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Dr Montessori s revolutionary method of education began early this century. In this classic work she expounds her conviction that in the child there are laws of growth in character and disposition as marked as those in his physical life. This book will be of great interest and importance to all those who care for the young.
2019 Reprint of 1936 First Edition. Full facsimile of the original edition, not reproduced with Optical Recognition software. Few people have had as dramatic an influence on modern ideas of child education as Maria Montessori. Born in 1870, Montessori was an Italian physician and educator. Maria drew on her own experiences working with children as well as insights from her Roman Catholic faith to pioneer a new way to help children learn. Her approach, known as the Montessori Method, continues to be used with great success today. In the preface to Maria Montessori's treatise on childhood learning The Secret of Childhood, Maria's son Mario clearly articulates the vision that his mother shared. In the first words of this preface, he writes: "Today's problems with regard to youth and childhood are the most patent proof that teaching is not the most important part of education. Yet the delusion persists that teachers form the person through their teaching of the child." At the center of the Montessori way is an understanding of the child as a person worthy of respect. She writes, "I have come to appreciate the fact that children have a deep sense of personal dignity. Adults, as a rule, have no concept of how easily they are wounded and oppressed."
* Our summary is short, simple and pragmatic. It allows you to have the essential ideas of a big book in less than 30 minutes.*By reading this summary, you will discover how Montessori pedagogy offers children a harmonious and natural intellectual development.*You will also discover : that the the theories of Maria Montessori and her educators are based on the freedom of the child; that this pedagogy was developed through the observation of children; that each child has a different rhythm and that this teaching allows him to evolve at his own pace; that the preparation of educational material is essential; that the educators must put themselves at the level of the students and not the other way around.*At the beginning of the twentieth century, Montessori pedagogy was a revolution. It advised organizing the school according to the students and not forcing them to adapt to the rules established by the adults. The world is discovering that children have a personality of their own. It also learns that the primary goal of education is to develop these different personalities while respecting each individual. The singularity of the Montessori system is that it evolves the teaching according to the observations made on the children. Its objective is to help the child express his or her potential. Are you ready to immerse yourself in the exciting world of child education?*Buy now the summary of this book for the modest price of a cup of coffee!
In Nurturing the Whole Child: Montessori Principles Applied to the Catechesis of Children, Gianna Gobbi draws on a lifetime of experience with children, having apprenticed with educator Dr. Maria Montessori, and collaborated with biblical scholar Sofia Cavalletti to develop the Catechesis of the Good Shepherd (CGS). With a deep understanding of the way children hear God speak to them personally and with profound simplicity, Gobbi explains how Montessori principles are practically applied with children in the context of religious formation. This work is the fruit of entering gently and respectfully into the child's joyful encounter with the mystery of God's silent self-revelation made tangible through ancient biblical images, liturgical signs, and celebrations. Originally presented in Italian as a series of lectures for the formation of catechists in CGS, “la dispenza di Gianna” has been translated in English and edited for publication. This book is an important addition to the CGS library and a valuable reference in the formation of catechists in CGS. Parents of young children attending the CGS atrium will also find this book an informative resource on the nature of children and their prayer life.
* Financial Times Business Book of the Month * Next Big Idea Club Nominee * One of Bloomberg's "52 New Books That Top Business Leaders Are Recommending" * Aleo Review of Books 2022 Book of the Year * A groundbreaking exploration of why we want what we want, and a toolkit for freeing ourselves from chasing unfulfilling desires. Gravity affects every aspect of our physical being, but there’s a psychological force just as powerful—yet almost nobody has heard of it. It’s responsible for bringing groups of people together and pulling them apart, making certain goals attractive to some and not to others, and fueling cycles of anxiety and conflict. In Wanting, Luke Burgis draws on the work of French polymath René Girard to bring this hidden force to light and reveals how it shapes our lives and societies. According to Girard, humans don’t desire anything independently. Human desire is mimetic—we imitate what other people want. This affects the way we choose partners, friends, careers, clothes, and vacation destinations. Mimetic desire is responsible for the formation of our very identities. It explains the enduring relevancy of Shakespeare’s plays, why Peter Thiel decided to be the first investor in Facebook, and why our world is growing more divided as it becomes more connected. Wanting also shows that conflict does not arise because of our differences—it comes from our sameness. Because we learn to want what other people want, we often end up competing for the same things. Ignoring our large similarities, we cling to our perceived differences. Drawing on his experience as an entrepreneur, teacher, and student of classical philosophy and theology, Burgis shares tactics that help turn blind wanting into intentional wanting--not by trying to rid ourselves of desire, but by desiring differently. It’s possible to be more in control of the things we want, to achieve more independence from trends and bubbles, and to find more meaning in our work and lives. The future will be shaped by our desires. Wanting shows us how to desire a better one.
Maria Montessori went beyond the conventions of the day to seek a new way of knowing and loving a child. In THE DISCOVERY OF THE CHILD, she describes the nature of the child and her method of working more fully with the child's urge to learn. With 16 pages of photographs.
Early childhood education across the world has been influenced by the pioneering work of Maria Montessori, and this book provides a complete overview of Montessori pedagogy and practice. It considers the Montessori approach within the context of early childhood education and care, and examines it in the light of new insights from the fields of neuroscience and child development. By helping the reader understand the influence of Montessori on contemporary early years policy and practice, the book outlines ideas relevant to all early years settings, and suggests ways for all early childhood educators to apply these ideas in practice. The book looks in detail at: - the Montessori story - the child as worker and the adult as observer - developing independence and concentration - using the senses to build the foundations for learning - early communication and language - early mathematics - cultural knowledge and understanding - Maria Montessori, and other early childhood pioneers Within each chapter are definitions of the key concepts of the Montessori approach, questions for reflection and discussion, activities and suggestions for further reading. This book focuses on the 3 to 6 age range. Susan Feez is a Lecturer in the Faculty of Education at the University of New England, Armidale, Australia.
Drawing on the work of Maria Montessori and contemporary virtue epistemologists such as Linda Zagzebski and Jason Baehr, Intellectual Agency and Virtue Epistemology presents a new interpretation of the nature of intellectual agency and its associated virtues. Focusing on Montessori's interpretation of specific virtues including sensory attentiveness, intellectual love and intellectual humility, it discusses why these are virtues, why one can be held responsible for them, and how they relate to each other. Moreover, it considers pedagogical implications of considering these capacities to be virtues. Intellectual Agency and Virtue Epistemology not only reveals the value of seeing Montessori as a virtue epistemologist, it encourages educationalists to take seriously the cultivation of intellectual virtues as an important part of the education of children.
