For more than 30 years, the thinking and writing of Jerome W. Berryman has made a significant and unique contribution to the religious education of children and adults in faith-based contexts. ...Claiming to be influenced primarily by the work of Maria Montessori, his writings reveal the purpose of religious education to be teaching children the art of using the Christian language system to play at the edges of knowing and being so as to creatively discern meaning and purpose in life. However, a close examination of his many journal articles and books reveal some anomalies in his approach to religious education when compared with the Montessori Method, in particular his focus on play as opposed to work, as well as creativity and the creative process, as opposed to Montessori's grounding of the imagination in reality. These anomalies, explored in this paper, raise questions about the extent to which Berryman is, in fact, a true Montessorian.
At the turn of the twentieth century, many Italian intellectuals opposed women's participation in the public sphere, maintaining that women could not engage in politics due to their exclusive love ...for their biological children. Contemporary feminists countered this notion by promoting the idea of social motherhood. Sibilla Aleramo and Maria Montessori, better known for their work in feminist literature and early childhood education, respectively, made important contributions to this debate by implementing, theorizing, and popularizing the notion of social motherhood. This essay traces the strategies the two intellectuals used to demonstrate how women could act as political subjects via a socialization of the maternal functions. In her novel Una donna, Aleramo offered a fictional portrait of the social mother. Influenced by it and by the feminist debate on motherhood, Montessori conceptualized the notion of social motherhood as both a socialization of maternal duties and the expansion of women's maternal virtues into the social world. Montessori also applied this notion to her first pedagogical experiments in San Lorenzo (Rome) and with the orphans of the 1908 Messina-Reggio earthquake. An analysis of these intellectuals' formerly overlooked contributions provides a new understanding of the role of social motherhood in the contemporary feminist debate in Italy.
본 연구는 독일 몬테소리 초등학교에서의 통합교육 운영 특성을 바탕으로 우리나라 통합교육에 미치는 시사점을 찾아보는데 그 목적이 있다. 이에 연구방법으로는 인터넷자료검색을 비롯하여 문헌연구와 더불어 독일의 관련 몬테소리학교를 방문하여 수집된 자료와 정보를 바탕으로 하였다. 본 연구를 통하여 도출된 두 가지 주요 시사점은 첫째, 몬테소리 초등학교는 통합교육에 ...있어서 가장 중요하고 기초적인 공동체 의식과 실천의지가 학교당국과 학교 구성원 및 교육프로그램에 철저하게 각인되어 있다는 점이다. 둘째, 통합교육의 본질적인 의미를 실현하기 위하여 각 학교 및 각 학급에서 장애학생이 차지하는 비율이 매우 중요함을 알 수 있다. 이는 학교차원이든 학급차원이든 장애학생들이 극히 소수가 아니라, 일정 비율을 차지하여야 장애학생의 고립이나 낙인효과를 예방할 수 있고, 교사들의 교육적 지원에서도 더 효과적이라는 것이다. 특히 통합학교나 통합학급에 일정비율의 장애학생 점유율은 통합교육이나 장애인에 대한 인식 개선, 행·재정적 지원, 교육프로그램, 특수교사 및 보조교사의 증원, 장애인 편의시설, 교사 간 협력 수업 등에 있어서 통합교육의 본질적인 목적인 교육 공동체의 실현을 위하여 매우 긍정적이고 실제적인 요소로 작용할 수 있다는 것이다.
The purpose of this study is to find out the implications for the characteristics of inclusive education in Montessori Elementary Schools in Germany, affecting Korea's inclusive education. The research method was based on the data and information, collected by visiting the Montessori Schools in Germany, along with literature reviews, which is inclusive of data search on the Internet. Two major implications of this study are as follows: First, the most important and basic community spirit and the will to practice of Montessori Elementary Schools are thoroughly imprinted in school authorities, school members, and educational programs in integration education. Second, To realize the essential meaning of inclusive education, the proportion of students with disabilities in each school and class plays an important role. This means that students with disabilities should account for a certain percentage, not the proportion of very small number of students, regardless of schools or classes so as to prevent the isolation or stigma of students with disabilities. This is more effective than any other way in terms of the educational support of teachers.
Learning to trust our students Thayer-Bacon, Barbara J.
Ethics and education,
07/2012, Letnik:
7, Številka:
2
Journal Article
Recenzirano
Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of ...Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students as equals through her experience as a Montessori teacher, and so she brings Montessori into conversation with Rancière to further explore the idea of equality between teachers and students, as well as between citizens in a democracy. There are problems with both Rancière's perspective and Montessori's that feminist theory, in the form of a relational ontology and epistemology, can help us solve by finding our way out of the paradoxes of democracy and on to trusting our students, our future democratic citizens.
Provider: EFG - The European Film Gateway EFG - The European Film Gateway - Institution: Istituto Luce - Cinecittà EFG - The European Film Gateway - Data provided by Europeana Collections- 1 - ...intervista a Maria Montessori che racconta la storia della sua vita- 2 - sul Monviso ex studenti della Montessori- 1 - interview with Maria Montessori that tells the story of her life- 2 - on Monviso former students of Montessori- All metadata published by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana
Provider: EFG - The European Film Gateway EFG - The European Film Gateway - Institution: EFG - The European Film Gateway Istituto Luce - Cinecittà - Data provided by Europeana Collections- 6 - in the ...Capitol: speech by the honorable Weaver- 3 - breakfast with representatives, accredited with the Italian government, of Latin America- 9 - Professor Ceretti recalls the work of Maria Montessori- 7 - speech by Professor Montesano on the problems of the evolutionary age- Usa: Experimentation with new catapultable seats for us aviation- Rome: Arrival of Minister Martino at the Grand hotel- Nicosia: People arrested by the British- 8 - intervention by canestrelli- 5 - final toast- 4 - speech of the Ambassador of Brazil- 2 - autoblindo with those arrested- 10 - testing steps- 1 - soldiers search Cypriot citizens- Nicosia: persone arrestate dai britannici- 1 - soldati perquisiscono i cittadini ciprioti- 2 - autoblindo con gli arrestati- Roma: arrivo del ministro Martino al Grand Hotel- 3 - colazione con i rappresentanti, accreditati presso il governo italiano, dell'America latina- 4 - discorso dell'ambasciatore del Brasile- 5 - brindisi finale- 6 - in Campidoglio: discorso dell'onorevole Tessitore- 7 - discorso del professor Montesano sui problemi dell'età evolutiva- 8 - intervento di Canestrelli- 9 - il professor Ceretti ricorda l'opera di Maria Montessori- USA: sperimentazione di nuovi seggiolini catapultabili per l'aviazione statunitense- 10 - fasi del collaudo- All metadata published by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana
The Bloomsbury Handbook of Montessori Education is the first comprehensive collection of scholarly work that spans the spectrum of Montessori education, including historical, political, geographic, ...pedagogical, scientific, and cultural perspectives. It offers different entry points for those interested in various aspects of Montessori education—advocates, researchers, academics, parents, and teacher educators—to expand their current knowledge about the Montessori pedagogy and movement. The handbook approaches known ideas with an interdisciplinary lens. Maria Montessori’s critical writings and radical approaches cemented her legacy. Now, nearly 115 years after her first publication, essential dialogues and critical reflections are emerging about complex social issues in the context of Montessori education. These dialogues recognize the strengths and limitations of the Method as well as the harmful and disrespectful ways Montessori education has entered different communities, countries, and Indigenous lands.
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