Language: German

Language: English

Abstract/Notes: Nel panorama pedagogico italiano del XX secolo Maria Montessori è stata tra le figure femminili più interessanti. Ha interpretato con cura e perspicacia la figura del bambino, chiarendo il ruolo significativo che l’ambiente riveste nella sua formazione cognitiva ed emotiva e della sua mente “assorbente”. Punto di partenza dei suoi studi è stato Il metodo della pedagogia scientifica (1909), da cui è emerso in maniera evidente che la scienza doveva studiare il processo di formazione della personalità del bambino nella sua interazione sociale. La Montessori, ha rivendicato i diritti dell’infanzia di fronte al mondo degli adulti, evidenziando l’antico errore, dal punto di vista psicologico ed educativo, di far assumere al bambino atteggiamenti e abiti mentali che non siano conformi alla sua natura di bambino. A tal scopo, la studiosa organizzò il suo l’ambiente educativo, cioè la scuola dell’infanzia, come un luogo ideale in cui il bambino, in piena libertà di azione e opportunamente stimolato, potesse fare le sue esperienze formative. Una rilettura del pensiero di Maria Montessori ha reso possibile alcuni riscontri con problematiche pedagogiche attuali che hanno avuto riflessi nella Pedagogia contemporanea, per esempio, il rapporto tra ambiente e educazione, l’organizzazione del processo di insegnamento-apprendimento, l’uso di procedure, di tecniche e di materiali relativi ad un intervento pedagogico vero e proprio. [In the Italian pedagogical panorama of the twentieth century, Maria Montessori was among the most interesting female figures. She has interpreted the figure of the child with care and insight, clarifying the significant role that the environment plays in her cognitive and emotional formation and in her "absorbing" mind. The starting point of her studies was The Method of Scientific Pedagogy (1909), from which it emerged clearly that science had to study the process of formation of the child's personality in its social interaction. Montessori claimed the rights of childhood in front of the adult world, highlighting the ancient error, from a psychological and educational point of view, of making the child assume attitudes and mental habits that do not conform to her child's nature. For this purpose, the scholar organized her educational environment, that is the kindergarten, as an ideal place where the child, in full freedom of action and appropriately stimulated, could have his educational experiences. A re-reading of Maria Montessori's thought has made possible some feedbacks with current pedagogical problems that have had repercussions in contemporary Pedagogy, for example, the relationship between environment and education, the organization of the teaching-learning process, the use of procedures, of techniques and materials related to a real pedagogical intervention.]

Language: Spanish

DOI: 10.14516/fde.2015.013.018.002

ISSN: 1698-7802

Language: Spanish

Language: English

ISSN: 1054-0040

Abstract/Notes: The foundation of the pedagogy elaborated by Maria Montessori is the development of children's personality based on their interest, activity, individual characteristics and developmental rhythm. Its main compo-nents are: the child with his/her freedom of action, motion and choice, the educator as the child's helpmate, and the consciously designed and furnished environment. Montessori's pedagogical concept is all-com-prehensive and global, that is why it can be applied in the most varied cultures and religions. She promoted the individual thinking and deci-sion making of the educators in order to implement her accepted prin-ciples in their own pedagogy and not just expect the method to have its innovative effect. All her life she fought against the interpretation of her theory as being simply an educational method. The article presents the life of Maria Montessori, her pedagogy and her concept on religion and religious education. In the study the author examines some of Maria Montessori's universal and religious pedagogical principles (individual action, activity, the principle of freedom, the psychological principle, the social principle, moral education etc.).

Language: Hungarian

Abstract/Notes: The article focuses on the first part of the atypical path of Helene Lubienska de Lenval (1895-1972), an educationalist without formal qualifications: from her early collaboration and breake with Maria Montessori, to a personal interpretation and integration of the Montessori method, which she would later pass on to thousands of French teachers through her many different contributions. The A. goes beyond the apparent simplicity of Lubienska’s practice by analyzing the wealth of her contributions – which were inspired, among other things, by the Christian liturgy. The article explores the reasons for the lack of recognition during her life, despite her dense and diversified literary output and her novel pedagogical approach.

Language: French

ISSN: 1971-1093, 1971-1131

Abstract/Notes: Se aproxima a la obra de Maria Montessori (1870-1952) con el objeto de comprender su obra médico-educativa, no sólo en sentido histórico sino conociendo la presencia de la misma en los diferentes campos de la ciencia en la actualidad. Las técnicas bibliométricas que nos permiten análisis de datos muy detallados, en la actualidad, han servido para rastrear la presencia de la misma, desde 1950 hasta la actualidad.

Language: English, Spanish

Published: Málaga, Spain, 2012

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Language: Italian

ISSN: 0042-7241