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Article
The Moral Philosophy of Maria Montessori
Available from: Cambridge University Press
Publication: Journal of the American Philosophical Association, vol. 7, no. 2
Date: 2021
Pages: 133-154
Maria Montessori - Philosophy, Moral education
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Abstract/Notes: This paper lays out the moral theory of philosopher and educator Maria Montessori (1870–1952). Based on a moral epistemology wherein moral concepts are grounded in a well-cultivated moral sense, Montessori develops a threefold account of moral life. She starts with an account of character as an ideal of individual self-perfection through concentrated attention on effortful work. She shows how respect for others grows from and supplements individual character, and she further develops a notion of social solidarity that goes beyond cooperation toward shared agency. Partly because she attends to children's ethical lives, Montessori highlights how character, respect, and solidarity all appear first as prereflective, embodied orientations of agency. Full moral virtue takes up prereflective orientations reflectively and extends them through moral concepts. Overall, Montessori's ethic improves on features similar to some in Nietzschean, Kantian, Hegelian, or Aristotelian ethical theories while situating these within a developmental and perfectionist ethics.
Language: English
DOI: 10.1017/apa.2019.41
ISSN: 2053-4477, 2053-4485
Article
On Ki Hadjar Dewantara’s Philosophy of Education
Available from: Universitetsbiblioteket OsloMet
Publication: Nordic Journal of Comparative and International Education (NJCIE), vol. 5, no. 2
Date: 2021
Pages: 65-78
Asia, Australasia, Indonesia, Ki Hajar Dewantara - Philosophy, Maria Montessori - Philosophy, Southeast Asia, Taman Siswa
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Abstract/Notes: This comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are "pendidikan karakter" (character education) and "merdeka belajar" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia's current approach to education to find the similarities and differences of purpose relative to Dewantara's views of education. In this article, I argue that Dewantara's philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation.
Language: English
DOI: 10.7577/njcie.4156
ISSN: 2535-4051
Article
Possible Connections Between the Montessori Method and Philosophy for Children
Available from: Universidade do Estado do Rio de Janeiro
Publication: Childhood and Philosophy, vol. 16, no. 36
Date: 2020
Pages: 01-22
Comparative education, Montessori method of education, Philosophy for Children
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Abstract/Notes: This paper aims to focus on certain aspects of two education methods: one initiated in the first half of the twentieth century by Maria Montessori, and the other in the second half of that century by Matthew Lipman. The aim – neither comparative nor analytical – is to shed light on the connections and, more specifically, the elements of the Montessori Method that reflect on Lipman’s proposal. The question this paper aims to answer is: can P4C find fertile ground in schools applying the Montessori Method? The paper will focus, among other elements: on the importance to give space to thinking experience from childhood and on the recognition of the value of childhood. Both Lipman and Montessori have systematically observed children of different ages – the former in the first half, the latter in the second half of the twentieth century. Both characterized, gave value, and focused their scientific contributions on children’s ability to think and express their thoughts through languages (purposely in the plural form). As educational researchers and professionals know, children have the ability to think, but such ability has not always been (still isn’t) considered to exist. Even when it is evoked in words, educational choices and proposals seem – still today – to express mistrust towards children’s thought. The two mentioned authors have repeatedly highlighted the importance of an essential right: the right to think and to be given a space – even as children – to exercise thinking with others. In particular, both authors – though envisaging different educational paths – identified the same categories functional to exercising thinking. Their interconnection may guide the actions of teachers, educators, and learning process experts. In fact, P4C might play a role in educational contexts in which the class is already considered a community of inquiry, in which the teacher is assigned the same role as a facilitator
Language: English
DOI: 10.12957/childphilo.2020.46784
ISSN: 1984-5987
Article
Preparing for Life: Montessori's Philosophy of Sensory Education
Publication: Montessori Life, vol. 5, no. 3
Date: 1993
Pages: 24–27
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Language: English
ISSN: 1054-0040
Article
The Outsider Part Two: The Light of Montessori v. the Gloom of Philosophy
Publication: Montessori Courier, vol. 4, no. 1
Date: Apr 1992
Pages: 20–21, 26
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Language: English
ISSN: 0959-4108
Article
Organizing the Social Studies: The Storypath Philosophy [ages 9-12]
Publication: Montessori Life, vol. 9, no. 4
Date: 1997
Pages: 21–23
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Language: English
ISSN: 1054-0040
Conference Paper
Teaching the "Ineducable": The Impact of Sensationalist Philosophy on Educational Thought and Practice
Annual Meeting of the American Educational Research Association
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Abstract/Notes: The paper traces the influence of theories of J. Locke, J. Rousseau and the Abbe de Condillac on the development of educational programs for persons with mental retardation under J. Itard and E. Seguin. Itard's emphasis on sensory activities is discussed, as is his collaboration with Seguin. The effects of their work on M. Montessori, specifically on her stress on the senses of touch and vision are considered. Contemporary practices which emphasize sensory training are traced to these earlier theorists. Appended materials include illustrations of Montessori's sandpaper letters, Sequin's texture board and training apparatuses, and gymnastic exercises designed to improve perceptual motor development.
Language: English
Published: Montreal, Quebec, Canada: American Educational Research Association, Apr 1983
Pages: 30 p.
Article
The Social Philosophy of Maria Montessori
Publication: Social Justice Review, vol. 62, no. 11
Date: March 1970
Pages: 396-400
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Language: English
ISSN: 0037-7767
Article
Nature-Based Education in the Light of Montessori Philosophy: Meaning, Principles and Practices
Available from: European Journal of Alternative Education Studies
Publication: European Journal of Alternative Education Studies, vol. 8, no. 1
Date: 2023
Pages: 134-153
Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Nature education
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Abstract/Notes: The subject of the article is the role of nature in learning as an essential part of the Montessori Philosophy in early childhood education. This article highlights the use of nature-based activities within Montessori’s pedagogical perspective for including content about the natural world in early childhood settings. In this paper, it is aimed to increase the awareness of learning through nature on child development and to disseminate nature-based practices used in line with the Montessori approach in preschools. Firstly, the role of nature as an educational tool is described, followed by an understanding of nature pedagogy and its educational value according to Maria Montessori. Additionally, the article reviews the implementation of nature-based learning activities as an integral part of the educational work in Montessori schools. In this educational stream, nature-related work stands as the main methodical means for early childhood education and supporting the development of children. Nature in itself serves as a kind of special resonance and restorative effect that can help children understand the world and impart meaning to their lives. Subsequently, recommendations for nature-based practices that can be applied in preschools were presented in light of the Montessori philosophy. Article visualizations:
Language: English
ISSN: 2501-5915
Article
Child Educator Pleases Audience; Mme. Montessori Enunciates Philosophy of her Method in Single Sentence
Available from: Historic Oregon Newspapers
Publication: Oregonian (Portland, Oregon)
Date: Aug 6, 1915
Pages: 3
Americas, International Montessori Training Course (3rd [course 2], San Francisco, USA, August – November 1915), Maria Montessori - Biographic sources, Montessori method of education - Teacher training, Montessori method of education - Teacher training, North America, Panama-Pacific International Exposition (1915, San Francisco, California), Teacher training, United States of America
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Abstract/Notes: It is definitely decided that Madame Montessori, expert on child psychology and child education, will hold classes in the Oregon building beginning August 1. She will give a series of lectures and demonstrations in several of the state and foreign buildings, and will open in the Oregon building. It is said that she will conduct a training course, when her method of teaching will be submitted to an international jury, and the most practical features offered for permanent use in this country. It has been said frequently that Madame Montessori's method was not adaptable to American children. It will undoubtedly be found that under her direct management the obstacles will be eliminated. She will have classes of children between the ages of 3 and 6, who have never been taught in any school by any method. The classes will be held in the forenoon, and already parents are beginning to besiege the office of her manager with requests that their children be the fortunate ones to come under the madame's influence. The lecture will be open to the public. In the Oregon building they will probably be held in the dancing pavilion. Instrumental in bringing Madame Montessori to the exposition are Dr. P. P. Claxton, Commission of Education; Dr. David Starr Jordan, president of the National Educational Association; Dr. Adelaide Brown, of San Francisco; Mariana Bertola, president of the Vittoria Colonna Club, and Margaret Wilson, daughter of President Wilson. Wallace Hatch, of 2612 Park street, Berkeley, is managing the work, and any request for information or for the entering of children in the classes should be addressed to him.
Language: English