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Article
Whlte Cross Plan for War Shocked Children Outlined: Dr. Maria Montessori, Noted Italian Educator, Organizing Movement in San Diego
Available from: California Digital Newspaper Collection
Publication: San Diego Union (San Diego, California)
Date: Aug 26, 1917
Pages: 8
Maria Montessori - Biographic sources, White Cross (Croce Bianca)
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Language: English
Article
Letter to the Editor [Reaction to presentation by David Ward]
Publication: Montessori Quarterly, vol. 24
Date: 1985
Pages: 15
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Language: English
Article
Educating the Enemy: Teaching Nazis and Mexicans in the Cold War Borderlands By Jonna Perrillo [book review]
Available from: Silverchair
Publication: Western Historical Quarterly, vol. 54, no. 4
Date: Winter 2023
Pages: 353
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Abstract/Notes: Jonna Perrillo’s Educating the Enemy: Teaching Nazis and Mexicans in the Cold War Borderlands is a fascinating education history set in El Paso during the 1940s and 1950s. The arresting title juxtaposing “Nazis” with “Mexicans” goes to the heart of the study. Perrillo, a University of Texas at El Paso education historian, locates a small band of Nazi scientists taken into custody by the United States at the conclusion of World War II to work on scientific and military initiatives. Under “Operation Paperclip” these elite Nazi scientists and their families who came to the United States with a “sense of delusion and entitlement,” lived in El Paso for three years, contributing 144 children to the same schools that educated tens of thousands of Mexican American and Mexican immigrant children (p. 27). The central intellectual focus of Educating the Enemy explores the stark disparity in how these two groups of children were treated.
Language: English
DOI: 10.1093/whq/whad043
ISSN: 0043-3810
Article
War and Peace Education
Available from: Wiley Online Library
Publication: Journal of Philosophy of Education, vol. 37, no. 3
Date: 2003
Pages: 525-533
Book
Educating the Enemy: Teaching Nazis and Mexicans in the Cold War Borderlands
Available from: University of Chicago Press
Americas, Europe, Germany, Ilse Axster, Montessori method of education, National socialism, Nazism, North America, Operation Paperclip, United States of America, Western Europe
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Abstract/Notes: In 1945, 179 scientists for the Nazi party were recruited to build a powerful weapon for the US Army in a program named Operation Paperclip. The scientists were relocated to Fort Bliss in El Paso, Texas, with their families. From this outpost, their children were bussed daily by military police to four El Paso public schools. Though born into a fascist enemy nation, the German children were quickly integrated into the schools and, by proxy, American society through help in the form of school placements and specially arranged English classes. Their rapid assimilation served an important political purpose for the military and the state, improving the public image of Operation Paperclip, and offering evidence that American public schools played a vital role in ensuring the victory of democracy over fascism. In Educating the Enemy, Jonna Perrillo not only tells this fascinating story of Cold War educational policy, she draws an important comparison to another population of children in the El Paso public schools who received dramatically different treatment: Mexican Americans. Like everywhere else in the Southwest, Mexican children in El Paso were segregated into "Mexican" schools, as opposed to the"American" schools the German students attended. In these "Mexican" schools, children were penalized for speaking Spanish, which,because of residential segregation, was the only language all but a few spoke. They also prepared students for menial jobs that would keep them ensconced in Mexican American enclaves. From these disparate experiences, Educating the Enemy charts what two groups of children-one that might have been considered the enemy, the other that was treated as such-reveal about the ways political assimilation has been treated by schools as an easier, more viable project than racial or ethnic assimilation. It also shows how deeply schools and beliefs about schools were connected to seemingly distinct political developments, including Cold War foreign policy and diplomacy, federal power over immigration, and a growing military industry. Bridging these histories, as well as the histories of race and childhood, Perrillo uncovers the central role schools played in defining "foreignness" in a postwar international order, the Cold War dissonances between international tolerance and domestic segregation, and the influence of both military and diplomatic initiatives on American public schools. Includes a section on Ilse Axster who was a supporter of the Montessori movement (among other things) in Germany prior to coming to America with her scientist husband, Herbert Axster.
Language: English
Published: Chicago, Illinois: University of Chicago Press, 2022
ISBN: 978-0-226-81596-1 978-0-226-81597-8
Article
Nenrei tate-wari kurasu no naka de mieta kodomo no sugata / 年齢縦割りクラスの中で見えた子どもの姿 / Children in Vertically Divided Classes
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 35
Date: 2002
Pages: 104-111
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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Language: Japanese
ISSN: 0913-4220
Article
Mètode i escola Montessori a Barcelona fins a la Guerra Civil (1936-1939). De l’adhesió incondicional a l’eclecticisme / Montessori Method and School in Barcelona until the Civil War (1936-1939). From Unconditional Adherence to Eclecticism
Available from: Hemeroteca Científica Catalana
Publication: Educació i Història: Revista d'Història de l'Educació, no. 40
Date: 2022
Pages: 227-248
Maria Montessori - Biographic sources, Montessori method of education - History
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Abstract/Notes: Maria Montessori’s method left a deep and rich renovating educational footprint in the city of Barcelona before the Franco regime (1939). An active, cheerful, playful, co-educational, science-based system, in which the child is the protagonist. The teacher accompanies the students, trying to respect their rhythms in their personal learning itinerary. The Montessori revolution was possible because the Mancomunitat de Catalunya, the Diputació de Barcelona and the municipal administration believed in it, created schools, Case dei Bambini, and promoted continuous teacher training through courses, seminars, and Summer Schools. / El mètode de la doctora Maria Montessori va deixar una profunda i rica petjada educativa i renovadora a la ciutat de Barcelona abans del règim franquista (1939). Un sistema actiu, alegre, lúdic, coeducatiu, de base científica, en què el protagonista és l’infant. El professorat acompanya l’alumnat procurant respectar el ritme en l’itinerari personal d’aprenentatge. La revolució montessoriana fou possible perquè la Mancomunitat de Catalunya, la Diputació de Barcelona i l’administració municipal hi van creure, van crear escoles, Cases dels Nens, i van promoure la formació continuada dels mestres a través de cursets, seminaris i Escoles d’Estiu / El método de la doctora Maria Montessori dejó una profunda y rica huella educativa y renovadora en la ciudad de Barcelona antes del régimen franquista (1939). Un sistema activo, alegre, lúdico, coeducativo, de base científica, en el que el protagonista es el niño. El profesorado realiza un acompañamiento al alumnado, procurando respetar el ritmo en el itinerario personal de aprendizaje. La revolución montessoriana fue posible porque la Mancomunidad de Cataluña, la Diputación de Barcelona y la administración municipal creyeron en ella, creando escuelas, Case dei Bambini, y promoviendo la formación continuada de los maestros a través de cursillos, seminarios y Escuelas de Verano.
Language: Catalan
ISSN: 2013-9632, 1134-0258
Article
Montessori Idea to be Taught Here: Miss Florence Ward will Lecture on New Method of Education
Available from: Chronicling America (Library of Congress)
Publication: The Daily Missoulian (Missoula, Montana)
Date: May 18, 1913
Pages: 2
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Language: English
Article
If Children Are Taught to Reason, Not Merely to Follow Tradition, There Will Be No More Wars, Declares Dr. Montessori
Available from: Chronicling America (Library of Congress)
Publication: New York Tribune (New York, New York)
Date: Apr 22, 1915
Pages: 7
Americas, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education, Montessori schools, North America, United States of America
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Language: English
ISSN: 1941-0646
Article
Środowisko lokalne jako źródło cennych wartości dla dzieci przedszkolnych – z doświadczeń Miejskiego Przedszkola nr 8 Montessori w Jarosławiu / Local environment as a source of valuable values for preschool children – from experience of Municipal Kindergarten No 8 Montessori in Jarosław
Available from: CZASOPISMA - Państwowa Wyższa Szkoła Techniczno-Ekonomiczna
Publication: Edukacja, Terapia, Opieka, vol. 4
Date: 2022
Pages: 68‐78
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Abstract/Notes: Nowadays, cooperation of preschool institutions with the local environment is a permanent element of didactic, educational and caring work. Preschools find In local environment they find valuable values for education of preschool children in institutions, organizations and individuals, as well as in parents. The value of preschool education is also promoted in the community. Cooperation with the local environment bringstangible benefits in terms of children’sknowledge and skills, especially with regard to social and civic competencies. A well-functioning kinder gartenis one that acts appropriately for the environment and shows the children in it what is most valuable. / Współpraca placówek przedszkolnych ze środowiskiem lokalnym jest dziś stałym elementem pracy dydaktycznej, wychowawczej i opiekuńczej. Przedszkola odnajdują w środowisku lokalnym cenne wartości dla edukacji dzieci przedszkolnych w instytucjach, organizacjach i osobach, a także w rodzicach. W środowisku promowana jest także wartość wychowania przedszkolnego. Współpraca ze środowiskiem lokalnym przynosi wymierne korzyści w postaci wiedzy i umiejętności dzieci, zwłaszcza w odniesieniu do kompetencji społecznych i obywatelskich. Dobrze funkcjonująca placówka przedszkolna to taka, która we właściwy sposób działa na rzecz środowiska i pokazuje dzieciom w nim to, co najcenniejsze.
Language: Polish
DOI: 10.52934/eto.165
ISSN: 2720-2429, 2658-0071