For faster results please use our Quick Search engine.
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
The Influence of Montessori Education and Traditional Education on Children's Learning Psychology
Available from: Darcy and Roy Press
Publication: Journal of Education and Educational Research, vol. 6, no. 3
Abstract/Notes: This paper aims to explore the influence of Montessori education and traditional education on children's learning psychology and compare the advantages and disadvantages of the two educational methods. First, the influence of Montessori education and traditional education on children's learning ability and attitude was explored through observation and comparative analysis. In terms of learning ability, Montessori education focuses on cultivating children's independent learning ability and practical ability, while traditional education pays more attention to the indoctrination of knowledge and examination results. In terms of learning attitude, Montessori education cultivates children's concentration and continuity, while traditional education may lead to children's interest in learning and motivation to learn. Next, the advantages and disadvantages of Montessori education and traditional education are analyzed. Finally, the integration and innovation of Montessori education and traditional education are discussed. In conclusion, Montessori education and traditional education have different influences in terms of children's learning psychology, and integrated education may provide better educational methods for children's all-round development.
Review: Hundred Years of Montessori Education: A Chronicle of Montessori Education in Switzerland
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2008, no. 1
Master's Thesis (M.A.)
“All Education but No Schooling”: Education Reform in Charlotte Perkins Gilman’s Herland
Available from: ProQuest - Dissertations and Theses
Abstract/Notes: When critics consider utopian literature, they often claim that the utopian imagination is limited in its ability to provide practical instruction for societal reform. In Archaeologies of the Future, Fredric Jameson extends this critique by arguing that the utopian imagination only exists “to demonstrate and to dramatize our incapacity to imagine the future” (288-289). By returning to an early twentieth century utopian novel, Charlotte Perkins Gilman’s Herland (1915), we can put pressure on Jameson’s ideas about the ultimate function of the utopian imagination. By analyzing the education system in Herland, we are able to see how Gilman integrated the contemporary educational philosophy of John Dewey and methods of Maria Montessori to provide an intellectual and institutional foundation for her utopian education system. Therefore, Gilman provides a set of ‘instructions’ to suggest how we might reform current methods of education to fit within her utopian vision. Gilman’s Herland allows us to see how a highly imaginative utopian text can promote social change to build a ‘better’ future.
Published: Carbondale, Illinois, 2016
Life Education [Drug education program]
Publication: Montessori Today (London), vol. 1, no. 5
Date: Sep/Oct 1988
Maria Montessori and Embodied Education: Current Proposal in Preschool Education
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2
Abstract/Notes: The Montessorian proposal for childhood education appears highly modern and relevant in relation to the development of both motor skills and cognitive functions (Shivji, 2016;), strongly supported by neurosciences’ embodied theories (Roessingh, H. & Bence, M. 2018)), and the increasing wellbeing problem related to childhood (Pate et al, 2014; Ross, 2012). This review analyses Maria Montessori’s modern educational vision, in light of the emerging needs of today’s children. The contribution reviews existing literature focusing on body and movement, but connected with cognitive, emotional and well-being aspects, which are critical in preschool education, both for educators/teachers (Atli, 2016; Akkerman, 2014; Lillard, 2011), and for school reform policies (Lillard, 2019).
Education for Life [Montessori Special Education School of Cleveland, OH]
Publication: Montessori Special News, vol. 3, no. 1
Date: Winter 1977/1978
Education for Conflict – Education for Peace
Available from: ERIC
Annual Meeting of the Comparative and International Education Society
Abstract/Notes: This paper contrasts the use of education for conflict with the use of education for peace, shows some historical developments in the field of peace education, and summarizes facets and the diffusion of peace education. The paper explores some considerations for learning environments suitable for peace education programs and describes selected features of two schools to illustrate the implementation of some of the characteristics of peace education. It explains that, although college offerings in peace education worldwide demonstrate the scarcity of peace education programs in mainstream educational institutions, a Web site listing colleges and universities that offer peace studies programs shows approximately 120 graduate and undergraduate programs, most of which are located in North America. The paper notes that in public schools, peace education can at best be found in the international education or conflict resolution programs designed to prevent school violence. Appended is a reference list of peace education Web sites, selected by the U.S. Department of Education. (Contains 27 references.)
Published: Orlando, Florida: Comparative and International Education Society, Mar 2002
Montessori 교육에서의 감각교육 [Sensory Education in Montessori Education]
Publication: 韓國肢體不自由兒敎育學會誌 / Journal of the Korean Society for the Education of Physically Impaired Children, vol. 34
Appel aux Réformateurs de notre Education Nationale [Appeal to the Reformers of our National Education]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: La Nouvelle Éducation, no. 133
Date: Mar 1935
Doctoral Dissertation (Ph.D.)
Circular Food Education: Developing a food education programme based on sustainability, experiential learning and pleasure in Irish primary schools
Available from: Technological University Dublin
Abstract/Notes: This research explored how an expanded and sustained education about food within the primary school curriculum in the Republic of Ireland could be achieved. A constructivist ontology underpinned the project, with multiple theoretical frameworks related to constructivist learning and building agency, informing the study. A multi-method action research methodology was used, providing practical solutions through action, reflection, practice and theory. A narrative review of the literature and existing policy preceded three sections of fieldwork. A scoping consultation with key stakeholders was followed by the development and piloting of a food education programme entitled the Global Citizenship Food and Biodiversity Theme in eight primary schools over two years, in conjunction with Green-Schools. The third section of fieldwork verified and expanded the results within a research findings feedback workshop which included academics working in education, principals, teachers, trainee teachers, and two staff members from the National Council for Curriculum and Assessment. The scoping consultation with key stakeholders highlighted a desire for a changed approach to food education in Irish primary schools. The key findings indicated that schools are in a unique position to influence and promote food education, but that an expanded approach to the current curriculum’s principal focus on health and nutrition was required. The term ‘circular food education’ was coined to describe the approach to food education which was consequently developed. Circular food education encompasses experiential learning, sustainability and pleasure. It is grounded in theory and is an educational solution to tackling an array of social issues: building knowledge about climate change, biodiversity loss, and food waste, teaching practical food skills, as well as instilling the potential for children to become active citizens. The development and piloting of the Global Citizenship Food and Biodiversity Theme illustrated how educational approaches that stem from constructivism could be put into practice. This theme included hands-on classes as well as building agency to think critically through the use of collaborative and social learning methods. Amartya Sen’s capability approach was used as a theoretical framework to evaluate data generated from the pilot. The research findings feedback workshop indicated that increased circular food education would require support from the whole-school, a change in approach by government as well as teacher training to address confidence and agency, and the provision of suitable facilities. One of the outputs from the research is the Global Citizenship Food and Biodiversity Theme programme which is being implemented incrementally in schools on a nation-wide basis, with 120 locations to date. A limitation of the Global Citizenship Food and Biodiversity Theme is the two-year cycle of the Green-Schools flag system. The thesis recommends a systemic policy change to food education in Irish primary schools. An embedded full-time approach within the primary curriculum would provide structure and scaffolding but requires a collaborative approach from all stakeholders. Until then, an increase in teacher training and developing teacher agency would be a suitable first step to increased food education in Irish primary school classrooms. Circular food education offers a model, which helps provide students with the ability to lead a life in which both they, and the natural world, could flourish.
Published: Dublin, Ireland, 2023