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Article
Is Montessori the Educational Columbus?
Available from: HathiTrust
Publication: Sunset Magazine, vol. 34, no. 6
Date: Jun 1915
Pages: 1110-1115
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Language: English
ISSN: 0039-5404
Article
Early Crusade Planted Seeds for NHC Infant-and-Toddler Teacher Education Initiative [North Harris College, North Houston, Texas]
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 1
Date: Winter 2004
Pages: 36-37
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Language: English
ISSN: 1054-0040
Article
Peace and Education: A Resolution
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 11, no. 3
Date: Summer 1984
Pages: 16–17
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Language: English
ISSN: 0010-700X
Book Section
Montessori and the Reformation of the American Educational System for the 21st Century
Book Title: Education for the 21st Century [AMI International Study Conference Proceedings, presented by AMI/USA, July 30 to August 4, 1988, Washington, D.C.]
Pages: 80-84
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Language: English
Published: [Rochester, New York]: Association Montessori International of the United States, 1989
Article
Initiating Quality Education in the State Schools in India
Publication: The Child and You, vol. 6
Date: 2002/2003
Pages: 85-90
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Abstract/Notes: Delivered at Tenth International Democratic Education Conference, Christchurch, New Zealand
Language: English
Book Section
A Philosophical Perspective on the Purpose of Education in Indonesia
Available from: Springer Link
Book Title: Comparative and Decolonial Studies in Philosophy of Education
Pages: 51-71
Asia, Australasia, Comparative education, Friedrich Fröbel - Philosophy, Indonesia, Ki Hajar Dewantara - Philosophy, Maria Montessori - Philosophy, Rabindranath Tagore - Philosophy, Southeast Asia
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Abstract/Notes: This chapter will look at the purpose of education in the context of Indonesia’s past and present. I will draw on the philosophy of Ki Hajar Dewantara (1889–1959), who is regarded as the father of Indonesian education. In conceptualising education, he was influenced by his upbringing, local culture, and international influences from various educators and philosophers such as Rabindranath Tagore, Maria Montessori, and Friedrich Fröbel. This chapter is particularly timely because the Indonesian government has started to critically re-examine two of the educational concepts proposed by Dewantara, which are “pendidikan karakter” (character education) and “merdeka belajar” (independent learning). The chapter will start with a discussion on the purpose of education before introducing Dewantara and his background. I will then offer two comparisons; First, between Dewantara’s purpose of education and the aims of Dutch schools during the colonial period in Indonesia, highlighting the importance of imparting local wisdom and values in Dewantara’s school which were ignored by the colonial schools. Second, between Dewantara’s purpose of education and the current government’s policies. By doing so, I will highlight the different purposes articulated for education in various contexts, from the colonial era to present-day Indonesia. The conclusion of this chapter is that there have been profound changes to the very purpose of education in Indonesia. Nevertheless, Dewantara’s philosophy is still very much relevant today and thus, the Indonesian government should revisit its conceptualisation of the foundations of education. Dewantara’s thought is also likely to see increased interest in other countries due to a growing global demand for awareness of non-Western educational philosophies.
Language: English
Published: Singapore, Singapore: Springer Nature, 2023
Edition: 1st ed.
ISBN: 978-981-9901-39-5
Book
Education for a New World
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Language: English
Published: Wheaton, Illinois: Theosophical Press, 1963
Article
Variations in Implementation Fidelity in Montessori Education
Available from: ISSUU
Publication: Montessori Leadership, vol. 15, no. 4
Date: 2013
Pages: 12-15
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Language: English
Article
A Formação Inicial do Pedagogo e o Pibid: Experiências Formativas com o Método Montessori na Educação Infantil e com Alfabetização nos Anos Iniciais do Ensino Fundamental [The Initial Education of the Pedagogue and the Pibid: Formative Experiences with the Montessori Method in Early Childhood Education and with Literacy in the Early Years of Elementary School]
Available from: Universidade Estadual do Oeste do Paraná
Publication: Temas & Matizes, vol. 15, no. 26
Date: 2021
Pages: 320-339
Early childhood care and education, Early childhood education, Elementary schools, Literacy, Montessori method of education - Criticism, interpretation, etc., Montessori schools
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Abstract/Notes: A partir de uma experiência com o Programa Institucional de Bolsas de Iniciação à Docência (PIBID) no desenvolvimento de um dos subprojetos do curso de Pedagogia, da Universidade Estadual do Oeste do Paraná, campus de Francisco Beltrão, que tem atuado junto a este programa há seis anos, o objetivo deste artigo é analisar e discutir as contribuições do referido programa à formação inicial do pedagogo. Para isso, tomamos como referência o processo formativo de um grupo de acadêmicos que acompanhou e participou de atividades pedagógicas em um Centro Municipal de Educação Infantil (CMEI), onde tiveram contato com o método Montessori, e em duas escolas públicas em turmas de alfabetização nos anos iniciais do Ensino Fundamental. Para as análises e reflexões deste trabalho, temos como base nosso olhar de observadoras e coordenadoras do subprojeto que no decorrer do desenvolvimento de atividades semanais com o grupo nos permitiu acompanhar todo o processo formativo dos acadêmicos e ouvir seus relatos sobre suas vivências no programa, além, dos momentos de reflexões sobre a prática de ensino que aconteciam. Algumas constatações sinalizam para o quanto é significativa a inserção dos acadêmicos nas instituições de ensino desde os primeiros anos de sua graduação, consolidando uma relação mais efetiva entre teoria e prática e potencializando experiências formativas mais amplas, ao mesmo tempo que constituindo a identidade de sua atuação profissional com a docência. [Based on an experience with the Institutional Scholarship Program for Teaching Initiation (PIBID) in the development of one of the subprojects of the Pedagogy course, at the State University of Western Paraná, Francisco Beltrão campus, which has been working with this program for six years, the objective of this article is to analyze and discuss the contributions of the referred program to the initial formation of the pedagogue. For this, we take as reference the training process of a group of academics who accompanied and participated in pedagogical activities at a Municipal Center for Early Childhood Education (CMEI), where they had contact with the Montessori method, and at two public schools in literacy classes in the early years of elementary school. For the analyzes and reflections of this work, we are based on our view as observers and coordinators of the subproject that, during the development of weekly activities with the group, allowed us to follow the entire training process of the academics and hear their reports about their experiences in the program, in addition to , of the moments of reflection on the teaching practice that took place. Some findings indicate how significant the insertion of academics in educational institutions is from the first years of their graduation, consolidating a more effective relationship between theory and practice and enhancing broader training experiences, while constituting the identity of their performance professional with teaching.]
Language: Portuguese
DOI: 10.48075/rtm.v15i26.26169
ISSN: 1981-4682
Book
The Spiritual Regeneration of Man: An Address Given to the Montessori Society at the 22. Annual Conference of Educational Associations Held at University College, London, Jan. 1934
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Language: English
Published: Edinburgh, Scotland: [s.n.], 1934