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842 results

Article

Early Crusade Planted Seeds for NHC Infant-and-Toddler Teacher Education Initiative [North Harris College, North Houston, Texas]

Available from: ProQuest

Publication: Montessori Life, vol. 16, no. 1

Pages: 36-37

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Language: English

ISSN: 1054-0040

Article

Educationists in London; Montessori Society

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 39

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Language: English

ISSN: 0040-7887

Article

Montessori Test Winter Killed: Procrastination Not Only Takes Time, but Gobbles up $1,000 Board of Education Blamed for Failure Miss Naumberg Quits After Giving Money and Teaching Where Chance Willed

Available from: ProQuest - Historical Newspapers

Publication: New York Tribune (New York, New York)

Pages: 6

Americas, Margaret Naumburg - Biographic sources, Montessori schools, North America, Public Montessori, United States of America

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Abstract/Notes: Claiming that the dilatory tactics, procrastination and general inefficiency of the Board of Education wets the causes for the failure of a rather expensive experiment in the Montessori system made in Public School 4 during...

Language: English

Book

The Advanced Montessori Method: Scientific Pedagogy as Applied to the Education of Children from Seven to Eleven Years

Elementary schools, Maria Montessori - Writings

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Language: English

Published: Oxford, England: Clio, 1998-1999

ISBN: 1-85109-114-9

Series: The Clio Montessori series

Article

Excerpts from 'Peace and Education'

Publication: The National Montessori Reporter, vol. 7, no. 1

Pages: 5, 12

Conferences, International Montessori Congress (2nd, Nice, France, 29 July - 12 August 1932), Maria Montessori - Writings, Peace education

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Abstract/Notes: Address given at 2nd International Montessori Congress, Nice, France, 1932/1931

Language: English

Article

A Comparative Study of the Educational Philosophy of Comenius and Montessori -with Special Reference to Sensory Education / 코메니우스와 몬테소리의 교육 사상 비교 -감각교육을 중심으로-

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 17, no. 2

Pages: 55-74

Asia, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea

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Abstract/Notes: Having been influenced by one's own environment, man lives and learns necessary things to survive. In particular, the knowledge of man can be accumulated by experience. The experience can be obtained by sensory education. Comenius recognised the importance of sense organ and became the first person to use audio-visual education in the time that theory and speech orientated education was common. And, Montessori has made sensory education popular by developing instruments of education for sensory education. The common ground of both is that education has been done by recognising the importance of obtaining knowledge through sensory education. In addition, obtaining knowledge can be done by restoring the nature of humanity, self-esteem and dignity. They have suggested scientific tools for education by making children obtain knowledge and experience through observing nature and objects. The difference is that while Comenius has been focused only on visual education based on epistemological experience, revealing its limitation, Montessori has developed various sensory tools and organised programme. It is noticed that new paradigms of learner oriented education are important It is challenged that recovering creativeness by respecting self-regulation is very much needed. The diversity of sensory education is sought to meet the felt need of education field. / 사람은 살아가는 환경의 영향을 받으며 거기서 생존에 필요한 것들을 습득한다. 특히, 인간의 지식은 경험에 의해 축적되며, 이러한 경험은 감각교육을 통해 이루어진다. 코메니우스는 감각기관의 중요성율 인식하고 최초로 시청각교육의 실천을 통해 당시의 이론과 언어 중심의 교육에 새로운 전기를 마련하였다. 또한, 몬테소리는 감각교육을 위한 교구개발과 체계적 교육 프로그램 개발을 통한 감각교육의 활성화를 이루었다. 이들의 공통점은 감각기관을 통한 지식습득의 중요성을 인식하고, 지식습득은 인간의 창조적 본성의 회복, 자존감과 존엄성 및 자율성을 중시한 감각교육 실천을 통해서 이루어진다고 주장한 정이다. 즉, 인위적인 교육 방법을 배제하고 자연과 사물에 대한 관찰과 교류를 통해 지식과 경험을 습득하게 하는 것이며, 교육실천올 위한 과학적 교육방법을 제시하였다는 점이다. 차이점은 코메니우스는 감각교육올 시각화 하는데 머무름으로 감각교육의 한계점을 드러내었다는 것과 여전히 인식론적인 경험에 근거를 두었다는 점이다. 반면 몬테소리는 감각기관의 경험율 위해 다양한 감각교구 개발과 체계적인 프로그램을 제시하였다는 점이다. 본 연구를 통해 학습자 중심의 교육개혁의 중요성을 인식하고, 자율성올 존중함으로서 창조적 능력을 희복혜야 할 필요성올 촉구 하며, 교육 현장의 욕구 충족을 위해 감각교육의 다변화를 모색한다.

Language: Korean

ISSN: 1226-9417

Article

Montessori 교육에서 자유개념과 작업 [Freedom Concepts and Tasks in Montessori Education]

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 2

Pages: 149-165

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Language: Korean

ISSN: 1226-9417

Article

Teachers for Our Neediest Kids: Caritas Teacher Education Model Serves Children and Builds Community in New York

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

Publication: Public School Montessorian, vol. 14, no. 3

Pages: 15

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Jiang su sheng jiao yu hui meng tie suo li jiao ju yan jiu hui [Conference Record of the Montessori Teaching Materials Research Association of Jiangsu Education Association]

Publication: Chong Hua Educational Review, vol. 4, no. 5

Pages: 7-9

Asia, China, East Asia, Montessori method of education

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Language: Chinese

Book Section

A Philosophical Perspective on the Purpose of Education in Indonesia

Available from: Springer Link

Book Title: Comparative and Decolonial Studies in Philosophy of Education

Pages: 51-71

Asia, Australasia, Comparative education, Friedrich Fröbel - Philosophy, Indonesia, Ki Hajar Dewantara - Philosophy, Maria Montessori - Philosophy, Rabindranath Tagore - Philosophy, Southeast Asia

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Abstract/Notes: This chapter will look at the purpose of education in the context of Indonesia’s past and present. I will draw on the philosophy of Ki Hajar Dewantara (1889–1959), who is regarded as the father of Indonesian education. In conceptualising education, he was influenced by his upbringing, local culture, and international influences from various educators and philosophers such as Rabindranath Tagore, Maria Montessori, and Friedrich Fröbel. This chapter is particularly timely because the Indonesian government has started to critically re-examine two of the educational concepts proposed by Dewantara, which are “pendidikan karakter” (character education) and “merdeka belajar” (independent learning). The chapter will start with a discussion on the purpose of education before introducing Dewantara and his background. I will then offer two comparisons; First, between Dewantara’s purpose of education and the aims of Dutch schools during the colonial period in Indonesia, highlighting the importance of imparting local wisdom and values in Dewantara’s school which were ignored by the colonial schools. Second, between Dewantara’s purpose of education and the current government’s policies. By doing so, I will highlight the different purposes articulated for education in various contexts, from the colonial era to present-day Indonesia. The conclusion of this chapter is that there have been profound changes to the very purpose of education in Indonesia. Nevertheless, Dewantara’s philosophy is still very much relevant today and thus, the Indonesian government should revisit its conceptualisation of the foundations of education. Dewantara’s thought is also likely to see increased interest in other countries due to a growing global demand for awareness of non-Western educational philosophies.

Language: English

Published: Singapore, Singapore: Springer Nature, 2023

Edition: 1st ed.

ISBN: 978-981-9901-39-5

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