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Overview
The Montessori Method (1912) is a work on pedagogy by Maria Montessori. Originally written in her native Italian to describe the work she carried out at the Casa dei Bambini in Rome, the book was translated into English during a period of increasing popularity for Montessori and her educational method in the United States. By 1913, over 100 Montessori schools had been opened in the United States, prompting the educator to travel to the country on a lecture tour in December that year. Today, there are thousands of schools and classrooms around the world dedicated to the use of her method. “All human victories, all human progress, stand upon the inner force. Thus a young student may become a great doctor if he is spurred to his study by an interest which makes medicine his real vocation. But if he works in the hope of an inheritance, or of making a desirable marriage, or if indeed he is inspired by any material advantage, he will never become a true master or a great doctor, and the world will never make one step forward because of his work.” Through years of working with children as a physician and educator, Maria Montessori developed a unique method of scientific pedagogy emphasizing personal growth, individuality, psychology, and hands-on experience. First at her Casa dei Bambini and later at thousands of schools around the world, the Montessori method changed education for countless students and teachers alike, fostering understanding and respect without sacrificing the structures needed for children to grow into successful, confident adults. This edition of Maria Montessori’s The Montessori Method is a classic of pedagogical literature reimagined for modern readers.
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Product Details
ISBN-13: | 9781513134512 |
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Publisher: | Mint Editions |
Publication date: | 02/15/2022 |
Series: | Mint Editions (Philosophical and Theological Work) |
Pages: | 284 |
Sales rank: | 132,547 |
Product dimensions: | 5.00(w) x 8.00(h) x 0.81(d) |
About the Author
Maria Montessori (1870-1952) was an Italian educator and physician. Born in Chiaravalle, she came from a prominent, well-educated family of scientists and government officials. Raised in Florence and Rome, Montessori excelled in school from a young age, graduating from technical school in 1886. In 1890, she completed her degree in physics and mathematics, yet decided to pursue medicine rather than a career in engineering. At the University of Rome, she overcame prejudice from the predominately male faculty and student body, winning academic prizes and focusing her studies on pediatric medicine and psychiatry. She graduated in 1896 as a doctor in medicine and began working with mentally disabled children, for whom she also became a prominent public advocate. In 1901, she left her private practice to reenroll at the University of Rome for a degree in philosophy, dedicating herself to the study of scientific pedagogy and lecturing on the topic from 1904 to 1908. In 1906, she opened her Casa dei Bambini, a school for children from low-income families. As word of her endeavor spread, schools using the Montessori educational method began opening around the world. In the United States, the publication of The Montessori Method (1912) in English and her 1913 lecture tour fostered a rapid increase of Montessori schools in the country. For her groundbreaking status as one of Italy’s first female public intellectuals and her role in developing a more individualized, psychologically informed approach to education, Maria Montessori continues to be recognized as one of the twentieth century’s most influential figures.
Table of Contents
Acknowledgments | IV | |
Preface | V | |
Introduction | XIII | |
Chapter I | A Critical Consideration of the New Pedagogy in its Relation to Modern Science | |
Influence of Modern Science upon Pedagogy | 1 | |
Italy's part in the development of Scientific Pedagogy | 4 | |
Difference between scientific technique and the scientific spirit | 7 | |
Direction of the preparation should be toward the spirit rather than toward the mechanism | 9 | |
The master to study man in the awakening of his intellectual life | 12 | |
Attitude of the teacher in the light of another example | 13 | |
The school must permit the free natural manifestations of the child if in the school Scientific Pedagogy is to be born | 15 | |
Stationary desks and chairs proof that the principle of slavery still informs the school | 16 | |
Conquest of liberty, what the school needs | 19 | |
What may happen to the spirit | 20 | |
Prizes and punishments, the bench of the soul | 21 | |
All human victories, all human progress, stand upon the inner force | 24 | |
Chapter II | History of Methods | |
Necessity of establishing the method peculiar to Scientific Pedagogy | 28 | |
Origin of educational system in use in the "Children's Houses" | 31 | |
Practical application of the methods of Itard and Seguin in the Orthophrenic School at Rome | 32 | |
Origin of the methods for the education of deficients | 33 | |
Application of the methods in Germany and France | 35 | |
Seguin's first didactic material was spiritual | 37 | |
Methods for deficients applied to the education of normal children | 42 | |
Social and pedagogic importance of the "Children's Houses" | 44 | |
Chapter III | Inaugural Address Delivered on the Occasion of the Opening of one of the "Children's Houses" | |
The Quarter of San Lorenzo before and since the establishment of the "Children's Houses" | 48 | |
Evil of subletting the most cruel form of usury | 50 | |
The problem of life more profound than that of the intellectual elevation of the poor | 52 | |
Isolation of the masses of the poor, unknown to past centuries | 53 | |
Work of the Roman Association of Good Building and the moral importance of their reforms | 56 | |
The "Children's House" earned by the parents through their care of the building | 60 | |
Pedagogical organization of the "Children's House" | 62 | |
The "Children's House" the first step toward the socialisation of the house | 65 | |
The communised house in its relation to the home and to the spiritual evolution of women | 66 | |
Rules and regulations of the "Children's Houses" | 70 | |
Chapter IV | Pedagogical Methods Used in the "Children's Houses" | |
Child psychology can be established only through the method of external observation | 72 | |
Anthropological consideration | 73 | |
Anthropological notes | 77 | |
Environment and schoolroom furnishings | 80 | |
Chapter V | Discipline | |
Discipline through liberty | 86 | |
Independence | 95 | |
Abolition of prizes and external forms of punishment | 101 | |
Biological concept of liberty in pedagogy | 104 | |
Chapter VI | How the Lesson Should be Given | |
Characteristics of the individual lessons | 107 | |
Method of observation the fundamental guide | 108 | |
Difference between the scientific and unscientific methods illustrated | 109 | |
First task of educators to stimulate life, leaving it then free to develop | 115 | |
Chapter VII | Exercises of Practical Life | |
Suggested schedule for the "Children's Houses" | 119 | |
The child must be prepared for the forms of social life and his attention attracted to these forms | 121 | |
Cleanliness, order, poise, conversation | 122 | |
Chapter VIII | Refection--The Child's Diet | |
Diet must be adapted to the child's physical nature | 125 | |
Foods and their preparation | 126 | |
Drinks | 132 | |
Distribution of meals | 133 | |
Chapter IX | Muscular Education--Gymnastics | |
Generally accepted idea of gymnastics is inadequate | 137 | |
The special gymnastics necessary for little children | 138 | |
Other pieces of gymnastic apparatus | 141 | |
Free gymnastics | 144 | |
Educational gymnastics | 144 | |
Respiratory gymnastics, and labial, dental, and lingual gymnastics | 147 | |
Chapter X | Nature in Education--Agricultural Labour: Culture of Plants and Animals | |
The savage of the Aveyron | 149 | |
Itard's educative drama repeated in the education of little children | 153 | |
Gardening and horticulture basis of a method for education of children | 155 | |
The child initiated into observation of the phenomena of life and into foresight by way of auto-education | 156 | |
Children are initiated into the virtue of patience and into confident expectation, and are inspired with a feeling for nature | 159 | |
The child follows the natural way of development of the human race | 160 | |
Chapter XI | Manual Labour--The Potter's Art, and Building | |
Difference between manual labour and manual gymnastics | 162 | |
The School of Educative Art | 163 | |
Archaeological, historical, and artistic importance of the vase | 164 | |
Manufacture of diminutive bricks and construction of diminutive walls and houses | 165 | |
Chapter XII | Education of the Senses | |
Aim of education to develop the energies | 168 | |
Difference in the reaction between deficient and normal children in the presentation of didactic material made up of graded stimuli | 169 | |
Education of the senses has as its aim the refinement of the differential perception of stimuli by means of repeated exercises | 173 | |
Three Periods of Seguin | 177 | |
Chapter XIII | Education of the Senses and Illustrations of the Didactic Material: General Sensibility: The Tactile, Thermic, Baric and Stereognostic Senses | |
Education of the tactile, thermic and baric senses | 185 | |
Education of the stereognostic sense | 188 | |
Education of the senses of taste and smell | 190 | |
Education of the sense of vision | 191 | |
Exercises with the three series of cards | 199 | |
Education of the chromatic sense | 200 | |
Exercise for the discrimination of sounds | 203 | |
Musical education | 206 | |
Tests for acuteness of hearing | 209 | |
A lesson in silence | 212 | |
Chapter XIV | General Notes on the Education of the Senses | |
Aim in education biological and social | 215 | |
Education of the senses makes men observers and prepares them directly for practical life | 218 | |
Chapter XV | Intellectual Education | |
Sense exercises a species of auto-education | 224 | |
Importance of an exact nomenclature, and how to teach it | 225 | |
Spontaneous progress of the child the greatest triumph of Scientific Pedagogy | 228 | |
Games of the blind | 231 | |
Application of the visual sense to the observation of environment | 232 | |
Method of using didactic material: dimensions, form, design | 233 | |
Free plastic work | 241 | |
Geometric analysis of figures | 243 | |
Exercises in the chromatic sense | 244 | |
Chapter XVI | Method for the Teaching of Reading and Writing | |
Spontaneous development of graphic language: Seguin and Itard | 246 | |
Necessity of a special education that shall fit man for objective observation and direct logical thought | 252 | |
Results of objective observation and logical thought | 253 | |
Not necessary to begin teaching writing with vertical strokes | 257 | |
Spontaneous drawing of normal children | 258 | |
Use of Froebel mats in teaching children sewing | 260 | |
Children should be taught how before they are made to execute a task | 261 | |
Two diverse forms of movement made in writing | 262 | |
Experiments with normal children | 267 | |
Origin of aphabets in present use | 269 | |
Chapter XVII | Description of the Method and Didactic Material Used | |
Exercise tending to develop the muscular mechanism necessary in holding and using the instrument in writing | 271 | |
Didactic material for writing | 271 | |
Exercise tending to establish the visual-muscular image of the alphabetical signs, and to establish the muscular memory of the movements necessary to writing | 275 | |
Exercises for the composition of words | 281 | |
Reading, the interpretation of an idea from written signs | 296 | |
Games for the reading of words | 299 | |
Games for the reading of phrases | 303 | |
Point education has reached in the "Children's Houses" | 307 | |
Chapter XVIII | Language in Childhood | |
Physiological importance of graphic language | 310 | |
Two periods in the development of language | 312 | |
Analysis of speech necessary | 319 | |
Defects of language due to education | 322 | |
Chapter XIX | Teaching of Numeration: Introduction to Arithmetic | |
Numbers as represented by graphic signs | 328 | |
Exercises for the memory of numbers | 330 | |
Addition and subtraction from one to twenty: multiplication and division | 332 | |
Lessons on decimals: arithmetical calculations beyond ten | 335 | |
Chapter XX | Sequence of Exercises | |
Sequence and grades in the presentation of material and in the exercises | 338 | |
First grade | 338 | |
Second grade | 339 | |
Third grade | 342 | |
Fourth grade | 343 | |
Fifth grade | 345 | |
Chapter XXI | General Review of Discipline | |
Discipline better than in ordinary schools | 346 | |
First dawning of discipline comes through work | 350 | |
Orderly action is the true rest for muscles intended by nature for action | 354 | |
The exercise that develops life consists in the repetition, not in the mere grasp of the idea | 358 | |
Aim of repetition that the child shall refine his senses through the exercise of attention, of comparison, of judgment | 360 | |
Obedience is naturally sacrifice | 363 | |
Obedience develops will-power and the capacity to perform the act it becomes necessary to obey | 367 | |
Chapter XXII | Conclusions and Impressions | |
The teacher has become the director of spontaneous work in the "Children's Houses" | 371 | |
The problems of religious education should be solved by positive pedagogy | 372 | |
Spiritual influence of the "Children's Houses" | 376 |
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