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Article
New Principal for St. Nicholas [Jeanne Van Dijk]
Publication: Montessori Today (London), vol. 1, no. 1
Date: Jan/Feb 1988
Pages: 28
England, Europe, Great Britain, Jeanne Van Dijk - Biographic sources, Northern Europe, St. Nicholas (England), United Kingdom
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Language: English
ISSN: 0952-8652
Article
The Old, Old Story of the 'New' Education
Publication: Teacher, vol. 90, no. 6
Date: 1973
Pages: 142-149
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Language: English
ISSN: 0148-6578
Article
A New Life Shown by Dr. Maria Montessori [Taraporewalla Montessori School, Hyderabad]
Publication: Around the Child, vol. 3
Date: 1958
Pages: 32-37
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Language: English
ISSN: 0571-1142
Article
News; Ke 120: Vyrocí Marie Montessoriové [On the 120th anniversary of the birth of Maria Montessori]
Available from: Pedagogika
Publication: Pedagogika, no. 6
Date: 1990
Pages: 714-716
Maria Montessori - Biographic sources, Montessori method of education
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Language: Czech
ISSN: 0031-3815, 2336-2189
Article
Exploration—Innovation: The New Learning Environment
Available from: JSTOR
Publication: The Science Teacher, vol. 36, no. 2
Date: Feb 1969
Pages: 20-23
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Language: English
ISSN: 0036-8555
Article
Formare il «nuovo Maestro» secondo Maria Montessori / Formar al «nuevo Maestro» según Maria Montessori / Training the «new Teacher» according to Maria Montessori
Available from: Universidade de Santiago de Compostela (Spain)
Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 5, no. 4
Date: Dec 2016
Pages: 78-91
Hélène Lubienska de Lenval - Biographic sources, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Teacher training, Montessori method of education - Teacher training, Montessori method of education - Teachers, Teacher training
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Abstract/Notes: È noto quanto Maria Montessori fosse esigente nei confronti del maestro. In questo articolo si presenta la sua visione delle caratteristiche che devono animare il «nuovo Maestro» per consentire «al bambino nuovo» di potersi sviluppare in modo armonioso ed equilibrato. Dato che la peculiarità della pedagogia montessoriana è cambiare la modalità relazionale tra l’adulto e il bambino, sono messi in risalto alcuni aspetti concreti e universali condivisibili da tutti gli insegnanti. Questi possono essere applicati ovunque e possono anche facilitare la didattica, anche senza applicare tutto il Metodo Montessori, giacché l’autoeducazione del bambino è legata all’autodisciplina dell’adulto. Per formare i maestri Maria Montessori aveva scelto di organizzare i Corsi internazionali di formazione che duravano diversi mesi. Per chiarire gli elementi essenziali, vengono studiate le conferenze riguardo al nuovo maestro pronunciate durante questi corsi. Da esse vengono ricavati i tre livelli di formazione: materiale, scientifica e spirituale. Alcuni aspetti imprescindibili vengono più approfonditi, quali lo spogliarsi dei preconcetti, il cambiare le attitudini morali e l’essere un’osservatore gioioso, aspetti che la Montessori considerava essenziali per risolvere il problema dell’educazione. Basandosi anche su alcuni racconti di allieve, sono proposte alcune modalità scelte da Hélène Lubienska de Lenval durante il suo Cours Pédagogique, e sono presentate alcune scelte pedagogiche di Adele Costa Gnocchi, che aprirà la Scuola Assistenti all’Infanzia dove saranno approfondite le intuizioni della Montessori per il bambino piccolo fino a tre anni. / Es conocido lo exigente que Maria Montessori ha sido en relación a los maestros. En este artículo se presenta su visión de las características que debería poseer el “nuevo maestro” para permitir al “nuevo niño” desarrollarse de manera armoniosa y equilibrada. Considerando que la finalidad de la pedagogía montessoriana es cambiar la modalidad de interacción entre el adulto y el niño, se pueden destacar algunos aspectos concretos y universales que puedan compartir por todos los maestros. Sin necesidad de aplicar completamente el Método Montessori, estos elementos pueden ser útiles en todo tipo de circunstancia y facilitar la didáctica, puesto che la autoeducación del niño depende de la autodisciplina del adulto. Para formar a los maestros, Maria Montessori decidió organizar los cursos internacionales de formación con una duración de varios meses. Para aclarar los aspectos esenciales, en este artículo se toman en consideración las conferencias relativas al “nuevo maestro” que se pronunciaron en estos cursos. A partir de ellas se pueden derivar los tres niveles de formación: material, científica y espiritual. Se profundiza sobre algunos aspectos fundamentales como liberarse de los prejuicios, cambiar la actitud moral y ser un alegre y atento observador, aspectos que Maria Montessori consideraba primordiales para resolver el problema de la educación. Basándose en algunos relatos de sus alumnas, también se exponen algunas modalidades adoptadas por Hélène Lubienska de Lenval presentadas durante su Cours Pédagogique y además se presentan algunas opciones pedagógicas de Adele Costa Gnocchi, que abrirá la Escuela de Asistentes de la Infancia donde se estudiará a profundidad la visión de Maria Montessori para el niño pequeño, hasta los tres años de edad. / It is well known how much Maria Montessori demanded of teachers. This article presents her vision of the characteristics which should animate the “new teacher” in order to allow the development of the “new child” in a harmonious and balanced manner. Given that the goal of the Montessori pedagogy is to change the manner of relating between adult and child, some concrete and universal characteristics are highlighted which are common to all teachers. Even without applying the entire Montessori methodology, these elements can be useful in all circumstances and can facilitate teaching, given that the self education of the child is linked to the self discipline of the adult. To train teachers, Maria Montessori chose to organize international training courses lasting several months. To clarify the essential elements, the conferences regarding the topic of the new teacher during these training courses are presented here. These elements are divided into three levels of training: the material level, the scientific level, and the spiritual level. Some essential aspects are covered in depth, such as the denuding of preconceptions; changing of moral attitudes; being a joyful observer; all approaches that Maria Montessori considered essential to solve the problem of education. Finally, on the basis of stories of students, there are presented some methods chosen by Helene Lubienska de Lenval taken from her Cours Pedagogique, and some pedagogical methods taken from Adele Costa Gnocchi, who will open the Scuola Assistenti all’Infanzia, where they will delve deeper into Montessori insights regarding the small child up to three years of age.
Language: Italian
ISSN: 2255-0666
Article
Epigenetics, Education, and the Plastic Body: Changing Concepts and New Engagements
Available from: SAGE Journals
Publication: Research in Education, vol. 107, no. 1
Date: 2020
Pages: 72-83
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Abstract/Notes: Epigenetic processes, and the investigative practices that take these as their focus, are of increasing interest to a range of professionals beyond biomedicine. This has been piqued by, especially, the belief that bioscientific research is demonstrating new molecular mechanisms through which the social and physical environment impact upon the bodies of humans and other animals. Beyond the laboratory, epigenetic notions are entangled with wider ideas about the malleability of the soma (e.g., relating to neuroscience). In many contexts (including, to an extent, education), this intertwinement has contributed to producing and valourising a conception of a particularly plastic body. In this paper, I draw on a range of biomedical and education-related texts in order to outline and reflect upon the notions of ‘education’ and ‘epigenetics’ that are supported through and propelled by an array of writings that, to greater or lesser extents, bring these spheres of praxis into conversation. Discussions of epigenetics and stress, for instance, are framing certain kinds of educational work (e.g., with new parents) as a means of intervening in soma and society. In so doing, they implicitly extend ideas about what education is and what it can do. On the other hand, writings from educational researchers, for example, are enrolling epigenetic findings and ideas to support various positions or approaches. Many education researchers will be sceptical of some of the more hyperbolic assertations made about the significance of epigenetics. However, the fact that a nascent discourse connecting education and epigenetics is emerging is suggestive of a need for reciprocal, thoughtful, and critical exchange with bioscientists who seek to address educational issues, or whose work is being enrolled by others to do so.
Language: English
ISSN: 0034-5237
Article
Da Ellen Key a Maria Montessori: La Progettazione di Nuovi Spazi Educativi per l’Infanzia [From Ellen Key to Maria Montessori: Planning New Educational Spaces for Childhood]
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 5, no. 1
Date: 2010
Ellen Key - Biographic sources, Ellen Key - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education
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Abstract/Notes: In questa prima fase della ricerca - ancora in itinere - si compie un’analisi storico-pedagogica del rapporto infanzia/famiglie/istituzioni. L’indagine si focalizza sulle trasformazioni dei modelli familiari, visti nella loro interdipendenza con l’elaborazione di nuove pratiche educative. Al riguardo, l’avvento del’900 si profila come un passaggio importante, che trova un suo esito nel volume di Ellen Key, Il secolo dei fanciulli. Proprio in quest’opera, la scrittrice svedese elabora una nuova idea di “maternità” e di “paternità” che pone al centro i bisogni e le esigenze infantili. La sua prospettiva diventa oggetto di dibattito, agli inizi del secolo scorso, sia in campo pedagogico, sia in campo femminista, soprattutto in merito al dilemma per la donna di coniugare insieme sfera pubblica e sfera privata, maternità e autonomia individuale. Secondo l’ipotesi qui evidenziata è in particolare Maria Montessori a raccogliere la sfida di Ellen Key, con il suo esperimento pedagogico della “Casa dei bambini”, in cui lo spazio domestico, “privato” si trasforma in uno spazio scolastico, “pubblico”, a misura di “bambino” (valenza estetica degli ambienti, cura delle relazioni umane, ecc.). [In the first phase of research it conducts an historical and pedagogical analysis on the relationship between childhoods, families and institutions, identifying family-models changes and their interdependence with the elaboration of new educative practices. At the beginning of twentieth century, Ellen Key wrote the famous book The century of children. Following the introduction of Modernity age, the author defined a new idea of “motherhood” and “fatherhood” which focused on childish subjects’ needs and requirements. Her prospective became item of debate both in pedagogic and in feminist fields, especially in regard to women’s dilemma on how to combine public and private life, motherhood and individual autonomy. In particular, Maria Montessori took up the Ellen Key challenge, in fact she made the pedagogical experiment of Children’s House, where domestic space became institutional space (settings’ aesthetic quality, human relationships’ care).]
Language: Italian
DOI: 10.6092/issn.1970-2221/1767
ISSN: 1970-2221
Article
Between New Education and Idealistic Vision: Giuseppe Lombardo Radice and the Arduous Path of L’educazione Nazionale in Italy (1927-1933)
Available from: Universität Bern
Publication: Schweizerische Zeitschrift fuer Bildungswissenschaften / Swiss Journal of Educational Research, vol. 41, no. 2
Date: Sep 25, 2019
Pages: 354-368
Europe, Italy, New Education Fellowship, Southern Europe
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Abstract/Notes: Opening the issue of Pour l’ère nouvelle (January 1927), Adolphe Ferrière announced that L’Educazione Nazionale, directed by Giuseppe Lombardo Radice, would be the Italian partnership of the educational press officially committed with the New Education Fellowship. The strong relation between the two scholars was based on a shared vision of education as really focused on the release of children’s natural energies. The cultural mission of the Italian journal was not an easy one to accomplish, due to the increasingly heavy atmosphere characterizing the Italian public life, signed by the turning of Fascism into an authoritarian Regime. Up to the turning point of the thirties the review often tried to draw attention onto several themes and figures related to the progressive expansion of the New Education. Unfortunately, the involution of Fascism hindered the journal’s activity, finally forcing its closure in 1933.
Language: English
DOI: 10.24452/sjer.41.2.6
ISSN: 2624-8492
Article
The Profile of the Montessori Assistant: Historical Paths and New Education Projects
Available from: Università Degli Studi Firenze
Publication: Studi sulla Formazione / Open Journal of Education, vol. 19, no. 1
Date: 2016
Pages: 171-185
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Abstract/Notes: This paper looks at the professional profile of the Montessori-trained teacher, as educated at the college devised by Maria Montessori and founded in the 1950s by one of her closest pupils, Adele Costa Gnocchi. The Montessori assistant was a professional figure specially trained to aid the birth process and the “mental” needs of the protagonists involved, referring specifically to the child. In this respect, the paper also looks at the subject of education from birth, starting with Montessori’s earliest ideas on new-born children and their creative capabilities. The purpose is to recover the scientific foundations on which the pedagogical practices usually applied by childhood services are based, with the awareness that these consolidated practices need strengthening and a scientific foundation – including on an historical level – in order to contribute to qualifying services for early childhood. Through specific methodological qualification, above all with regard to Montessori’s methods, as well as by placing more valid historical importance on the paths they began, early childhood services may even be able to move in the direction of possible institutionalised training.
Language: English
DOI: 10.13128/Studi_Formaz-18568
ISSN: 2036-6981