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 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 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.

scholarly journals Giuliana Sorge, Luigia Tincani and dissemination of Montessori method

2021 ◽  
Vol 8 (2) ◽  
pp. 83-95
Author(s):  
Carla Roverselli
Keyword(s):  
The Political ◽  
Postwar Period ◽  
Religious Congregation ◽  
Maria Montessori ◽  
Montessori Method

Giuliana Sorge (1903-1987) was one of Maria Montessori’s closest disciples. Many parts of her life are linked to the alternating vicissitudes of the spread of the Method in Italy. She is personally involved at the time of the breakdown of the relation between Maria Montessori and fascism. We find her in the immediate postwar period engaged in the reconstruction of the Montessori National Institution and in the dissemination of the Method in Italy. To do this, she weaves a network of relations with exponents of the political and ecclesiastical world assisted by the friendship of Luigia Tincani, a Catholic, Montessori’s friend, founder of what will become the Free University Maria SS. Assunta and a religious congregation. This emerges from an unpublished correspondence between these two women, which also contains interesting news relating to the hostility of prof. Aldo Agazzi towards the spread of the Montessori Method.

scholarly journals Zastosowanie elementów metody Marii Montessori w tradycyjnym przedszkolu. Refl eksja nad badaniami w działaniu z pozycji zewnętrznego obserwatora

2015 ◽  
Vol 28 (1) ◽  
pp. 92-103
Author(s):  
Kamila Zdanowicz-Kucharczyk
Keyword(s):  
Action Research ◽  
Research Method ◽  
Self Esteem ◽  
External Observer ◽  
Maria Montessori ◽  
Montessori Method

In this text I present, from the perspective of an external observer, research which shows, how using the Maria Montessori method helps teachers to work with children individually. The research method, which is action research, makes it possible to observe how the researcher-teacher involves children in all activities and enhances their self-esteem. At the same time the teacher`s engagement, independence and creativity become active while using the Maria Montessori method. I also present diffi culties, which could happen, when the Maria Montessori method is used in the traditional kindergarten.

Montessori Language Arts – The Excellence Path to Early Childhood Language Development

2020 ◽  
Vol 1 (1) ◽  
pp. 40-61
Author(s):  
Julia Selva Sundari S.
Keyword(s):  
Language Arts ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Language Teaching ◽  
Deep Understanding ◽  
English Language Teaching ◽  
Maria Montessori ◽  
Montessori Method ◽  
The World

This article offers a quick read on Montessori pedagogy. It is to help formulate a successful method and practical learning. English language teaching (ELT) has numerous methods. They are rich in knowledge and theory but, practically not all methods come handy for successfully learning a new language. The success of learning a language is in its effective communication. Here, the term communication does not correspond to the skill element but to the effective and precise delivery of the conceived idea. Language cannot be learned as we learn math, science, and technology, it has to be experienced and acquired. We do not need a goal but an active process. As Einstein to science so is Maria Montessori to language arts. Her method has been appreciated but has carried limited relevance in the world of language arts — many associate the Montessori method to play way method. A deep understanding of the Montessori method of language teaching offers innumerable opportunities to construct a successful working model to teach second language learners.

The photography and propaganda of the Maria Montessori method in Spain (1911–1931)

2012 ◽  
Vol 48 (4) ◽  
pp. 571-587 ◽  
Author(s):  
Francesca Comas Rubí ◽  
Bernat Sureda García
Keyword(s):  
Maria Montessori ◽  
Montessori Method

scholarly journals The silent child: Reform pedagogy, the self and the problematization of shyness in the classroom

2021 ◽  
pp. 297-321
Author(s):  
Pieter Verstraete
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
The Self ◽  
Maria Montessori ◽  
Reform Pedagogy ◽  
History Of ◽  
Sociological Studies

 In the existing historical and sociological studies devoted to shyness scholars have identified the second half of the Twentieth century as an important period in which shy feelings have become a problem for Wes­tern societies. On the basis of the work of the American cultural histo­rian Warren Susman, and especially his ideas about the move from a character society towards a personality society, it is argued that the turn of the nineteenth century also played an important role in the emergence of negative interpretation of being and acting shy. In this article Susman’s attention for what happened at the start of the twentieth century is being taken up by examining the ideas about timidity in the work of one of the most important reform educators at that time, namely Maria Montessori. Montessori’s ideas are being contextualized by referring to the more en­compassing culture of personality and the self that paralleled the progres­sive era in education. By contraposing Montessori’s ideas to an eighteen­th-century ego-document written by someone who identified himself as a shy person we’d like to plea for a nuanced account with regard to the history of the problematization of shyness in general and shy children in particular.

scholarly journals The Montessori’s Values in Teaching English to Young Learners (TEYL)

2018 ◽  
Vol 18 (2) ◽  
Author(s):  
Aprilian Ria Adisti
Keyword(s):  
Qualitative Method ◽  
Development Theory ◽  
English Teacher ◽  
Teaching English ◽  
Educational Methods ◽  
Young Learners ◽  
School Based ◽  
Maria Montessori ◽  
Montessori Method ◽  
Independent Learner

Teaching English to Young Learner (TEYL) becomes so popular today since the needs of facing globalization era. The Montessori Method one of the best educational methods for children based on the child development theory of Dr. Maria Montessori. The essence of the Montessori Method is to make the child an independent learner. This research uses descriptive qualitative method which aims to describe the implementation of Montessori’s values into Teaching English to Young Learners at Aisyiyah Kindergarten, Karanganyar. The subjects of this research are English teacher and 26 students in this school. Based on the results of the research, it was concluded that the application of Montessori's values in TEYL is able to increase students' interest and enthusiasm in learning English.

Un primordiale modello di "banca del tempo" nel progetto montessoriano di istituzione delle case dei bambini

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Barbara De Serio
Keyword(s):  
Well Being ◽  
School Community ◽  
Children's Health ◽  
Children’S Health ◽  
Maria Montessori ◽  
Montessori Method ◽  
Private And Public ◽  
Time Bank ◽  
Montessori School ◽  
Daily Time

The contribution intends to reflect on a primordial model of time bank, by the project of Montessori school, in 1907. Maria Montessori and Edoardo Talamo, director of the Istitution of Stable Assets in Rome, were convinced that hygiene was as instrument of “civilization”; care of the environment, private and public, was for Montessori the tool to convince mothers to accept to enroll children to school and to collaborate in the management of the children’s school: Montessori and teachers would take care of the physical, mental and moral children’s health and mothers would make their female skills available to the school community, collaborating with the teachers to environment’s care. Teachers and mothers were equally called to donate to each other a part of their daily time, for the well-being of the children. Time is leitmotif of Montessori method, because it is considered a valuable tool for “dilating pedagogy”.

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