Abstract/Notes: During the past century Loris Malaguzzi (1920–1994), a principal figure in the establishment and creation of the preschools of Reggio Emilia, Italy, was one of the seminal thinkers in early childhood education. The influence of John Dewey, one of the most important American philosophers, is visible in contemporary early childhood classrooms of Reggio Emilia. However, as this editorial contends, in the author’s experience, many pre-service teachers have the misconception that the two programs that originated in Italy—Maria Montessoir and Reggio Emilia—are synonymous. This editorial discusses another connection; namely, the relationship between John Dewey’s philosophy of education and the pedagogy of Reggio Emilia preschools. Pre-service teachers’ understanding of Dewey’s theory and the Reggio Emilia experience makes an important contribution to the development of their personal teaching philosophy and understanding of best practices in the field.

Language: English

DOI: 10.1007/s10643-011-0451-3

ISSN: 1082-3301, 1573-1707

Abstract/Notes: This article explores Montessori’s story in terms of her initial warm reception by America to her educational research, and her later cooling off, once Dewey’s student, Kilpatrick, published The Montessori System Examined and declared her work to be based on psychological theory that was fifty years behind the times. I argue that there is a troubling gendered side to Montessori’s story that affected her in significant ways and still lingers and limits her contribution to educational theory, and for my purposes, democratic theory. We recognize Dewey’s significant contributions to democratic theory but not Montessori’s; I hope to help right that wrong.

Language: English

DOI: 10.1353/eac.2012.0001

ISSN: 1559-1786, 1085-4908

Language: French

ISSN: 0014-1941, 2102-5800

Abstract/Notes: David Hutchison is an educator and ecologists. In this paper, he suggests how ecological vision can be translated into five aspects of educational practice: the interdisciplinary emphasis, eco-orientation to citizenship, inquiry learning, outdoors acclimatization, and social activism. These five levels of training constitute the holistic preparation for forging new levels of responsibility and sensibility for the natural world in the self-actualized adult. [Reprinted from "The NAMTA Journal" 28, 1 (2003, Winter): 207-218. This paper is adapted from a keynote address at the NAMTA conference titled "Montessori Education for Human Development: The Child in the Natural World," in Chicago, IL October 31-November 3, 2002.

Language: English

ISSN: 1522-9734

Abstract/Notes: Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detachment to her earliest efforts at revolutionizing the curriculum. Her later essays on women and gender further showcase the tremendous intellectual energy she brought to the field of feminist educational theory. Martin explores the challenges and contradictions posed by the very concept of women's education, and also recognizes how the presence of women necessitates the rearticulation of not only the curriculum but also the standard ideologies in education.

Language: English

Published: New York, New York: Routledge, 1994

Edition: 1st

ISBN: 978-1-315-02155-3

Abstract/Notes: Examines implications of creation stories from a Montessorian perspective. Claims that each era has an epic narrative guiding it, and that current ecology epic can educate and inspire children to fulfill their unique role within the larger meaning of life on earth. Suggests that children have a sense of wonder motivating them to realize their unity with the earth. (KDFB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Challenges Montessori instructors and advocates to address the complex issues of staffing, scheduling, and maintaining a consistency of approach with respect to all-day Montessori instruction. (HTH)

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1522-9734

Abstract/Notes: Presents the guiding philosophy of the North Avondale Montessori School in Cincinnati, Ohio. Discusses foundations of social responsibility, the use of Great Lessons to understand and appreciate the interdependence of all things, the identification and support of children's natural psychological tendencies brought to learning experiences, and the role of the prepared environment. (KDFB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Defines Montessori theory in terms that can interface with developmental psychology, summarizing adolescent cognitive, social, emotional, and moral outcomes. Focuses on outcomes of the third plane of education for youth in an Erdkinder setting, Montessori's "Educational Syllabus," providing clues about the future Montessori adult. Suggests that the emotional dimension of the early adolescent stage might be viewed as the end state for childhood. (Author/KB)

Language: English

ISSN: 1522-9734