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1502 results

Article

Dai 21-kai zenkoku taikai hōkoku / 第21回全国大会報告 [Report from the 21st National Convention]

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 21

Pages: 127-131

Asia, East Asia, Japan

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Language: Japanese

ISSN: 0913-4220

Article

Montessori: Education for the 21st Century

Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2009, no. 2

Pages: 51–62

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Abstract/Notes: Steven Hughes shares his dismay that for most children, education still looks more or less the way it did around the beginning of the 1900s. Technology has fostered false hope; but this is not the key to solving the problems of education. Traditional education is content- centred, involving direct instruction from the teacher—an authority figure. Dr Hughes shares his enthusiasm for the Montessori's accurate observations on human learning, and argues that possibly for the first time the wider world is ready for Montessori.

Language: English

ISSN: 1877-539X

Book Section

Montessori in the 21st Century

Available from: ERIC

Book Title: The Relevance of Montessori Today: Meeting Human Needs-Principles to Practice: Proceeding of the AMI/USA National Conference, Bellevue, Washington, July 25-26, 1996

Pages: 98-100

AMI/USA National Conference (Bellevue, Washington, 25-26 July 1996), Americas, North America, United States of America

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Language: English

Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997

Article

✓ Peer Reviewed

Prospects of Morality-Based Education in the 21st Century

Available from: University of Management and Technology (Pakistan)

Publication: Journal of Islamic Thought and Civilization, vol. 11, no. 1

Pages: 1-21

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Abstract/Notes: This article proposes to re-focus education towards morality and universal values, which have always been the traditional aim of education. This paper is designed using a qualitative research method applying content analysis to textual and video materials from a historical and contemporary perspectives. The paper demonstrates morality problems of the current mainstream education systems and how alternative systems are better equipped to inculcate values. It is observed that trans-disciplinary, problem-based and religious education helps build stronger ethical foundation in students regardless of their geographical location or income levels. The article proposes for schools and universities to include community engagement programmes in their curricula, support religious communities through special programmes, and promote values education at all levels not through academic subjects but through studies, research and development of real-life application of ethics at local and international levels. The paper adds value to existing research on ethics and values-based education and calls for further research in the field of education. It is also relevant to policy makers and researchers in public policy disciplines.morality-based education, trans-disciplinary approach, holistic education, universal values, ethics, alternative education

Language: English

DOI: 10.32350/jitc.111.01

ISSN: 2520-0313

Article

✓ Peer Reviewed

John Dewey in the 21st Century

Available from: ERIC

Publication: Journal of Inquiry and Action in Education, vol. 9, no. 1

Pages: 91-102

John Dewey - Biographic sources

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Abstract/Notes: John Dewey was a pragmatist, progressivist, educator, philosopher, and social reformer (Gutek, 2014). Dewey's various roles greatly impacted education, and he was perhaps one of the most influential educational philosophers known to date (Theobald, 2009). Dewey's influence on education was evident in his theory about social learning; he believed that school should be representative of a social environment and that students learn best when in natural social settings (Flinders & Thornton, 2013). His ideas impacted education in another facet because he believed that students were all unique learners. He was a proponent of student interests driving teacher instruction (Dewey, 1938). With the current educational focus in the United States being on the implementation of the Common Core standards and passing standardized tests and state exams, finding evidence of John Dewey's theories in classrooms today can be problematic (Theobald, 2009). Education in most classrooms today is what Dewey would have described as a traditional classroom setting. He believed that traditional classroom settings were not developmentally appropriate for young learners (Dewey, 1938). Although schools, classrooms, and programs that support Dewey's theories are harder to find in this era of testing, there are some that still do exist. This paper will explore Responsive Classroom, Montessori Schools, Place-Based Education, and Philosophy for Children (P4C), all of which incorporate the theories of John Dewey into their curricular concepts.

Language: English

ISSN: 2159-1474

Article

21 seiki no ningen gendai no yōji / 21世紀の人間・現代の幼児 [The Present Kindergarten Child: Man of the 21st Century]

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 17

Pages: 28-37

Asia, East Asia, Japan

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Language: Japanese

ISSN: 0913-4220

Article

Target to Sponsor 1st Public Montessori Corporate Classroom [Minneapolis, Minnesota]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 2, no. 3

Pages: 22

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Meadowbrook Conference: A Curriculum for the 21st Century

Publication: Montessori Education, vol. 8, no. 6

Pages: 2

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Abstract/Notes: Meadowbrook Montessori Institute, Berkshire, May, 1998

Language: English

ISSN: 1354-1498

Article

AMI Elementary Alumni Association Financial Report May 1st, 1996 through April 30, 1997

Publication: AMI Elementary Alumni Association Newsletter, vol. 30, no. 1

Pages: insert

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Language: English

Article

Keys to the 21st Century: Does Montessori Elementary Provide Them?

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1989, no. 4

Pages: 22-36

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Language: English

ISSN: 0519-0959

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