Questions about Montessori Education Today [electronic resource] / Lilian G. Katz.
In three parts, this symposium presentation to the American Montessori Society: (1) comments generally on current perceptions of Montessori education; (2) poses questions about practices in Montessori classrooms that challenge Montessori educators' core beliefs about Montessori education; and (...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED321845 | ||
| 100 | 1 | |a Katz, Lilian G. | |
| 245 | 1 | 0 | |a Questions about Montessori Education Today |h [electronic resource] / |c Lilian G. Katz. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1990. | ||
| 300 | |a 24 p. | ||
| 500 | |a ERIC Document Number: ED321845. | ||
| 500 | |a ERIC Note: Paper presented at a Symposium of the American Montessori Society (Arlington, VA, April 1990). |5 ericd. | ||
| 520 | |a In three parts, this symposium presentation to the American Montessori Society: (1) comments generally on current perceptions of Montessori education; (2) poses questions about practices in Montessori classrooms that challenge Montessori educators' core beliefs about Montessori education; and (3) discusses the cutting edges of contemporary Montessori methods education. In addition to general comments, Part 1 provides a discussion of the function of ideology in early childhood education and ways of opening closed belief systems to rational examination. Questions posed in part 2 concern essential aspects of classroom practices, the Montessori position statement, and general questions about Montessori theory to promote open discussion. Part 3, noting that a few decades ago the incorporation of pretend play activities into the Montessori classroom was the "cutting edge" of Montessori practices, asks such questions as "How would Maria Montessori respond to contempory educators' emphasis on project work and current advances in knowledge about teaching strategies that facilitate language development?" In conclusion, suggestions are offered on the substantial assets of the Montessori method, with a view toward future developments. (RH) | ||
| 650 | 0 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 0 | 7 | |a Criticism. |2 ericd. |
| 650 | 0 | 7 | |a Early Childhood Education. |2 ericd. |
| 650 | 1 | 7 | |a Educational Development. |2 ericd. |
| 650 | 1 | 7 | |a Educational Practices. |2 ericd. |
| 650 | 0 | 7 | |a Educational Principles. |2 ericd. |
| 650 | 1 | 7 | |a Educational Theories. |2 ericd. |
| 650 | 1 | 7 | |a Ideology. |2 ericd. |
| 650 | 1 | 7 | |a Learning Processes. |2 ericd. |
| 650 | 1 | 7 | |a Montessori Method. |2 ericd. |
| 650 | 1 | 7 | |a Program Improvement. |2 ericd. |
| 650 | 0 | 7 | |a Student Experience. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
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