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The Montessori Method

Dover Publications (1912)

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  1. Possible Connections Between the Montessori Method and Philosophy for Children.Mariangela Scarpini - 2020 - Childhood and Philosophy 16 (36):01-22.
    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 (...)
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  • Vocabulary Repetition Following Multisensory Instruction Is Ineffective on L2 Sentence Comprehension: Evidence From the N400.Reza Pishghadam, Haniyeh Jajarmi, Shaghayegh Shayesteh, Azin Khodaverdi & Hossein Nassaji - 2022 - Frontiers in Psychology 13.
    Putting the principles of multisensory teaching into practice, this study investigated the effect of audio-visual vocabulary repetition on L2 sentence comprehension. Forty participants were randomly assigned to experimental and control groups. A sensory-based model of instruction was used to teach a list of unfamiliar vocabularies to the two groups. Following the instruction, the experimental group repeated the instructed words twice, while the control group received no vocabulary repetition. Afterward, their electrophysiological neural activities were recorded through electroencephalography while doing a sentence (...)
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  • Toward a Theory of Intrinsically Motivating Instruction.Thomas W. Malone - 1981 - Cognitive Science 5 (4):333-369.
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  • Learning to Trust Our Students.Barbara J. Thayer-Bacon - 2012 - Ethics and Education 7 (2):149-161.
    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 (...)
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  • Some Missed Opportunities in Theories of Play.David F. Lancy - 1982 - Behavioral and Brain Sciences 5 (1):165-166.
  • Situationism and Intellectual Virtue: A Montessori Perspective.Patrick Frierson - 2019 - Synthese 198 (5):4123-4144.
    In recent years, philosophers and psychologists have criticized character- or virtue-based normative theories on the basis that human behavior and cognition depend more on situation than on traits of character. This set of criticisms, which initially aimed at broadly Aristotelian virtue theories in ethics, has expanded to target a wide range of approaches in both ethics and, recently, epistemology. In this essay, I draw on the works of Maria Montessori to defend her conception of character and particularly of intellectual virtue (...)
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  • Caring Caresses and the Embodiment of Good Teaching.Stephen Smith - 2012 - Phenomenology and Practice 6 (2):65-83.
    Attention is drawn to the movements of the body and to the ethical imperative that emerges in compelling, flowing moments of teaching. Such moments of teaching are not primarily intellectual, discursive events, but physical, sensual experiences in which the body surrenders to its own movements. Teaching is recognized momentarily as a carnal intensity embedded in and emerging from the flesh. The ethical imperative to this teaching is felt proprioceptively and kinaesthetically when one holds in self-motion the well-being of another as (...)
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  • Is It Better to Select or to Receive? Learning Via Active and Passive Hypothesis Testing.Douglas B. Markant & Todd M. Gureckis - 2014 - Journal of Experimental Psychology: General 143 (1):94-122.
  • Exploring William James’s Radical Empiricism and Relational Ontologies for Alternative Possibilities in Education.Barbara Thayer-Bacon - 2017 - Studies in Philosophy and Education 36 (3):299-314.
    In A Pluralistic Universe, James argues that the world we experience is more than we can describe. Our theories are incomplete, open, and imperfect. Concepts function to try to shape, organize, and describe this open, flowing universe, while the universe continually escapes beyond our artificial boundaries. For James and myself, the universe is unfinished, a “primal stuff” or “pure experience.” However, James starts with parts and moves to wholes, and I want to start from wholes and move to parts and (...)
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  • Teaching as Attention Formation : A Relational Approach to Teaching and Attention.Rytzler Johannes - 2017 - Dissertation, Mälardalen University
    The purpose of the thesis is to put forth and explore a notion of teaching as a practice of attention formation. Drawing on educational philosophy and the Didaktik/Pädagogik-traditions, teaching is explored as a relational and lived-though practice that can promote, form, and share attention. In the context of teaching, attention is connected to the acts of showing and observing. As such, teaching can be seen as a complex of relations that emerges through the intersection of the intentions of the one (...)
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  • Redefining Work and Education in the Technological Revolution.Barbara J. Thayer-Bacon - 2019 - Studies in Philosophy and Education 38 (6):581-590.
    Just as Dewey argued during the industrial revolution, from the 1890s–1930s, and Martin argued in the 1960s–1990s with our “second wave” working revolution : today’s times are out of joint, potentially dangerous conflicts exist, and teachers have some responsibility in making things right. We are in another social revolution, as work is changing significantly again, due to advances in technology. Let’s call these current changes in work the technology revolution. Again, we need to rethink our school structures, curriculum, and pedagogy. (...)
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  • Imagining Critical Cosmic Pedagogy Nested Within Critical Pedagogy.I. Isaacs Tracey - 2015 - Философия И Космология 14 (1):161-172.
    The infinite problems attendant with mass public schooling requires evermore resilient and innovative theories to buttress an account of education that is socially defensible. While educational inequality could previously be attributed to developing nations due to their economic underdevelopment, developed nations too, with growing rapidity have to confront their internal burgeoning crises in education. It is against this backdrop that I focus on the possibility of expanding a notion of critical pedagogy by nesting the concept of cosmic pedagogy therein. As (...)
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  • The New Problem of Curriculum.Jane Roland Martin - 1993 - Synthese 94 (1):85 - 104.
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  • Ispitivanje Interesa I Zadovoljstva Nastavom Likovne Umjetnosti Kao Poticaja Za Razvoj Sposobnosti Učenja Ostalih Nastavnih predmetaExamining the Interest in and Satisfaction with Fine Arts Teaching as an Incentive to Develop Learning Capabilities in Other Subjects.Miroslav D. Drljača, Siniša Opić & Milan Matijević - 2020 - Metodicki Ogledi 27 (2):193-213.
    Istraživanje je provedeno na uzorku učenika trećih razreda strukovnih škola i gimnazija. Od uključenih učenika, gimnaziju je pohađalo njih 253, a srednje strukovne škole 352 učenika. Cilj istraživanja bio je ispitati neke specifičnosti u percepciji učenika srednjih škola o važnosti nastavnih predmeta iz područja likovnih umjetnosti. Napravljena je posebna analiza samo za dvije odabrane zavisne varijable: važnost nastavnih predmeta iz područja likovnih umjetnosti za razvoj pamćenja i sposobnosti za učenje ostalih nastavnih predmeta te interes i zadovoljstvo sudjelovanjem u likovnim aktivnostima. (...)
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  • Commentary: A Pointer About Grasping Numbers.Martin H. Fischer, Elena Sixtus & Silke M. Göbel - 2015 - Frontiers in Psychology 6.
  • On the Evolution of Play by Means of Artificial Selection.Michael T. Ghiselin - 1982 - Behavioral and Brain Sciences 5 (1):165-165.
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  • Skill and Flexibility in Animal Play Behavior.Robert Fagen - 1982 - Behavioral and Brain Sciences 5 (1):162-162.
  • What Comes After Postmodernism? Going Fishing.Barbara J. Thayer-Bacon - 2018 - Educational Philosophy and Theory 50 (14):1614-1615.
  • Nurturing a Democratic Community in the Classroom.Barbara J. Thayer-Bacon - 2011 - Studies in Philosophy and Education 30 (5):491-497.
    Thayer-Bacon tells her story in a conversational tone that traces her personal and professional roots as she describes various chapters of her life: first as a philosopher, how she became involved in education, and then how that involvement became a career as a philosopher of education, in a large teacher education program, and now at a research institution. She sketches her philosophical contributions, as a pragmatist, feminist, postmodernist, and cultural studies scholar, to philosophy, philosophy of education, and education.
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  • Does Play Matter? Functional and Evolutionary Aspects of Animal and Human Play.Peter K. Smith - 1982 - Behavioral and Brain Sciences 5 (1):139-155.
  • Functions of Play: First Steps Toward Evolutionary Explanation.C. M. Berman - 1982 - Behavioral and Brain Sciences 5 (1):157-158.
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  • Explaining the Evolutionary Significance of Intellectual Play: Are We Barking Up the Wrong Tree?Paul E. McGhee - 1982 - Behavioral and Brain Sciences 5 (1):166-167.
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  • Voice Over: Audio-Visual Congruency and Content Recall in the Gallery Setting.Merle T. Fairhurst, Minnie Scott & Ophelia Deroy - 2017 - PLoS ONE 12 (6).
    Experimental research has shown that pairs of stimuli which are congruent and assumed to 'go together' are recalled more effectively than an item presented in isolation. Will this multisensory memory benefit occur when stimuli are richer and longer, in an ecological setting? In the present study, we focused on an everyday situation of audio-visual learning and manipulated the relationship between audio guide tracks and viewed portraits in the galleries of the Tate Britain. By varying the gender and narrative style of (...)
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  • The Current State of Play.Peter K. Smith - 1982 - Behavioral and Brain Sciences 5 (1):172-184.
  • The Facts About Fantasy.Dennis P. Wolf - 1982 - Behavioral and Brain Sciences 5 (1):172-172.
  • The Essentials of Play?Brian Vandenberg - 1982 - Behavioral and Brain Sciences 5 (1):171-172.
  • The Epistemology of the Play Theorist.Brian Sutton-Smith - 1982 - Behavioral and Brain Sciences 5 (1):170-171.
  • Why Does Play Matter?Stephen J. Suomi - 1982 - Behavioral and Brain Sciences 5 (1):169-170.
  • Play as a Mode.Helen B. Schwartzman - 1982 - Behavioral and Brain Sciences 5 (1):168-169.
  • Play—Immediate or Long-Term Adaptiveness?Frank E. Poirier - 1982 - Behavioral and Brain Sciences 5 (1):167-168.
  • Play as Whimsy.Michael Lewis - 1982 - Behavioral and Brain Sciences 5 (1):166-166.
  • Play Stimulated by Environmental Complexity Alters the Brain and Improves Learning Abilities in Rodents, Primates, and Possibly Humans.P. A. Ferchmin & A. Eterović - 1982 - Behavioral and Brain Sciences 5 (1):164-164.
  • Skill and Intelligence: The Functions of Play.Greta G. Fein - 1982 - Behavioral and Brain Sciences 5 (1):163-164.
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  • Play: Structure and Function.Michael Fassino - 1982 - Behavioral and Brain Sciences 5 (1):162-163.
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  • The Flexibility and Affective Autonomy of Play.Irenäus Eibl-Eibesfeldt - 1982 - Behavioral and Brain Sciences 5 (1):160-162.
  • Does Being Human Matter? On Some Interpretive Problems of Comparative Ludology.Mihaly Csikszentmihalyi - 1982 - Behavioral and Brain Sciences 5 (1):160-160.
  • Comparison Matters: Curiosity, Bears, Surplus Energy, and Why Reptiles Do Not Play.Gordon M. Burghardt - 1982 - Behavioral and Brain Sciences 5 (1):159-160.
  • Hypotheses About Play.Irwin S. Bernstein - 1982 - Behavioral and Brain Sciences 5 (1):158-159.
  • Functional Aspects of Play as Revealed by Structural Components and Social Interaction Patterns.Marc Bekoff - 1982 - Behavioral and Brain Sciences 5 (1):156-157.
  • The Nature-Nurture Error Again.John D. Baldwin - 1982 - Behavioral and Brain Sciences 5 (1):155-156.
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