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Article
The Weehauken Writing Approach
Publication: AMI Elementary Alumni Association Newsletter, vol. 13, no. 1
Date: 1985
Pages: insert
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Language: English
Article
Learning and Teaching in Uncertain Times: A Nietzschean Approach in Professional Higher Education
Available from: Wiley Online Library
Publication: Journal of Philosophy of Education, vol. 47, no. 4
Date: 2013
Pages: 548-563
Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Today professionals have to deal with more uncertainties in their field than before. We live in complex and rapidly changing environments. The British philosopher Ronald Barnett adds the term ‘supercomplexity’ to highlight the fact that ‘we can no longer be sure how even to describe the world that faces us’ (Barnett, 2004). Uncertainty is, nevertheless, not a highly appreciated notion. An obvious response to uncertainty is to reduce it—or even better, to wipe it away. The assumption of this approach is that uncertainty has no advantages. This assumption is, however, not correct as several contemporary authors have argued. Rather than problematising uncertainty, I will investigate the pros and cons of embedding uncertainty in educational practice of professional higher education. In order to thoroughly explore the probabilities and challenges that uncertainty poses in education, I will dwell on the radical ideas on uncertainty of the German philosopher Friedrich Nietzsche. In The Birth of Tragedy (1872) he recognises two forces: the Apollinian, that is the pursuit of order and coherence, and the Dionysian, that is the human tendency to nullify all systematisation and idealisation. Uncertainty is part of the Dionysian. I will argue that when educators take Nietzsche's plea to make room for the Dionysian to heart, they can better prepare students for an uncertain world. If, and only if, students are encouraged to deploy both tendencies—the Apollinian and the Dionysian—they can become professionals who are able to stand their ground in an uncertain and changing (professional) world.
Language: English
ISSN: 1467-9752
Article
Montessori with an Open Approach
Available from: Stockholm University Press
Publication: Journal of Montessori Research and Education, vol. 1, no. 1
Date: 2016
Pages: 1-2
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Abstract/Notes: Article: Montessori with an Open Approach
Language: English
DOI: 10.16993/jmre.1
ISSN: 2002-3375
Article
Chenheqin yu mengte suo li jiaoxue fa bijiao / 陈鹤琴与蒙特梭利教学法比较 [Comparison of Teaching Approaches of Chen Heqin and Maria Montessori]
Publication: Hunan di yi shi fan xue bao / 湖南第一師範學報 [Journal of Hunan First Normal College], vol. 6, no. 1
Date: 2006
Pages: 46-47, 54
Heqin Chen - Philosophy, Maria Montessori - Philosophy
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Abstract/Notes: 陈鹤琴和蒙特梭利分别是20世纪东、西方幼儿教育理论和实践研究的集大成者,他们的教学法各有特色,对当时的教育改革带来了强大的冲击.两种教学法都主张反对传统教育,实践和实验研究是他们教学法理论的主要来源.但在理论立足点及实施方式上又有不同的特色.
Language: Chinese
ISSN: 1671-4369
Article
The Kumon Approach to Teaching and Learning
Available from: JSTOR
Publication: Journal of Japanese Studies, vol. 20, no. 1
Date: 1994
Pages: 87-113
Doctoral Dissertation
Montessori as Metonymy: How Montessori Early Childhood Teachers Approach Race in the Classroom
Available from: Bethel University - Institutional Repository
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Abstract/Notes: The purpose of this qualitative study was to examine how Montessori early childhood teachers approach teaching about race and racial bias in their classrooms. Twenty-four Montessori early childhood teachers participated in an open-ended survey, and five teachers of those 24 participated in a data-informed online semi-structured interview. The interviewees received an infographic with narrative and graphics in which themes of the survey were detailed, a form of graphic elicitation. Surveys and interviews were coded and analyzed for themes. Themes were verified through independent coding by an independent analyst. Several themes that emerged from the surveys and interviews indicated that 1) Montessori early childhood teachers generally hold a race neutral view of early childhood, 2) Most Montessori early childhood teachers believe that young children do not have bias, 3) Most Montessori early childhood teachers believe that teaching about race and racial bias is implicit in their Montessori training on culture, peace, and respect, 4) Montessori early childhood teachers did not receive explicit instruction from their Montessori training or education programs regarding teaching about race and racial bias, and 5) Most Montessori early childhood teachers supplemented their training with books or developed lessons outside of those obtained in training to teach about race. Reasons for participants' beliefs around race, racial bias, prejudice, young children, and teaching are discussed, as well as the implications of these outcomes. The results of this study were used to develop recommendations for Montessori teachers, Montessori teacher education programs, and national Montessori organizations. Recommendations for further research suggest that a broad examination of demographics along with data on how Montessori teachers are teaching about race and racial bias may yield pertinent information that could further guide educators and trainers.
Language: English
Published: St. Paul, Minnesota, 2018
Article
Children's Learning Village Montessori Child Care Center: Innovative Approach to Child Care Centers
Publication: Hocak Worak, vol. 25, no. 24
Date: Dec 30, 2011
Pages: 4
Americas, Indigenous communities, Indigenous peoples, Montessori method of education, North America, United States of America
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Language: English
Article
Beware! A Positive Approach Can Be Contagious
Publication: Montessori Life, vol. 14, no. 1
Date: 2002
Pages: 14
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Language: English
ISSN: 1054-0040
Article
Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 51, no. 3
Date: 2014
Pages: 567-603
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Abstract/Notes: This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized ...
Language: English
ISSN: 0002-8312, 1935-1011
Article
A Hands-On Approach to International Education
Publication: Tomorrow's Child, vol. 23, no. 1
Date: Nov 2014
Pages: 19–23
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Abstract/Notes: includes photo
Language: English
ISSN: 1071-6246