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124 results

Master's Thesis

A Comparison of the Philosophy of Maria Montessori to Current Research on the Educational Practices of Developmentally Delayed and At Risk Students

Available from: Lynn University - Electronic Theses and Dissertations

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Language: English

Published: Boca Raton, Florida, 2002

Master's Thesis

Aspects of Maria Montessori's Educational Philosophy Applied to Contemporary Urban Kindergarten and Prekindergarten Programs

Available from: Loyola University Chicago

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Language: English

Published: Chicago, Illinois, 1967

Master's Thesis

Una mirada a la filosofía Montessori en el sistema público de enseñanza de Puerto Rico [A look at the Montessori philosophy in the public education system of Puerto Rico]

Available from: University of Puerto Rico - Theses and Disserations Collection

Americas, Caribbean, Latin America and the Caribbean, Public Montessori, Puerto Rico

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Abstract/Notes: Este trabajo presenta las ideas sobresalientes de Montessori. Examina el vínculo entre el enfoque de dicha filosofía y la enseñanza de inglés en Puerto Rico con énfasis de las posibilidades que ofrece tal metodología para obtener logros em la enseñanza de una segunda lengua. Finalmente, expone los retos que enfrenta el maestro que interesa estudiar y aplicar la filosofía Montessori en las escuelas públicas de Puerto Rico.

Language: Spanish

Published: Río Piedras, Puerto Rico, 2020

Master's Thesis (M.A.)

Some Considerations for an Elementary School Science Curriculum Based on the Cognitive Theories of Jean Piaget and the Philosophy of Maria Montessori

Elementary education, Jean Piaget - Philosophy, Maria Montessori - Philosophy, Science - Study and teaching

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Language: English

Published: Rohnert Park, California, 1980

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

Music and the Adolescent: Offering an Enticing Music Programme that Supports Montessori Philosophy and Practice

Publication: Montessori Insights

Pages: 25-26

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Language: English

Book Section

The Education of the Individual [An address given at the International School of Philosophy in Amersfoort on 28 December 1937]

Book Title: Education and Peace

Pages: 96-106

Europe, Holland, Internationale School voor Wijsbegeerte (Netherlands), Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Netherlands, Western Europe

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Abstract/Notes: An address given at the International School of Philosophy in Amersfoort on 28 December 1937.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018

ISBN: 978-90-79506-21-7

Series: Montessori Series , 10

Article

Teaching Nature: From Philosophy to Practice

Publication: NAMTA Journal, vol. 28, no. 1

Pages: 207-218

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Abstract/Notes: Examines educational resistance to nature study, focusing on the subtle resistance evident in the vicarious approach that limits nature study to books and videos, while ignoring the sensory richness and kinship developed through direct connection with the natural world. Suggests that environmental science, citizen education, inquiry learning, personal growth orientations, and social action can contribute to a more holistic and environmentally sensitive Montessori plan of study. (Author/KB)

Language: English

ISSN: 1522-9734

Book Section

Montessori Philosophy in Early Childhood Education

Book Title: Early Childhood Education in Nigeria: Proceedings of the International Seminar on Early Childhood Education, Zaria, 4-8 July, 1983

Pages: 31-52

Africa, Early childhood education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: In this paper a brief biographical introduction to Dr. Maria Montessori provides insight into the origin of her philosophy of early childhood education. Key concepts underlying the Montessori approach to education are then developed with special emphasis on their interrelationship. More details are included in the group discussion report which is included at the end of the section.

Language: English

Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983

Article

The Montessori Philosophy

Publication: Theosophy in New Zealand, vol. 20, no. 2

Pages: 31

Asia, Australasia, Australia and New Zealand, India, Montessori method of education - Criticism, interpretation, etc., New Zealand, Oceania, South Asia, Theosophical Society, Theosophy

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Abstract/Notes: Includes an analysis or interpretation of the Montessori philosophy with particular focus and explanation of how it aligns with the core tenets of Theosophy.

Language: English

ISSN: 0049-3708

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