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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
Article
Philosophy of Education; Congress at Naples
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: May 24, 1924
Pages: 221
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Language: English
ISSN: 0040-7887
Article
Nature Study & Montessori Philosophy
Available from: ISSUU
Publication: Montessori Leadership, vol. 16, no. 3
Date: 2014
Pages: 16-21
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Language: English
Master's Thesis
MuistiMontessorin Muistojen kirja hoivakumppanin kokemana / Care Partners' Experience of the Memory Book Uses in Montessori Philosophy.
Available from: Theseus (Finland)
Alzheimer's disease, Dementia, Gerontology, Montessori-based interventions (MBI)
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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
Article
A Study Educational Philosophy of Maria Montessori and Its Relevance in Present Educational Scenario
Available from: Sabhavna Research Journal
Publication: Sadbhavna: Research Journal of Human Development, vol. 10, no. 2
Date: Jul 2020
Pages: 100-107
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Montessori system its impact can easily be seen in the field of pre-primary education in the European countries, U.S.A., India, China, Japan, African countries, Latin American countries and all through the world, This system has encouraged lovers of education to discover new methods of teaching young children. This system emphasized the necessity of study of children in order to educate them properly. As a result, education became child-centered. The construction of curriculum became oriented to the actual needs of life. It was considered necessary to provide a good environment in the school. The aims of education became oriented to individual development of each child. Hence emphasis was laid on the development of personality of each child. Proper training of teachers was considered necessary.
Language: English
ISSN: 2277-7377
Book
Montessori's Flawed Diffusion Model: An American Montessori Diffusion Philosophy
Nancy McCormick Rambusch - Writings
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Language: English
Published: Princeton, New Jersey: Princeton Center for Teacher Education, 1992