scholarly journals possible connections between the montessori method and philosophy for children

2020 ◽  
Vol 16 (36) ◽  
pp. 01-22
Author(s):  
Mariangela Scarpini
Keyword(s):  
Twentieth Century ◽  
Educational Choices ◽  
Philosophy For Children ◽  
Plural Form ◽  
Maria Montessori ◽  
Montessori Method ◽  
Fertile Ground ◽  
Educational Paths ◽  
Matthew Lipman ◽  
The Right

This paper aims to focus on certain aspects of two education methods: one initiated in the first half of the twentieth century by Maria Montessori, and the other in the second half of that century by Matthew Lipman. The aim – neither comparative nor analytical – is to shed light on the connections and, more specifically, the elements of the Montessori Method that reflect on Lipman’s proposal. The question this paper aims to answer is: can P4C find fertile ground in schools applying the Montessori Method? The paper will focus, among other elements: on the importance to give space to thinking experience from childhood and on the recognition of the value of childhood. Both Lipman and Montessori have systematically observed children of different ages – the former in the first half, the latter in the second half of the twentieth century. Both characterized, gave value, and focused their scientific contributions on children’s ability to think and express their thoughts through languages (purposely in the plural form). As educational researchers and professionals know, children have the ability to think, but such ability has not always been (still isn’t) considered to exist. Even when it is evoked in words, educational choices and proposals seem – still today – to express mistrust towards children’s thought. The two mentioned authors have repeatedly highlighted the importance of an essential right: the right to think and to be given a space – even as children – to exercise thinking with others. In particular, both authors – though envisaging different educational paths – identified the same categories functional to exercising thinking. Their interconnection may guide the actions of teachers, educators, and learning process experts. In fact, P4C might play a role in educational contexts in which the class is already considered a community of inquiry, in which the teacher is assigned the same role as a facilitator

scholarly journals Maria Montessori and Anna Freud: links and influences between pedagogy and psychoanalysis

2021 ◽  
Vol 8 (2) ◽  
pp. 73-82
Author(s):  
Rossella Raimondo
Keyword(s):  
Twentieth Century ◽  
Maria Montessori ◽  
Montessori Method

The fascination with the Montessori Method stems from a never quite exhaustive analysis of her studies, which, due to the multiplicity and complexity of its elements, continually lend themselves to readings, hermeneutic interpretations and discoveries. Following a series of “clues” that see the figure of Maria Montessori intertwined with that of Anna Freud, this article intends to enhance the interdisciplinary interweaving and the multiple links which, by relating pedagogy with psychoanalysis, favor a broader vision of the implications relating to the changes occurring during the first half of the twentieth century, in which the child is the protagonist.

scholarly journals Teacher’s training in the Montessori Approach: the debate on the pages of La Coltura Popolare (1911-1922)

2021 ◽  
Vol 8 (2) ◽  
pp. 59-71
Author(s):  
Martino Negri ◽  
Gabriella Seveso
Keyword(s):  
Twentieth Century ◽  
Teacher Training ◽  
Significant Role ◽  
Partial Reconstruction ◽  
Maria Montessori ◽  
Montessori Method ◽  
The Many

In the first two decades of the Twentieth Century, reflections on teacher training were particularly rich, implying the lively and significant participation of a plurality of actors. Even Maria Montessori actively participated in this debate and the meeting with the Humanitarian Society in Milan, and with Augusto Osimo primarily, proved to be very fruitful on these issues. The specialist magazine La Coltura Popolare represents a faithful and interesting mirror of this relationship and of the many reflections and initiatives arose from it, promoting the propagation of the Montessori method and offering at the same time a space for dialogue and comparison of all the most innovative and vivifying voices of the pedagogical reflection of the time. This paper proposes a first and partial reconstruction of the significant role that La Coltura Popolare played, from 1911 to 1922, in soliciting the attention of its public on the topic of teacher training, in spreading the Montessori method, in stimulating a not biased and preconceived comparison between different approaches, experiments and views on childhood.

The Spanish Church and The Revolutionary Republican Movement, 1930–1931

1962 ◽  
Vol 31 (4) ◽  
pp. 430-439
Author(s):  
José M. Sánchez
Keyword(s):  
Twentieth Century ◽  
The Political ◽  
Right Wing ◽  
Nineteen Thirties ◽  
Republican Movement ◽  
Revolutionary Movements ◽  
The Right ◽  
Political Realities ◽  
The Church

Few subjects in recent history have lent themselves to such heated polemical writing and debate as that concerning the Spanish Church and its relationship to the abortive Spanish revolution of 1931–1939. Throughout this tragic era and especially during the Civil War, it was commonplace to find the Church labelled as reactionary, completely and unalterably opposed to progress, and out of touch with the political realities of the twentieth century.1 In the minds of many whose views were colored by the highly partisan reports of events in Spain during the nineteen thirties, the Church has been pictured as an integral member of the Unholy Triumvirate— Bishops, Landlords, and enerals—which has always conspired to impede Spanish progress. Recent historical scholarship has begun to dispel some of the notions about the right-wing groups,2 but there has been little research on the role of the clergy. Even more important, there has been little understanding of the Church's response to the radical revolutionary movements in Spain.

scholarly journals Mussolini Predicted a Fascist Century: How Wrong Was He?

Fascism ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Roger Griffin
Keyword(s):  
Twentieth Century ◽  
World Wide ◽  
Local Level ◽  
Modern World ◽  
Benito Mussolini ◽  
New Developments ◽  
The Many ◽  
The Right ◽  
Wide Community

In the entry on ‘Fascism’ published in 1932 in the Enciclopedia Italiana, Benito Mussolini made a prediction. There were, he claimed, good reasons to think that the twentieth century would be a century of ‘authority’, the ‘right’: a fascist century (un secolo fascista). However, after 1945 the many attempts by fascists to perpetuate the dreams of the 1930s have come to naught. Whatever impact they have had at a local level, and however profound the delusion that fascists form a world-wide community of like-minded ultranationalists and racists revolutionaries on the brink of ‘breaking through’, as a factor in the shaping of the modern world, their fascism is clearly a spent force. But history is a kaleidoscope of perspectives that dynamically shift as major new developments force us to rewrite the narrative we impose on it. What if we take Mussolini’s secolo to mean not the twentieth century, but the ‘hundred years since the foundation of Fascism’? Then the story we are telling ourselves changes radically.

Political Autobiography and the Art of the Plausible: R. A. Butler at the Foreign Office, 1938–1939

1985 ◽  
Vol 28 (4) ◽  
pp. 901-922 ◽  
Author(s):  
Paul Stafford
Keyword(s):  
Twentieth Century ◽  
Educational System ◽  
Spanish Civil War ◽  
British Politics ◽  
Suez Crisis ◽  
Foreign Office ◽  
Post War ◽  
The Times ◽  
The Right ◽  
Enoch Powell

R. A. Butler has been one of the outstanding figures in twentieth-century British politics. After his death The Times described him as ‘the creator of the modern educational system, the key-figure in the revival of post-war Conservatism, arguably the most successful chancellor since the war and un-questionably a Home Secretary of reforming zeal’. His record of achievement was unequalled by his rivals in the contests for the party leadership in 1957 and in 1963, but on both occasions the leadership eluded him. How and why this happened was understandably of the greatest interest to those who reviewed Rab's memoirs, The art of the possible, which were published in 1971. These memoirs won unanimous praise for their literary excellence, but otherwise met with a rather mixed reception. Enoch Powell, one of Rab's supporters in 1963, described them as ‘a work of astonishing self-revelation [belonging] with the classic Confessions. Augustine and Rousseau were not more unsparing of themselves than Rab…’ The ‘large episodes’ of Rab's career, Powell went on, ‘are treated with a generous vision (including, it need not be added, a generosity to Rab) which leaves the reader with improved understanding and perspective’. Powell's comments were echoed by others on the Right, but the Left was more critical. Anthony Howard noted that ‘what tend…to get wholly left out are the mistakes and blunders’ – the now infamous Villacoublay meeting during the Suez crisis; and Rab's astonishing admission to the journalist George Gale during the 1964 campaign that the election was slipping Labour's way. Harold Wilson, who had offered Rab the mastership of Trinity, was perhaps the least charitable of all. He found The art of the possible disappointing because, he claimed, Rab underwrote the great occasions. Rab's reticence about Suez, however, upset Wilson less than the description of his tribulations at the hands of Labour MPs as government spokesman for the policy of non-intervention during the Spanish Civil War. Here was an issue which could excite the older soldiers of the British Left, and if Wilson was alone among Rab's reviewers in making more than passing reference to Rab's association with appeasement this was why.

Ascertaining the Critical Thinking and Formal Reasoning Skills of Students

1998 ◽  
Vol 59 (1) ◽  
pp. 9-18
Author(s):  
Tock Keng Lim
Keyword(s):  
Critical Thinking ◽  
The United States ◽  
Philosophy For Children ◽  
Cognitive Level ◽  
Formal Reasoning ◽  
Concrete Objects ◽  
Reasoning Skills ◽  
Matthew Lipman ◽  
Set Up ◽  
The Relationship

Ascertaining the critical thinking and formal reasoning skills of students With the critical thinking movement gaining momentum at all levels of education in the United States and other countries, many thinking programmes have been developed. A thinking programme that emphasises process, teaching students how to think, rather than what to think, is the Philosophy for Children (P4C) programme, currently carried out in Singapore. A child, according to Matthew Lipman, the founder of the P4C programme, can reason deductively and logically, using concrete objects. In his specially written stories for children Lipman translated the abstract formulations to reasoning in a concrete way that children could understand. To determine whether primary and secondary pupils in Singapore can reason and do philosophy, a study was set up in 1992 to ascertain their reasoning skills. Two instruments were used: the New Jersey Test of Reasoning, developed in the early 1980s to evaluate the P4C programme, and the Test of Formal Reasoning, written by P. K. Arlin to measure the stage of intellectual and cognitive level of the student: concrete, high concrete, transitional, low formal or high formal. This article reports the findings of the study concerning the relationship between critical thinking as measured by the NJTR and concrete and formal reasoning as measured by the ATFR.

scholarly journals Lviv as the cradle of Polish independence organizations

2021 ◽  
Vol 201 (3) ◽  
pp. 534-545
Author(s):  
Janusz Zuziak
Keyword(s):  
Twentieth Century ◽  
20Th Century ◽  
Early 20Th Century ◽  
Social Activists ◽  
The Past ◽  
Independence Movement ◽  
Political Orientations ◽  
History Of ◽  
The Right ◽  
The City

Lviv occupies a special place in the history of Poland. With its heroic history, it has earned the exceptionally honorable name of a city that has always been faithful to the homeland. SEMPER FIDELIS – always faithful. Marshal Józef Piłsudski sealed that title while decorating the city with the Order of Virtuti Militari in 1920. The past of Lviv, the always smoldering and uncompromising Polish revolutionist spirit, the climate, and the atmosphere that prevailed in it created the right conditions for making it the center of thought and independence movement in the early 20th century. In the early twentieth century, Polish independence organizations of various political orientations were established, from the ranks of which came legions of prominent Polish politicians and military and social activists.

scholarly journals Living Value Education Bagi Anak Berbasis Al-qur’an

2021 ◽  
Vol 20 (1) ◽  
pp. 73-90
Author(s):  
Musyfiq Amrullah
Keyword(s):  
David Hume ◽  
Basic Education ◽  
Moral Values ◽  
Human Potential ◽  
Mutual Cooperation ◽  
Personal Benefit ◽  
Plural Form ◽  
Library Research ◽  
Root Word ◽  
The Right

The conclusion of this dissertation is that Living Value Education for children is based on The Quran, namely the education of the values of life in the form of religious, nationalist, integrity,  independence,  tolerance,  and mutual cooperation which are the actualization of the maqâshid al-Qur'an. namely personal benefit        common benefit  and benefit to build a community. These values must be taught to become personalities to students which are based on the child's psychological development, namely at the basic level, because in this level they have a high enough egocentricity and tend not to have the will to see many things from the perspective of others. This LVE is integrated through the intracurricular, co- curricular and extracurricular learning processes in educational institutions. The concept of LVE in the al-Qur'an for children is to make value education with the principle of not burdening  giving light burdens (and instilling responsibility with the principle of gradual/gradual. Living Value Education for children is found as life value education that starts from the time the child is in the womb to the age of puberty. This is based on the terms of the Quran related to children, namely: 1. Walad  shows the child who is born, whether there is a nasab connection or not and the term walad does not limit whether they are still small or already large; 2. Ibn (which means boy or bint is a girl. This term is taken from the root word banau (the plural form is abnâأ). The mention in Arabic, it is possible that a child is a building for their parents. Parents as figures to build it. Allah made the parents as the builders of the building to create independent offspring; 3. Tifl  a newborn child, the word thiflu means a child who still needs guidance and nurture; 4. Gulam  shows a child who is entering puberty. From these four terms, it can be concluded that children from birth to puberty need education and build them so that they are stable and independent. So the basic education degree is the right level to strengthen the basics of Living Value Education. This writing supports the opinion of al-Ghazâly and Abdullah Nâsih 'Ulwan about education starting from womb, Thomas Lickona about the necessity to instill moral values and character that can be taught in schools, even schools have the authority to train values, morals and character. This dissertation also supports the opinion of David Hume, about values that oppose the concept of Decrates' Rationality, which justifies values and morality based on reason alone. This dissertation also supports the opinion of Darwis Hude and Doni Koesoema about human potential which is not limited to intelligence, but there are several other intelligences that need to be developed in a balanced manner and evaluation of assessments is not only focused on cognitive ones.This dissertation also supports the opinions of Ibn Kathir, Muhamad Qutbh, Nasaruddin Umar, and Nur Arfiyah Febriani about gender, namely that a mother is allowed to have activities outside the home with several conditions. On the other hand, this dissertation is different from Thomas Aquinas' concept of value, which considers good and bad values not by his will but only tools of God's behavior, the concept of values and the concept of Living Value Education (LVE) Diana Tillman, Rani Anggraini Dewi, and ALIVE (Association For Living Value Education) International. They only limit Living Value Education to twelve values, namely: peace, appreciation, love, responsibility, happiness, cooperation, honesty, humility, tolerance, simplicity, freedom, and unity. This dissertation is also different from Thomas Lickona's opinion which limits moral values with respect and responsibility. This dissertation is also different from the opinion of al-Qurthuby and As-Suyuthy who refuse women to engage in public activities.The method used by the author in this study used a qualitative method, based on library research (library research) using a transcendental phenomonology approach. Meanwhile, the method of interpretation used is the thematic method (tafsir maudhu'i) both when analyzing problems and when using the verses of the Qur'an.

scholarly journals Perspectiva bioética del Trastorno por déficit de atención e hiperactividad (TDAH)

Bioderecho.es ◽  
2019 ◽  
Author(s):  
Diego José García Capilla ◽  
María José Torralba Madrid
Keyword(s):  
Health Care ◽  
Twentieth Century ◽  
Pharmaceutical Industry ◽  
Welfare State ◽  
Children And Adolescents ◽  
Right To Health ◽  
Critical Perspective ◽  
The Right ◽  
Siglo Xx ◽  
The Welfare State

La aparición del Estado del bienestar a mitad del siglo XX tuvo consecuencias sanitarias que culminan con el reconocimiento del derecho a la protección de la salud y el deber de asistencia sanitaria del Estado, con una extensión de la medicina a campos desconocidos, medicalizando la vida de las personas. El TDAH es un caso paradigmático, convirtiéndose en una patología psiquiátrica a partir de su inclusión en el DSM-III 1980, con inconsistencias y subjetividad en las clasificaciones. La etiología del trastorno es desconocida, su diagnóstico es subjetivo y dudoso, su tratamiento poco efectivo y con riesgos, incrementando el número de casos diagnosticados y los beneficios de la industria farmacéutica. Desde la Bioética se impone una reflexión sobre los posible daños derivados de la medicalización (no-maleficencia), una prudente actuación de los profesional (beneficencia), respeto al criterio de niños y adolescentes (autonomía) y una perspectiva crítica en relación con el gasto derivado de su diagnóstico (justicia). The emergence of the welfare state in the mid-twentieth century had health consequences that culminated in the recognition of the right to health protection and the duty of health care of the State, with an extension of medicine to unknown fields, medicalizing the life of people. ADHD is a paradigmatic case, becoming a psychiatric pathology due to its inclusion in the DSM-III 1980, with inconsistencies and subjectivity in the classifications. The etiology of the disorder is unknown, its diagnosis is subjective and doubtful, its treatment ineffective and with risks, increasing the number of cases diagnosed and the benefits of the pharmaceutical industry. From the Bioethics a reflection on the possible damages derived from the medicalization (nonmaleficence), a prudent action of the professional (beneficence), respect to the criterion of children and adolescents (autonomy) and a critical perspective in relation to the expense is imposed derived from his diagnosis (justice).

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