Abstract/Notes: Excerpt from Child of the World (Michael Olaf's Essential Montessori for ages 3-12), with introduction by Tim Seldin

Language: English

ISSN: 1071-6246

Abstract/Notes: The purpose of my thesis was to examine how care partners (elderly care worker, family member or close friend) experience the Memory Book used in Montessori Philosophy. My aim was to bring forth these experiences and find out the book´s significance in an intensive elderly care home as part of the care. Based on gathered experiences the views can be built on possibilities and usefulness of the Memory Book in everyday care. My Bachelor´s thesis was about the experience of the Book by care partners. As for methods the thesis was conducted by qualitative research methods and the data was collected by theme intervies. The Memory Book was adopted in the elderly care home only quite recently and because of the short history, the interviews were done by individually. I wanted to interview different care partners which in Montessori Philosophy means either elderly care worker, family member or close friend but in this case care partners consisted of elderly care workers only. The interview material was analyzed by data-oriented content analysis. The result indicated that the Memory Book used in Montessori Philosophy is useful as it is. One picture on a page with a descriptive sentence is exactly adequate. The Memory Book has increased communication amongst individuals living with dementia. Communication has been an understandable word or words or a sound. Individuals living with dementia had progressed severely. Care partners experienced that the Memory Book brings a lot of joy and pleasure which the creates a pleasant care atmosphere. That atmosphere helps care partners especially during the most challenging care giving situations. Care partners see that the Memory Book brings them closer to the individuals they take care of daily. The time and togetherness that they share with the help of the Book adds safety and trust to the individuals with dementia. The results lead to the conclusion that the Memory Book according to Montessori Philosophy has its possibilities and is useful in everyday care in an elderly care home. I wish this increased awareness of the Memory Book and interest in the Montessori Memory method in elderly and dementia care. There are still many fields in the Montessori Memory method which would be meaningful to study when working with the elderly and individual within person-centered best practice in nursing homes with elder and individuals with dementia / Opinnäytetyöni aiheena oli MuistiMontessorimenetelmässä käytetty Muistojen kirja. Tavoitteena oli selvittää hoivakumppaneiden (hoitaja, omainen, läheinen) kokemuksia Muistojen kirjan käyttämisestä muistisairaan kanssa. Opinnäytetyön tarkoituksena oli tuoda esille hoivakumppaneiden kokemuksia ja selvittää, millaisena Muistojen kirja nähdään osana muistisairaan ympärivuorokautista hoivaa. Saatujen kokemusten perusteella muodostuu näkemys Muistojen kirjan mahdollisuuksista ja käytettävyydestä hoitotyön arjessa. Tutkimuskysymykseni oli, miten hoivakumppani kokee MuistiMontessorimenetelmässä käytetyn Muistojen kirjan muistisairautta sairastavan kanssa ympärivuorokautisen hoitokodin arjessa. Opinnäytetyöni toteutin laadullisen tutkimusmenetelmän keinoin ja aineiston keräsin teemahaastatteluna. MuistiMontessorimenetelmässä käytetty Muistojen kirja on otettu hoivakodissa käyttöön aika hiljattain, joten toteutin haastattelut yksilöhaastatteluina lyhyen kokemuksen takia. Tarkoituksena oli haastatella eri hoivakumppaneita (hoitajaa, omaista tai läheistä), mutta hoivakumppanit haastatteluihin muodostuivat hoitajista. Aineiston analysoin sisällönanalyysin mukaan teorialähtöisesti. Aineistosta esiin tulleiden tulosten mukaan MuistiMontessorin Muistojen kirja oli sellaisenaan käyttökelpoinen. Sivulla yksi kuva ja sitä kuvaava lause oli juuri sopiva, eikä yhtään liikaa. Muistojen kirja oli lisännyt muistisairaan kommunikointia, joko ymmärrettävästi sanan tai sanojen avulla tai äännähdyksinä. Muistisairas on kuitenkin selvästi reagoinut Muistojen kirjaan silloinkin, vaikka muistisairaus oli edennyt jo pitkälle. Hoivakumppanit kokivat, että Muistojen kirja toi muistisairaalle asukkaalle iloa ja mielihyvää, mikä loi miellyttävän hoitoilmapiirin. Se oli avuksi hoitajille etenkin haasteellisten hoitotoimenpiteiden aikana. Hoivakumppanit kokivat, että Muistojen kirja lähensi heitä hoidettaviinsa. Muistojen kirjan avulla yhteisen ajan jakaminen ja yhdessäolo lisäsi hoidettavien turvallisuuden tunnetta ja luottamusta hoitajiinsa. Saatujen kokemusten perusteella muodostui näkemys Muistojen kirjan mahdollisuuksista ja käytettävyydestä hoitotyön arjessa. Opinnäytetyön toivoisi lisäävän tietoutta MuistiMontessorimenetelmässä käytetystä Muistojen kirjasta ja herättävän uteliaisuuden MuistiMontessori menetelmää kohtaan. Voimavarakeskeistä vanhustyötä toteuttaessa MuistiMontessorissa on monta osa aluetta, mitä olisi mielekästä tutkia muistisairaiden kanssa työskennellessä.

Language: English

Published: Helsinki, Finland, 2024

Abstract/Notes: This article seeks to re-introduce Dr. Maria Montessori’s educational philosophy, which has been absent from modern philosophy of education literature. It describes and analyzes crucial aspects of her epistemology, as best known through her Method. Discussed are the need for early education, the development of the senses, and the exercise of choice by the students. Concept formation is also shown to be an important part of Montessori’s philosophy of instruction. This article concludes with a brief resolution of the “is–ought” objection as framed by Scheffler that might be waged against Montessori’s approach.

Language: English

ISSN: 2369-8659

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

Abstract/Notes: Objectivism, the libertarian philosophy established by Ayn Rand during the postwar years, has attracted a great deal of attention from philosophers, political scientists, economists, and English professors alike in recent years, but it hasn’t received much notice from historians with an interest in education. This article will address that problem by discussing how Rand and her followers established a philosophy of education during the 1960s and 1970s that was based, in part, on vilifying the so-called collectivist ideas of John Dewey and lionizing the so-called individualist ideas of Maria Montessori. Unfortunately, the narrative that emerged during this time seriously misrepresented the ideas of both Dewey and Montessori, resulting in a somewhat distorted view of both educators.

Language: English

DOI: 10.32316/hse/rhe.v25i1.4285

ISSN: 0843-5057, 1911-9674

Abstract/Notes: Through philosophical analysis of Montessori’s critiques of psychology, I aim to show the enduring relevance of those critiques. Maria Montessori sees experimental psychology as fundamental to philosophy and pedagogy, but she objects to the experimental psychology of her day in four ways: as disconnected from practice, as myopic, as based excessively on methods from physical sciences, and—most fundamentally—as offering detailed examinations of human beings (particularly children) under abnormal conditions. In place of these prevailing norms, Montessori suggests a model of the teacher-scientist in a specially prepared environment, who can engage in sustained and impassioned observation of “normalized” children. Drawing from a variety of texts and recently published lectures, this article lays out Montessori’s philosophy of experimental psychology and briefly discusses its relevance today.

Language: English

DOI: 10.1086/682395

ISSN: 2152-5188

Language: English

Abstract/Notes: The purpose of the paper is to present the philosophy of reform of education in Albania during the post-communist transition. Reforming education is a priority, but has been neglected by governments over the last 25 years. Over the last five years, the new curriculum and the new textbook system are being implemented according to the European standards. The core of reform is "have human beings learnt" (E. Ultarur, 2012). The constructivist philosophy of learning is a sure foundation that guarantees the new quality of the educational process. The Montessori's philosophy guarantees high quality and safety for the future because: First, this philosophy serves as a theoretical basis and serves as a method. Montessori has discovered the stages of natural development of the thinking human beings from childhood to adolescence, basing on scientific evidence, from childhood to adolescence. Secondly, Montessori’s constructivism moved the knowledge from the product into the process. Montessori illuminates the way of building human values during educational teaching process at school and in the community by the falling down of the classic wall that separates school from the community (public). Our research is based on the study of curricular experiences and on data from consultations with students, parents and specialists. The search method is holistic. By the holistic education the children need not only to develop academically, but to develop the ability as well in order to survive in the real world. The real world in our era is in front of the virtual world. In this contexts, we must teach children to learn not what?, but how? (How does it work/learn?). The teacher must learn his/her students how they construct the values by their immediate relationships with their friends and family as well as social development, health, and intellectual development.

Language: English

ISSN: 2365-8592, 2192-7081

Abstract/Notes: Dr. Maria Montessori is the founder of the Montessori Method of education. She was the first woman in Italy to receive a Doctor of Medicine degree. Maria Montessori approached education from a scientific standpoint because she was a doctor. Education, she believed, should prepare a person for all parts of life. She created resources and approaches to encourage child' natural learning growth. They're found in every Montessori classroom. Working with these materials and procedures establishes a pattern those youngsters naturally take over to reading, writing, and math. Each talent is designed to work in collaboration with the others. Maria Montessori was the first woman to enter the world of education as a result of his close involvement with the education and development of mentally challenged children. Her contribution to early childhood education, particularly for mentally challenged children, has transformed the educational world. In fact, practically every civilized country feels the impact of her unique style of teaching young children in some way. The world was taken aback by the apparently unbelievable actions of slum youngsters in Rome's first Casa dei Bambini (children's home). Her efforts and dedication in transforming mentally challenged children into normal children by teaching the 3 R’s using didactic equipment have earned her indelible fame in the history of education. It was seen at the time of her demise when tributes to her life-long labour on behalf of appeared in the press from every part of the world. In fact, her selfless sacrifice and dedication has developed hope and courage in the life of mentally challenged children, which made her to be ranked among the forerunners of great educators. Today. Montessori Method flashes like a comet across the educational horizon. Montessori learning environments, also known as prepared environments, provide children the freedom to pick their own work and design their own learning. Because the child is in the centre and the teacher's tasks differ from those of typical school teachers, the direction of communication and coordination between the child and the teacher is defined accordingly. The purpose of this research is to look into Montessori teachers' coordination and teamwork with children.

Language: English

ISSN: 2581-4281

Abstract/Notes: In our brief historical outline of educational conditions in Italy, we have seen that by far the greatest efforts over the past fifty years have been devoted to clarifying the theoretical issues of educational problems. We have been examining philosophical Systems that pretended to afford an unshakeable foundation to educational theory and to answer every problem raised by educational practice. They have been scrutinized and found wanting. The new Government Syllabus (1955) for the Italian elementary schools is thoroughly Catholic in spirit, humanistic in content and progressive in method. The author of the present paper feels, however, that too much theorizing is still blinding Italian educators. The canker of Transcendental Idealism is still gnawing at the efforts of all too many, also Catholic, thinkers. The “active schools” need renewed fervour, cogent Stimulation, and enlightened Inspiration from an integral Catholic philosophy of life. We must stop philosophizing and get down to realizing: experimentation and co-operative effort are badly needed, not less than clear ideas. Not words but deeds! Idealism had thought of itself being the all-inclusive answer to every problem. We must repeat Hamlet's word to the die-hard Idealist: “There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy”.

Language: English

DOI: 10.1007/BF01423725

ISSN: 1573-0638, 0020-8566