Abstract/Notes: Az iskolai tanulás eredményességét nemcsak a kognitív képességek, hanem az egyén motivációs háttere is meghatározza. Az intrinzik, a belső motiváció a megismerő tevékenység egyik energiaforrása, s feltétele a tartós, perspektivikus tanulási magatartás kialakulásának. A szerző azokat a tényezőket tárja fel, melyek előnyösen befolyásolják a tanulók intrinzik motivációjának fenntartását, s bemutatja ennek gyakorlati megvalósulását a Montessori-szemléletű nevelési-oktatási rendszerben. [The effectiveness of school learning is determined not only by cognitive abilities but also by the motivational background of the individual. Intrinsic, intrinsic motivation is one of the energy sources of cognitive activity and a condition for the development of lasting, perspective learning behavior. The author explores the factors that have a beneficial effect on maintaining the intrinsic motivation of students and presents its practical implementation in the Montessori-based education system.]

Language: Hungarian

ISSN: 1215-1807, 1788-2400

Abstract/Notes: This speech was delivered on September 27, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1959

Language: English

ISSN: 2657-3229

Abstract/Notes: The essential features of musical training according to M. Montessori in Lithuanian preschools have been analysed in the work. The work is revealing the essential features of musical training, their importance in the children's musical development. 72 teachers, working in Lithuanian Montessori preschools participated in the research work...

Language: Lithuanian

ISSN: 1392-0340

Language: Spanish

ISSN: 2766-7936, 2766-7944

Language: Korean

ISSN: 1226-9417

Abstract/Notes: Eines der wichtigsten Ziele der Montessori-Pädagogik besteht darin, die Fähigkeit zur Konzentration zu fördern. Diesem Ziel dient vor allem auch das „Gehen auf der Linie“, eine der bekanntesten Übungen nach Montessori und verschiedene Stilleübungen. Die Autorin beschreibt zum einen auf eine klare und praxistaugliche Weise deren Ablauf und zeigt, wie man sie am besten einführt; zum anderen erläutert sie aber auch eingehend den Sinn der Übungen, ihre Bedeutung für die kindliche Entwicklung und ihre Einbettung in den Gesamtzusammenhang der Pädagogik Montessoris. [One of the most important goals of Montessori pedagogy is to promote the ability to concentrate. Above all, “walking on the line”, one of the most well-known exercises according to Montessori, and various stillness exercises serve this purpose. On the one hand, the author describes their process in a clear and practical way and shows how best to introduce them; on the other hand, she also explains in detail the meaning of the exercises, their importance for the child's development and their embedding in the overall context of Montessori's pedagogy.]

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2018

ISBN: 978-3-451-81249-1

Series: Montessori-Praxis (Herder)

Abstract/Notes: Montessori is one of the most fascinating and controversial pedagogues of all time. On the one hand, the naturalists reproached her for the rigidity and artificiality of her method, as well as her rejection of productive imagination and fantasy. On the other hand, progressive educators reproached the individualist and prescriptive character of her method. The modernists reproached her for her religiosity. Some criticized her for accelerating learning or for not respecting the freedom of the child, others for the contrary. Christians branded her a secularist, positivist, naturalist, and theosophist, while theosophists defined her as Catholic. These paradoxical criticisms are due, among other reasons, to the context of the antimodernist frenzy in which she developed her method, to her network of friends in Freemason circles, to the numerous nuances of her method, to her resistance to fitting in with existing educational currents, to the instrumentalization of her method by third party interests, to her sometimes entangled and not very clear language and to the lack of knowledge of her method in action. / Montessori es una de las pedagogas más fascinantes y controvertidas de la historia. Resulta curioso que todos le reprochasen tantos aspectos tan contradictorios. Los naturalistas, la rigidez y la artificialidad de su método, así como su rechazo a la imaginación productiva y a la fantasía; los progresistas, la individualidad y el carácter coercitivo del método; los modernistas, su religiosidad; algunos la criticaban por adelantar los aprendizajes o por no respetar la libertad del alumno, otros, por lo contrario; los cristianos la tildaron de laicista, naturalista, positivista y teósofa, mientras que los teósofos la definieron como católica. Esas críticas tan paradójicas se deben, entre otras razones, al contexto de persecución antimodernista en el que desarrolló su método, a su red de amistades en los ambientes masones, a los numerosos matices de su método, a su resistencia a encajar en las corrientes educativas existentes, a la instrumentalización de su método por intereses ajenos, a su lenguaje a veces enredado y poco divulgativo y al desconocimiento de su método en acción.

Language: English, Spanish

DOI: 10.22550/REP81-2-2023-01

ISSN: 0034-9461, 2174-0909

Language: English

Language: English

ISSN: 1071-6246