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Article
Zeitenwende – und nun? Gedanken zur Montessori-Pädagogik als Friedenserziehung [Turning point – what now? Thoughts on Montessori education as peace education]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 61, no. 1
Date: 2023
Pages: 42-49
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Language: German
ISSN: 0944-2537
Article
La Nouvelle Education en France / The New Education in France
Publication: Entente
Date: May 1941
Pages: 8-10
Europe, France, Maria Montessori - Biographic sources, Montessori method of education, New Education Movement, Western Europe
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Language: English, French
Conference Paper
Maria Montessori’s Philosophy of Education: An Early Beginning of Embodied Education
Available from: University Colleges Knowledge database (Denmark)
18th International Network of Philosophers of Education Conference: Pedagogical Forms in Times of Pandemic (Copenhagen, Denmark, 17-20 August 2022)
Comparative education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: For a century Montessori’s philosophy of education has been understood in separation from Dewey’s philosophy of education. According to Thayer-Bacon [1], a plausible explanation is that Kilpatrick, Dewey’s influential student, rejected Montessori’s system of education [2]. His main objection was that her educational system was founded on an outdated psychology. In contrast, this paper suggests, Montessori’s educational systems is founded on a psychology which, like Dewey’s, was markedly ahead of her time by putting purely embodied interactions with the environment as the foundation of human understanding. By comparing Montessori’s psychology [3; 4] to Dewey’s [5; 6] this paper shows their compatibility. The developed pragmatism of Sellars [5;6] and the interactivism of Bickhard [7] further enables us to explain how the prelinguistic human-environment interactions (or transactions), central to Dewey and Montessori, are pure processes [8]. The pure process ontology enables us to see how more complex processes emerge from simpler ones and how learning in the mere causal domain of bodily human-environment interactions can grow into the linguistic and conceptual domain of education. The ambition is to show that a flourishing interaction between Montessori and pragmatism is possible and preferable if we are to understand the proper role of the body in education. [1] Thayer-Bacon, Barbara (2012). Maria Montessori, John Dewey, and William H. Kilpatrick. Education and Culture, 28, 1, 3-20. [2] Kilpatrick, W. H. (1914). The Montessori system examined. Cambridge, Mass.; The Riverside Press [3] Montessori, M. (1912). The Montessori method. NY: Frederick A. Stokes Company [4] Montessori. M. (1949). The absorbent mind. Adyar: The Theosophical Publishing House [5] Dewey, J. (1916). Democracy and education. NY: The Macmillan Company [6] Dewey, J. (1925) Experience and nature. Chicago: Open Court Publishing Company [7] Sellars, W. (1960). Being and Being Known. Proceedings of the American Catholic Philosophical Association, 34, 28-49. [8] Sellars, W. (1981). Foundations for a metaphysics of pure process: The Carus lectures of Wilfrid Sellars. The Monist 64 (1):3-90. [9] Bickhard, M. H. (2009). The interactivist model. Synthese, 166, 3, 547-591. [10] Seibt, Johanna (2016). How to Naturalize Intentionality and Sensory Consciousness within a Process Monism with Gradient Normativity—A Reading of Sellars. In James O'Shea (ed.), Sellars and His Legacy. Oxford: Oxford University Press, 186-222.
Language: English
Published: Copenhagen, Denmark: International Network of Philosophers of Education, 2022
Article
The Learning Abilities of the Young Child: Arguments in Favour of Day-Care, Pre-School Education and Parent Education
Publication: Montessori Quarterly, vol. 25
Date: 1986
Pages: 2–13
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Language: English
Book
Peace 101: The Introduction of Education for Peace as a Mandatory Subject of the Montessori Teacher Education Curriculum
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Language: English
Published: [S.I.]: Nienhuis Montessori USA, 1992
Book Section
A new method in infant education (da The Journal of education, settembre 1909)
, Leonardo De Sanctis (Editor)Book Title: L'infanzia svantaggiata e Maria Montessori: esperienze psicopedagogiche, educative e sociali dal '900 ad oggi
Pages: 148-151
Americas, Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, United States of America
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Language: Italian
Published: Roma, Italy: Fefè Editore, 2013
ISBN: 978-88-95988-36-8
Series: Pagine Vere , 19
Book Section
Erziehung zum Frieden - aber wie?: Praktische Beispiele zur Friedenserziehung [Education for Peace - But How?: Practical Examples for Peace Education]
Book Title: Montessori-Pädagogik und die Erziehungsprobleme der Gegenwart [Montessori Pedagogy and Current Educational Problems]
Pages: 112-115
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Language: German
Published: Würzburg, Germany: Königshausen und Neumann, 1990
ISBN: 3-88479-423-X
Master's Thesis (Action Research Report)
Effects of Peace Education and Grace and Courtesy Education on Social Problem-Solving Skills and Social Awareness
Available from: St. Catherine University
Action research, Grace and courtesy, Montessori method of education, Peace education
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Abstract/Notes: This action research studied the impact of peace education and portions of the Positive Discipline curriculum in a three-six primary Montessori classroom. During five weeks of implementing the research, sixteen students participated in class meetings for twenty minutes a day. The peace table activities and wheel of choice lessons were conducted individually and as a whole class. The peace table activities included a set of mini dishes on a tray, a rain stick, and a peace rose. The wheel of choice consisted of pictures and words of examples of what students could choose to help them solve problems. A few examples are count to ten, apologize, ask for help, and write your name on the agenda. Implementing the presentations into the classroom environment became a work for the students to use if needed and did not occur daily. As a work choice, the previous activities were available on tables and children were allowed to choose the work as many times as they felt was necessary. The research began with baseline data collection through SWIS (School Wide Information System) referral records, student interviews, and student surveys. Sources of data obtained during the study included interviews, surveys, observation tally sheets, and a field journal. The results presented an increase in social awareness and problem-solving skills through the class meetings. Students began acknowledging problems and brainstorming solutions. Class meetings will continue daily to extend the positive problem-solving capabilities and mindfulness students developed in their classroom community.
Language: English
Published: St. Paul, Minnesota, 2016
Article
NCME Welcomes Two New Teacher Education Programs [Saint Louis Center/Montessori Education; Maine Montessori Institute]
Publication: The National Montessori Reporter, vol. 25, no. 4
Date: 2001
Pages: 35
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Language: English
Article
A Theosophical Paradigm in Montessori Educational Thought: A Point of Contact with Steiner Educational Thought / モンテッソーリ教育思想にみる神智学的パラダイム--シュタイナー教育思想との接点 / A Theosophical Paradigm in Montessori Educational Thought: A Point of Contact with Steiner Educational Thought
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 39
Date: 2006
Pages: 50-68
Montessori method of education, Theosophy, Waldorf method of education
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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Language: Japanese
ISSN: 0913-4220