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1373 results

Article

✓ Peer Reviewed

Making Room for Children's Autonomy: Maria Montessori's Case for Seeing Children's Incapacity for Autonomy as an External Failing

Available from: Wiley Online Library

Publication: Journal of Philosophy of Education, vol. 50, no. 3

Pages: 332-350

Maria Montessori - Philosophy

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Abstract/Notes: This article draws on Martha Nussbaum's distinction between basic, internal, and external (or combined) capacities to better specify possible locations for children's ‘incapacity’ for autonomy. I then examine Maria Montessori's work on what she calls ‘normalization’, which involves a release of children's capacities for autonomy and self-governance made possible by being provided with the right kind of environment. Using Montessori, I argue that, in contrast to many ordinary and philosophical assumptions, children's incapacities for autonomy are best understood as consequences of an absence of external conditions necessary for children to exercise capacities they already have internally, rather than intrinsic limitations based on their stage of life. In a closing section, I show how Montessori proposes a model wherein both children and adults have autonomy, power, and responsibility, but over different spheres, and suggest implications of these differences for who has responsibility for establishing the conditions under which children can flourish.

Language: English

DOI: 10.1111/1467-9752.12134

ISSN: 1467-9752

Article

✓ Peer Reviewed

Research and early childhood education programs in the city of Baroda

Available from: Springer Link

Publication: International Journal of Early Childhood, vol. 11, no. 2

Pages: 176-181

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Abstract/Notes: The growth of the preschool education movement has been a result of the growing recognition of the needs of young children, the need to be provided with a rich and wholesome environment which is conducive to, and promotes the all round development of the child. Prior to 1947, very little attention was paid to preschool education in our country, even by the Government, and preschool was not considered a state responsibility. The Central Advisory Board of Education on Post-War Educational Development (1944) was the first body to recognise the need for preschool education. The report of the Committee emphasised its significance and recommended that an adequate provision of pre-primary education should be an essential adjunct of a National System of Education. The development of preschool education, during the pre-independence period, was rather slow in the country as a whole, but due to the influence of a number of workers inspired by the work of Madam Montessori, pioneering work in the field was undertaken in the state of Gujarat.

Language: English

DOI: 10.1007/BF03176567

ISSN: 0020-7187, 1878-4658

Article

✓ Peer Reviewed

Hélène Lubienska de Lenval (1895-1972): Montessori et l’audace de l’intuition [Hélène Lubienska de Lenval (1895-1972): Montessori and the audacity of intuition]

Available from: Università di Macerata

Publication: History of Education and Children's Literature (HECL), vol. 7, no. 2

Pages: 221-240

Europe, France, Hélène Lubienska de Lenval - Biographic sources, Montessori method of education, Religious education, Western Europe

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Abstract/Notes: The article focuses on the first part of the atypical path of Helene Lubienska de Lenval (1895-1972), an educationalist without formal qualifications: from her early collaboration and breake with Maria Montessori, to a personal interpretation and integration of the Montessori method, which she would later pass on to thousands of French teachers through her many different contributions. The A. goes beyond the apparent simplicity of Lubienska’s practice by analyzing the wealth of her contributions – which were inspired, among other things, by the Christian liturgy. The article explores the reasons for the lack of recognition during her life, despite her dense and diversified literary output and her novel pedagogical approach.

Language: French

ISSN: 1971-1093, 1971-1131

Article

✓ Peer Reviewed

The Caring Capacity: A Case for Multi-age Experiential Learning

Available from: University of California eScholarship

Publication: Electronic Green Journal, no. 9

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Abstract/Notes: The Caring Capacity: A Case for Multi-age Experiential Learning Jim Tangen-Foster and Laurel Tangen-Foster Moscow, Idaho Introduction When traveling from village to village, the Masai elders of East Africa have a greeting that translates to, How are the children? The greeting suggests that with the welfare of the children goes the welfare of the entire community. Our own experiences tell us that children who feel loved, appreciated, and cared for are more likely to love, appreciate, and care for others and for the environment. Children need to feel that they belong and that they have an identity within a group. They learn how to nurture through the experience of being nurtured. They learn respect for others and the environment through experiences with others in the natural environment. One of the most effective ways to instill such values is to provide opportunities for children to nurture and to be nurtured by other children and adults in an experiential environment. For nearly 20 years we have been involved in designing multi-age, experiential outdoor learning environments for children and youth ages 3 to 18 and for university under-graduate and graduate students. Our weekly, summer adventure camp at the University University of Idaho, Adventure Bound, involves four days of challenging activities, such as rock climbing, canoeing, orienteering, and ropes course activities, in wild areas within the Palouse region. Elementary-age students participate with junior high youth leaders, high school counselors, and university interns. Our school, Giant Steps, is in its eighth year of offering up to twenty students, ages 3 to 10, an alternative to traditional public and private schools. Both programs derive significant benefits from multi- age, hands-on experiences in natural environment settings. A fundamental goal of our multi-age curriculum at Giant Steps and Adventure Bound is to enable students of all ages to work, play, and learn together in an atmosphere of cooperation and mutualism. We would like to share what we, and other teachers and researchers, see as some of the benefits of the multi-age learning environment. We'll also describe some of the specifics of our experiential programs. Our long-held thesis, now our heuristic, is that the successful marriage of the multi-age school philosophy with outdoor, experiential education can

Language: English

DOI: 10.5070/G31910318

ISSN: 1076-7975

Article

✓ Peer Reviewed

Dialogue and Democracy, Community and Capacity: Lessons for Conflict Resolution Education from Montessori, Dewey, and Freire

Available from: Wiley Online Library

Publication: Conflict Resolution Quarterly, vol. 23, no. 2

Pages: 185-202

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Language: English

DOI: 10.1002/crq.132

ISSN: 1536-5581, 1541-1508

Article

✓ Peer Reviewed

Conference on the Teaching of Latin in Inner City Schools

Available from: JSTOR

Publication: Classical World, vol. 64, no. 1

Pages: 20-21

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Language: English

DOI: 10.2307/4347249

ISSN: 0009-8418

Article

✓ Peer Reviewed

Montessori Education in Kansas City, Missouri from 1988-2005

Available from: ProQuest

Publication: American Educational History Journal, vol. 48, no. 1

Pages: 43-63

Americas, North America, Public Montessori, United States of America

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Abstract/Notes: Montessori schooling in Kansas City, Missouri emerged during a time of considerable conflict and legal turmoil within the public educational system. Indeed, the Kansas City, Missouri School District was in the midst of a decades-long struggle for racial, social, and educational equity resulting in a 2 billion dollar court case when the first Montessori schools grew into existence (Davis 2004). The filing of the desegregation case, its ongoing need for oversight from state officials, and its ultimate resolution became the backdrop for Montessori school creation in the city. So, the authors wondered just how Montessori education, an approach founded in the early twentieth century by one of Italy's first female physicians and recognizable by one of the iconic learning materials she designed known as the Pink Tower, took hold within a school district and city mired in racial division. The following research questions drove this work: (1) How did the first Montessori schools come into existence in Kansas City, Missouri?; (2) What was the relationship between the Montessori schools and the Kansas City, Missouri School District during the years under review?; and (3) How did this unconventional program fare during its first phase of operation from 1988 to 2005? To respond to these questions, the authors relied on recollections of the key individual responsible for these schools' initial development and who bore witness not only to the events taking place in the overall school district but also to the front-line efforts of so many educators committed to bringing Montessori education to the city. The authors also relied on archival documents to expand on these recollections and to provide context for them.

Language: English

ISSN: 1535-0584

Article

✓ Peer Reviewed

Mathematics Learning Media and the Need for Montessori Media Development for Students with Mild Mental Retardation in Class IV at SLB Makassar City

Available from: Atlantis Press

Publication: Advances in Social Science, Education and Humanities Research, vol. 657

Pages: 113-117

Asia, Australasia, Children with disabilities, Developmentally disabled children, Indonesia, Mathematics education, Montessori method of education, Southeast Asia

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Abstract/Notes: This research is motivated by problems in children with mild mental retardation 4th graders at SLB Makassar city who still do not understand basic mathematical concepts in calculating addition. This study aims to determine the needs of mathematics learning media to find out the learning media used in SLB Makassar and to find out the need for learning media based on the montessori method. This study uses a descriptive qualitative approach. Subjects studied in this study are 10 teachers who teach in several special schools in Makassar. The data collection technique used is a questionnaire with nine questions. This study uses a qualitative descriptive analysis technique. The results showed that the learning media used in schools still using 2D and 3D Montessori media and still requires Montessori-based media to be innovated and developed. So, can be concluded that the need for the development of learning media with media more modern, more interesting and keep up with technological developments and implemented with fun games and cognitively stimulating mild mentally retarded class IV students. Appears to be from a special issue of the journal dedicated to the, "International Seminar on Innovative and Creative Guidance and Counseling Service (ICGCS 2021)."

Language: English

DOI: 10.2991/assehr.k.220405.020

ISSN: 2352-5398

Article

Montessori, Si [Escuela Hispana Montessori, New York City, New York]

Publication: Montessori Review, vol. 2, no. 1

Pages: 12-13, 15

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Language: English

Article

Two AMS Approved Montessori Teacher Training Courses Scheduled for Los Angeles! [Montessori Schools, Inc.; Mount St. Mary's College; Xavier University, Cincinnati, OH; Oklahoma City Univeristy]

Publication: AMS News Notes, vol. 5, no. 2

Americas, Montessori training courses, North America, Trainings, United States of America

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Language: English

ISSN: 0065-9444

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