Language: German

ISSN: 0949-2682

Language: French

ISSN: 0035-3833

Abstract/Notes: La Dirección Nacional de Derechos de Autor (dnda) condenó al Colegio Montessori por la violación del derecho moral de divulgación del señor Loerbroks. Esta decisión es importante ya que es una de las pocas sentencias en las que se han protegido los derechos morales de los autores en Colombia. La decisión deja entrever la línea jurisprudencial que la dnda poco a poco ha trazado para la protección de los derechos de autor, y en especial de los derechos morales de que goza el autor de la obra. Ello obedece a que, a diferencia de los derechos patrimoniales, estos son perpetuos, inalienables e irrenunciables. Así se evidencia en el caso del artista Gabriel Antonio Calle contra el centro comercial San Diego y en el expuesto en esta reseña. [The Colombian Copyrights Office (dnda) decided against the Colegio Montessori of Cartagena for infringing the moral rights of disclosure of Marcus Igno Rudolf Loerbroks. This case is important because it is one of the few decisions in which authors moral rights have been protected in Colombia. This ruling reveals the jurisprudential line that the dnda has gradually established for the protection of copyrights in our country, and especially for the moral rights enjoyed by the author of the art work as their owner. This is because, unlike the economic rights, moral rights are perpetual, inalienable and unassignable; as exposed in the case of the artist Gabriel Antonio Calle against the shopping mall San Diego and the case exposed in this review.]

Language: Spanish

DOI: 10.18601/16571959.n23.12

ISSN: 2346-2116

Language: English

DOI: 10.1080/00309230.2014.911756

ISSN: 0030-9230, 1477-674X

Language: English

ISSN: 0022-5231

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

Language: English

ISSN: 0519-0959

Abstract/Notes: Maria Montessori is not generally known as a philosopher. She is best known for the Montessori schools around the world that bear her name and for her (oft-misunderstood) pedagogical ideas about children's liberty. But after completing her medical degree and spending several years in professional medicine and psychiatry, including working with children, Montessori left most of her professional responsibilities to enroll in a PhD program in philosophy at the University of Rome, in order, as she put it, to "undertake the study of... the principles on which [pedagogy] is based" (MM, 33). There she studied under philosophers such as Giacomo Barzellotti (for history of philosophy), Pietro Ragnisco (moral philosophy), and one of the most important Italian philosophers of the early twentieth century, Antonio Labriola, not to mention philosophically inclined psychologists and anthropologists (Foschi 2012, Trabalzini 2003). At the same time, her personal interest in psychology intersected with Italian interest in American pragmatism (particularly William James), whose philosophical-psychological writings she cites throughout her works. Despite this philosophical background, Montessori's philosophical thought has not been taken seriously. At most, some have focused on her philosophy of education, and there has been some discussion of her feminism (Babini 2000; Babini and Lama 2000) and her place in the history of psychology (Babini 2000; Foschi 2012; Kramer 1976; Trabalzini 2003). Through providing an overview of her moral epistemology, the present essay aims to show that Montessori is a moral philosopher worth taking seriously.

Language: English

ISSN: 0740-0675

Language: Italian

Abstract/Notes: The Montessori Method is accepted as an alternative education model today. Although it was spread out in USA at the beginning of the 20th century, it is currently used and accepted all over the world. Although its application in pre-education is common, it has also been adopted and applied at different levels. The Montessori method differs from traditional education not only in terms of approach to students, teachers, discipline, and school environment, but also in the way it uses certain materials in its education. According to Maria Montessori, kids should be at the center of education, and the duty of teacher is to observe and guide children. The Montessori method, which is mostly applied in general education, is also used in the education of religion, values, and morals. In this study, besides Maria Montessori's thoughts on general education, her thoughts on religious education are also discussed. This research focuses on Montessori schools in Indiana, United States -. In this study, the qualitative research method and the phenomenological approach are adopted. Observation, interview, and document analysis are used as data collection tools. The subject of the study is the discussion of the Montessori method in terms of research results in religion, values and moral education and Montessori’s point of view on the subject. All participants, who work as instructors in Montessori schools, determined by maximum diversity and snowball sampling, Observation in Montessori schools and the program of one of them is used as an aid in the interpretation of the research findings. / Montessori eğitim metodu, özellikle okul öncesi eğitim olmak üzere, eğitimin farklı kademelerinde benimsenmiş ve uygulanmıştır. Montessori eğitim metodunun, geleneksel eğitimden öğrenci, öğretmen, disiplin, okul ortamı, kullanılan materyaller ve gelişim özelliklerine yaklaşım noktasında farklılaştığı kabul edilmektedir. Daha çok genel eğitimde uygulanan Montessori metodu, din, değer ve ahlak eğitiminde de kullanılmaktadır. Bu araştırma, Amerika Birleşik Devletleri Indiana Eyaleti’nde bulunan Montessori okullarını konu edinmektedir. Çalışmada, nitel araştırma yöntemi kapsamında fenomenolojik yaklaşım benimsenmiş olup, veri toplama aracı olarak gözlem, görüşme ve doküman incelemesi kullanılmıştır. Çalışmanın konusu, maksimum çeşitlilik ve kartopu yoluyla seçilen Montessori eğitmenlerinden oluşan çalışma grubu ile Montessori metodunda din, değer ve ahlak eğitimini tartışmaktır. Araştırmaya katılan Montessori okullarında yapılan gözlemler ve bir okula ait program incelemesi araştırma bulgularının yorumlarında yardımcı olarak kullanılmıştır.

Language: Turkish

DOI: 10.15745/da.931903

ISSN: 1301-966X