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Book
Twenty-Seven Major Elements in Dr. Maria Montessori's Philosophy and Practice
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Language: English
Published: [Corpus Christi, Texas]: The Lilliput Schoolhouse, 1963
Article
Montessori in Practice: A Teacher's Interpretation of Dr. Montessori's Philosophy
Available from: Internet Archive
Publication: New Era in Home and School, vol. 51, no. 6
Date: Jun 1970
Pages: 170-172
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Language: English
ISSN: 0028-5048
Article
Philosophy of Education: A Teacher's Starting Point
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 14, no. 1
Date: Winter 1987
Pages: 17–19, 21–23
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Language: English
ISSN: 0010-700X
Article
[Letter to the Editor–Philosophy of Ayn Rand]
Publication: Montessori Matters
Date: 1988
Pages: 12
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Language: English
Article
Reflections on Spirituality: Part 1: The Philosophy [Part 1 of 3]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 20, no. 3
Date: Spring 2008
Pages: 19, 31
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Language: English
ISSN: 1071-6246
Article
Montessori Elementary Philosophy Reflects Current Motivation Theories
Available from: ProQuest
Publication: Montessori Life, vol. 23, no. 1
Date: Spring 2011
Pages: 22-33
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Abstract/Notes: Montessori's theories, developed more than 100 years ago, certainly resonate with current psychological research on improving education. Autonomy, interest, competence, and relatedness form the foundation for three contemporary efforts to organize the vast literature on motivation into a parsimonious theory. These four elements also comprise fundamental aspects of Montessori elementary educational practice. By integrating modern motivation theory development with well-established Montessori practice, one could argue that Maria Montessori was a woman before her time. She was passionate in the early 1900s about the importance of students becoming actively engaged in their own learning. Montessori schools around the world today live that vision through practices that are beginning to be recognized as crucial to the formation of internal motivation. (Contains 1 figure.)
Language: English
ISSN: 1054-0040
Article
Beginning to Implement the Reggio Philosophy
Available from: JSTOR
Publication: Young Children, vol. 53, no. 5
Date: Sep 1998
Pages: 20-25
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Language: English
ISSN: 0044-0728
Article
Maria Montessori’s Philosophy of Experimental Psychology
Available from: The University of Chicago Press Journals
Publication: HOPOS: The Journal of the International Society for the History of Philosophy of Science, vol. 5, no. 2
Date: 2015
Pages: 240-268
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Abstract/Notes: Through philosophical analysis of Montessori’s critiques of psychology, I aim to show the enduring relevance of those critiques. Maria Montessori sees experimental psychology as fundamental to philosophy and pedagogy, but she objects to the experimental psychology of her day in four ways: as disconnected from practice, as myopic, as based excessively on methods from physical sciences, and—most fundamentally—as offering detailed examinations of human beings (particularly children) under abnormal conditions. In place of these prevailing norms, Montessori suggests a model of the teacher-scientist in a specially prepared environment, who can engage in sustained and impassioned observation of “normalized” children. Drawing from a variety of texts and recently published lectures, this article lays out Montessori’s philosophy of experimental psychology and briefly discusses its relevance today.
Language: English
DOI: 10.1086/682395
ISSN: 2152-5188
Article
Organizing the Social Studies: The Storypath Philosophy [ages 9-12]
Publication: Montessori Life, vol. 9, no. 4
Date: 1997
Pages: 21–23
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Language: English
ISSN: 1054-0040
Article
The Moral Philosophy of Maria Montessori
Available from: Cambridge University Press
Publication: Journal of the American Philosophical Association, vol. 7, no. 2
Date: 2021
Pages: 133-154
Maria Montessori - Philosophy, Moral education
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Abstract/Notes: This paper lays out the moral theory of philosopher and educator Maria Montessori (1870–1952). Based on a moral epistemology wherein moral concepts are grounded in a well-cultivated moral sense, Montessori develops a threefold account of moral life. She starts with an account of character as an ideal of individual self-perfection through concentrated attention on effortful work. She shows how respect for others grows from and supplements individual character, and she further develops a notion of social solidarity that goes beyond cooperation toward shared agency. Partly because she attends to children's ethical lives, Montessori highlights how character, respect, and solidarity all appear first as prereflective, embodied orientations of agency. Full moral virtue takes up prereflective orientations reflectively and extends them through moral concepts. Overall, Montessori's ethic improves on features similar to some in Nietzschean, Kantian, Hegelian, or Aristotelian ethical theories while situating these within a developmental and perfectionist ethics.
Language: English
DOI: 10.1017/apa.2019.41
ISSN: 2053-4477, 2053-4485