Abstract/Notes: This article presents edited transcripts of separate Skype conversations with Richard Ungerer, AMS executive director, in his office at AMS headquarters in New York and Andre Roberfroid, president of AMI, at his home in Vetraz-Monthoux, France. It also presents a discussion of the ways the two organizations can join forces to strengthen the Montessori movement. (Contains 11 online resources.)

Language: English

ISSN: 1054-0040

Abstract/Notes: Pat Ludick's commentary on grace and courtesy is established by a philosophical orientation to development: Grace is oriented to the life of the interior that is consciousness and being, and courtesy moves outward to daily living where civility reflects on success with human interactions. Pat's projected grace and courtesy across the planes is manifested in the language of respect, in the art of the seminar or exchange of opinions, in hospitality, social unity, independence, and in the expression of gratitude and persuasion. This upbeat narrative illuminates the psychological characteristics of grace and courtesy at every stage of formation and through adult civility of the fourth plane. [This talk was presented at the NAMTA conference titled "Grace, Courtesy, and Civility Across the Planes," Portland, OR, March 13-16, 2014.]

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1054-0040

Abstract/Notes: Montessori environments offer concrete learning materials, with controls of error embedded in their design, that support independence, engage the childs interest, and provide individual challenges. The external factors are often quite easy to identify: conflicting state standards and licensing regulations, emphasis on test results, parent expectations, school schedules, and a highly technological culture that values measurable results, speed, and future goals. Education should not limit itself to seeking new methods for a mostly arid transmission of knowledge: its aim must be to give the necessary aid to human development.

Language: English

ISSN: 1054-0040

Abstract/Notes: The Montessori school at Hotel Florence, formerly conducted by Mrs. Prudence [Stokes] Brown, will move to its new home on the corner of Fir and Fourth streets Tuesday, September 4. This time it will be under the direction of Miss Lillie Marsden, assisted by Miss Lela Klauber and Miss Kaidel. The features of the Montessori school are the following: "Messages in every day life," which develops poise, self-control and independence. Careful handling of the equipment. Sensorial training leading to writing, reading, number work, etc. Care of animals and pets. Gardening, manual work and rhythmic exercise. Great stree is placed upon the environment wherein the foundation is laid for a happy and useful life. Pupils are taken from 2 1/2 to 10 years. The hours are from 9 a.m. to 3 p.m. Telephone number, Main 4421.

Language: English

Abstract/Notes: On 6 May 2022, 70 years after Maria Montessori’s death, Stockholm University and the Department of Education and Didactics organized an international Montessori symposium. The idea was to present a breadth of research on Maria Montessori. The symposium dealt with Maria Montessori in the interwar period, an analysis of the history of ideas. Another presentation suggested possible research models to study this large field. The symposium also presented interpretations of Montessori’s writings that point her out as a visionary and pioneer in education for a sustainable world. An additional research area addressed was the potential of neuroscience to examine the effects of teaching theory and learning in Montessori education. Finally, this report describes a study on whether Montessori-inspired education compared to traditional education stands up in areas of socio-economic disadvantage.

Language: English

DOI: 10.16993/jmre.20

ISSN: 2002-3375

Language: English

Language: English

DOI: 10.1080/00940771.1999.11494589

ISSN: 0094-0771, 2327-6223

Language: English

Abstract/Notes: This article reports on findings from an ethnographic and comparative study examining interactions between educational systems and mutual respect in classrooms. I define mutual respect as the work of intervening on power asymmetries typically found in classrooms—both between teachers and students, and among students—by way of according children increased equality, autonomy, and equity. I partnered with four elementary schools, situated across two systems (i.e., International Baccalaureate [IB] and Montessori) and two national contexts (i.e., Washington, DC, and Toronto). Analysis of observation and video-cued focus group data revealed the following: IB and Montessori teachers differed in how they attempted equity in practice, and, relatedly, they differed in how they understood equity to interact with other dimensions of mutual respect (i.e., equality, autonomy). These differences between the systems held constant across two national contexts. This study contributes to ongoing conceptualizations of equity, educational systems, and the potential relationship between the two.

Language: English

DOI: 10.1086/725728

ISSN: 0013-5984