der Ergebnisse nachvollziehbar macht. Weiter bietet das Buch einen Überblick über Gestaltung und Organisation von Pikler- beziehungsweise Montessorispielgruppen, das freie Spiel aus Entwicklungspsychologischer Sicht und biographischen Angaben der beiden Reformpädagoginnen. [This book contains a scientific examination of Emmi Pikler's and Maria Montessori's reform pedagogy in the area of ​​free play. The aim of the study is to present the guidelines for optimal upbringing developed by Emmi Pikler and Maria Montessori, to compare them and to assess them on the basis of scientific studies. The basic question is which details parents and educators have to pay attention to in children's free play in order to enable ideal development of the child and what advantages such an upbringing can bring to the child. Using the method of content analysis, an attempt is made to introduce the appropriate concepts for the presentation of the pedagogical assumptions. Furthermore, the parallels and differences in the educational theories of Pikler and Montessori are discussed. In the case of those assumptions in which Pikler and Montessori represent differentiated views, scientific studies should show which theory is actually in the interest of the child. Based on several empirical studies, the concepts of the two teachers are compared and evaluated. The six studies and their research results are summarized using a literature review. This gives the reader an overview of the type and procedure of the investigation, which makes the interpretation of the results comprehensible. The book also offers an overview of the design and organization of Pikler and Montessori play groups, free play from a developmental psychological point of view and biographical information from the two reform educators.]

Language: German

Published: Salzburg, Austria, 2008

Article

Il pensiero e l'opera di Maria Montessori nell'educazione dell'infanzia [The thought and work of Maria Montessori in childhood education]

Publication: Problemi d'Oggi (Centro Psico-Pedagogico Didattico, Bologna) [Problems of Today (Educational Psycho-Pedagogical Center, Bologna)], vol. 20, no. 9

Pages: 24-27

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Language: Italian

Book

Roma 1907: La Prima Casa dei Bambini di Maria Montessori / The First Children's House of Maria Montessori

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Abstract/Notes: Discusses the first "Casa dei Bambini" located on Via dei Marsi in Rome.

Language: English, Italian

Published: Rome, Italy: Opera Nazionale Montessori, 2006

Article

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Maria Montessori va in America. Una Rilettura Pedagogica di un Episodio di Incontro-Scontro tra Attivismo Pedagogico Italiano e Progressive Education Americana / Maria Montessori goes to America: A Pedagogical Reflection of an Encounter-Clash Between Italian Activism Movement and American Progressive Education

Available from: Formazione, Lavoro, Persona

Publication: Formazione, Lavoro, Persona, vol. 10 (Anno 4)

Pages: 1-10

Americas, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, Progressive education, United States of America

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Abstract/Notes: The complex history of Montessori’s Method spreading in the United States was signed by some misunderstandings connected with the reform of the american education system. The Method wasn’t understood in its specificity, but it appeared, in the same time, an alternative or an application of the tradition of Froebel’s Kindergarten. In those years the American pedagogical reflection tried to create an alternative to the continental tradition. For this reason the Progressive Education critized Montessori (i.e. Kilpatrick) for her spiritual and metaphysical premises but this movement couldn’t realize this project and it was inevitably connected with the tradition of European Activism.

Language: Italian

ISSN: 2039-4039

Article

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Il ritorno di Maria Montessori in Italia nel secondo dopoguerra: 1946-1952. Incontri, progetti, corsi di formazione / The return of Maria Montessori to Italy after World War II: 1946-1952. Meetings, projects, training courses

Available from: Hemeroteca Científica Catalana

Publication: Educació i Història: Revista d'Història de l'Educació, no. 40

Pages: 249-273

Maria Montessori - Biographic sources, Montessori method of education - History

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Abstract/Notes: This contribution aims to reconstruct the network of national and international relations which contributed to the return of Maria Montessori to Italy in May 1947 and to the establishment of a Centro di Studi Pedagogici in order to create the conditions for a permanent residence of the scientist in her country. The reconstitution of the Opera Nazionale Montessori and the activities of its president Maria de Unterrichter Jervolino in collaboration with leading personalities of Italian political and cultural life and with the ‘historical’ students of Montessori are placed in this context. / Aquesta contribució pretén reconstruir la xarxa de relacions nacionals i internacionals que van contribuir al retorn de Maria Montessori a Itàlia el maig de 1947 i a la creació del Centro di Studi Pedagogici per tal de crear les condicions per a una residència permanent de la científica al seu país. La reconstitució de l’Opera Nazionale Montessori i les activitats de la seva presidenta Maria de Unterrichter Jervolino en col·laboració amb personalitats destacades de la vida política i cultural italiana i amb els estudiants ‘històrics’ de Montessori se situen en aquest context. / Esta contribución tiene como objetivo reconstruir la red de relaciones nacionales e internacionales que contribuyó al regreso de Maria Montessori a Italia en mayo de 1947 y al establecimiento del Centro di Studi Pedagogici con el fin de crear las condiciones para una residencia estable de la científica en su país. En este contexto se sitúan la reconstitución de la Opera Nazionale Montessori y las actividades de su presidenta Maria de Unterrichter Jervolino en colaboración con destacadas personalidades de la vida política y cultural italiana y con las alumnas ‘históricas’ de Montessori.

Language: Italian

DOI: 10.2436/e&h.v0i40.150357

ISSN: 2013-9632, 1134-0258

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