Language: German

Published: Würzburg, Germany: Ergon, 1996

ISBN: 3-928034-90-1

Language: English

Published: Chicago, Ill.: Virginia B. Fleege, 1987

Language: German

DOI: 10.5169/seals-312786

Abstract/Notes: This paper aims to inquire about the pedagogy of María Montessori in Argentina from the point of view of the history of education. In order to achieve this goal, the historical sources analyzed were two of the most critical journals in the first half of the 20th century: El Monitor de la Educación Común and La Obra. The first was the official review of the National Education Council, which oversaw Argentinian primary education as a government organ. The second was driven by a group of teachers and was formerly known as the official representation of the New School in Argentina. This investigation looks for marks and hints on the reception among Argentinean teachers of this pedagogy, internationalized since the second decade of the 20th century, over these two journals. As the main contribution, we learn about different ways of appropriation of Montessori’s pedagogy as well as the critics of her proposal and its usage to discuss positions of power in the local pedagogy field.

Language: Spanish

DOI: 10.17227/pys.num58-17331

ISSN: 2500-6436, 0121-2494

Abstract/Notes: L’articolo illustra il programma di ricerche del Laboratorio Montessori di Roma, un’as- sociazione che raccoglie ricercatori di varia provenienza impegnati nello studio della storia del metodo Montessori. Particolare attenzione è rivolta a due tematiche: da una parte, la formazione del carattere, che è stata oggetto di approfondite ricerche negli ultimi vent’anni (si vedano le ricerche di Angeline Stoll Lillard); e, dall’altra, l’educazione religiosa – temati- ca alla quale la Montessori si dedicò profondamente, mantenendo fino alla fine la radicata convinzione che il proprio metodo potesse essere utile all’insegnamento religioso e della religione cattolica in particolare. [This paper presents the research program of the Laboratory Montessori in Rome. The Laboratory is an association which brings together scholars from various countries to carry out research projects on the history of the Montessori movement. In 2011, the association has explored character education according to the Montessori method and special attention will be devoted to religious education. The character education has been studied with par- ticular attention in the last twenty years, and some research (for example, those of Angeline Stoll Lillard) have demonstrated the validity of the Montessori method. Religious education has been the subject of much discussion since Montessori had intense relationships with other cultures and religious figures from around the world. The author argues that Montes- sori devoted himself to Catholic education; she was linked to this confession until the end of his work and his life.]

Language: Italian

ISSN: 1971-1093, 1971-1131

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: Ausgehend von der Beobachtung, dass in der Unterrichtsforschung Konzepte des „offenen Lernens“ für die Implementierung neuer Medien, wie dem Internet, empfohlen werden, wird der Zusammenhang zwischen reformpädagogischen Ansätzen und neuen Informationstechnologien hergestellt. Hier knüpfen die Untersuchungen der vorliegenden Arbeit an. Herausgegriffen wird das Konzept Maria Montessoris, untersucht in den USA, wo sich zum einen alternative Pädagogiken freier entwickeln können und zum anderen die Implementierung neuer Medien in den Unterricht offensiver vorangetrieben wird. Es wird angenommen, dass die Lernumgebung Montessoris unter dem Gesichtspunkt einer Modernisierung des Konzepts auf die heutigen Ansprüche eine optimale Lernlandschaft bietet, das Internet als natürliche Informationsquelle in den Unterricht zu integrieren. Die gegenwärtig kontroverse Umsetzung der Pädagogik Montessoris (AMI und AMS) sowie die zu diesem Zeitpunkt verwirklichte Internetnutzung in den Schulen werden am Beispiel der USA einer kritischen Reflexion unterzogen. Kapitel 1 dieser Arbeit betrachtet die Pädagogik Montessoris. Ein Abschnitt liefert Informationen über die kontemporäre Verwirklichung ihrer Pädagogik in den USA. Die Möglichkeiten des Internets für den Unterricht, die Aussagen der Forschung über das informationstechnische Lernen sowie seine Integration in den USA, wird in Kapitel 2 näher untersucht. In Kapitel 3 wird die Notwendigkeit des Interneteinsatzes in Schulen überprüft und die Eignung offener Strukturen als Basis dafür begründet. Die gewonnenen Erkenntnisse geben die Grundlage zu den in Kapitel 4 und 5 beschriebenen Untersuchungen, wie diese Implementierung in der Praxis nordamerikanischer Montessori-Schulen verwirklicht ist. Beschrieben wird sowohl eine Querschnittsuntersuchung als auch eine Fallstudie. Kapitel 6 schildert die pädagogischen Konsequenzen für die Nutzung des Internets im Unterricht. [Based on the observation that teaching research recommends concepts of “open learning” for the implementation of new media such as the Internet, the connection between reform-pedagogical approaches and new information technologies is established. This is where the investigations of the present work tie in. The concept of Maria Montessori is being singled out, examined in the USA, where, on the one hand, alternative pedagogies can develop more freely and, on the other hand, the implementation of new media in the classroom is being promoted more aggressively. It is assumed that the Montessori learning environment, from the point of view of modernizing the concept to meet today's requirements, offers an optimal learning landscape to integrate the Internet as a natural source of information into the classroom. The currently controversial implementation of Montessori pedagogy (AMI and AMS) as well as the internet usage in schools at that time are subjected to critical reflection using the example of the USA. Chapter 1 of this thesis looks at Montessori's pedagogy. A section provides information on the contemporary realization of their pedagogy in the USA. The possibilities of the Internet for teaching, the statements of research about information technology learning and its integration in the USA are examined in more detail in Chapter 2. Chapter 3 examines the necessity of using the Internet in schools and explains the suitability of open structures as a basis for this. The knowledge gained provides the basis for the investigations described in Chapters 4 and 5, how this implementation is realized in practice in North American Montessori schools. Both a cross-sectional study and a case study are described. Chapter 6 describes the pedagogical consequences for the use of the Internet in the classroom.]

Language: German

Published: Freiburg im Breisgau, Germany, 2003

Language: English

ISSN: 1071-6246

Abstract/Notes: Bu araştırma Montessori eğitim yöntemi ile okulöncesi eğitim alan ve anneleri "Montessori Anne Destek Programı"na katılmış deney grubu çocuklar ile "Pür Montessori" eğitimi alan 4-5 yaş kontrol grubu çocukların matematik ve günlük yaşam becerilerine etkisini incelemeyi amaçlamıştır. Çalışma grubunda, 2016-2017 öğretim yılında Konya ilinde bulunan Selçuk Üniversitesi, Sağlık Bilimleri Fakültesi, İhsan Doğramacı Uygulama Anaokuluna devam eden Montessori yöntemi ile okulöncesi eğitim alan, 8 deney, 11 kontrol olmak üzere toplam19 çocuk yer almıştır. Araştırmada deney ve kontrol gruplarından veri toplama aracı olarak Temel Okul Becerileri Envanteri Matematik ve Günlük Yaşam Becerileri alt Testi Uygulanmıştır. Testler çocuklara öğretmenleri tarafından deneme öncesi ve sonrası uygulanmıştır. Ayrıca deneme grubuna eğitim programı bittikten 12 hafta sonra tekrar uygulanmıştır. Araştırmada elde edilen verilerin analizinde Mann Whitney U ve Wilcoxon İşaretli Sıralar Testi uygulanmıştır. İncelenen bulgular deneme ve kontrol grubu arasında sontest puan ortalamaları arasındaMatematik de deneme grubu lehine anlamlı bir farklılaşma görülmüştür. Günlük Yaşam Becerileri sontest değerlendirmelerinde ise bir farklılaşma bulunamamıştır. Deneme grubu çocukların TOBEMAT ve TOBEGYBAT testi sontest ve izleme testi puan ortalamaları arasında anlamlı bir farklılaşma olmamıştır. / This research aimed to investigate the effects of Montessori education method on the mathematics and daily life skills of the children who took the preschool education and the mothers of the experimental group participated in the "Montessori Mother Support Program" and the children of the control group of 4-5 age "Pure Montessori". In the study group, 19th Montessori method, which took place in Selcuk University, Faculty of Health Sciences, İhsan Doğramacı Application Nursing School, located in Konya province in the 2016-2017 school year, took place. The Basic School Skills Inventory Mathematics and Daily Life Skills Sub-Test was applied as a data collection tool in the study. Tests were administered to children before and after the test by their teachers. In addition, the experimental group was reapplied 12 weeks after the end of the training program. Mann Whitney U and Wilcoxon Marked Ranks Test were applied in the analysis of the data obtained in the research. A significant difference was found in the mean scores of the post test scores between the findings and control groups examined in favor of the experimental group in Mathematics. In Daily Life Skills posttest evaluations, no differentiation was found. There was no significant difference between the BSSI-MAT and BSSI-DLS test posttest and follow-up test scores of the children in the experimental group.

Language: Turkish

Published: Konya, Turkey, 2018

Abstract/Notes: Maria Montessori e Ludwig Wittgenstein hanno apportato un contributo significativo allo sviluppo del concetto di linguaggio in ambito educativo. Muovendo dalla sfera del linguaggio parlato e passando poi a quella del linguaggio scritto, l’articolo che segue ha come proposito quello di far emergere le affinità concettuali rintracciate all’interno delle opere dei due autori. Tale parallelismo ha origine comune nella centralità affidata al rapporto interdipendente tra pensiero e linguaggio. L’articolo qui proposto vuole soprattutto amplificare il messaggio filosofico ed etico che accompagna questo pensiero comune ad entrambi gli autori e che può essere così riassunto: un ambiente educativo all’interno del quale venga promossa una visione filosofica ed etica del linguaggio permette al bambino di migliorare la qualità della propria vita intima e sociale. / Maria Montessori y Ludwig Wittgenstein han aportado una contribución significativa en el desarrollo del concepto de lenguaje en el ámbito educativo. Empezando por la esfera del lenguaje hablado y atravesando la de la escritura, este artículo se propone resaltar las afinidades conceptuales delineadas entre las obras de los dos autores. Este paralelismo encuentra orígenes comunes en la centralidad conferida al vínculo entre pensamiento y lenguaje. El propósito de este artículo es el de destacar el mensaje filosófico y ético que acompaña el pensamiento de los dos autores y que puede ser así resumido: un entorno educativo dentro del cual sea promovida una visión filosófica y ética del lenguaje, permite al niño mejorar la calidad de su propia vida interior y social. / Maria Montessori and Ludwig Wittgenstein contributed to formulate notions of language in the field of education. Starting from spoken language and moving to the written word, this article aims to unfold the conceptual resemblances in both authors. This parallelism finds common origins in the centrality conferred on the relationship between thought and language. The purpose of this article is to highlight the philosophical and ethical message that accompanies the thoughts of the two authors and that can be summarized that way: an educational environment within which a philosophical and ethical vision of language is promoted allows the child to improve the quality of their own individual and social life.

Language: Italian

ISSN: 2255-0666