Shealy.EDUC703.AnnoBiblio.Montessori
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ANNOTATED BIBLIOGRAPHY: MARIA MONTESSORI 1
Annotated Bibliography: Maria Montessori
Pamela Shealy
School of Education, Liberty University
Author Note
Pamela Shealy
I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Pamela Shealy Email: pjshealy@liberty.edu
ANNOTATED BIBLIOGRAPHY: MARIA MONTESSORI 2
Maria Montessori
Annotated Journal Articles on Maria Montessori
Baligadoo, P. D. (2014). Peace Profile: Maria Montessori—Peace Through Education. Peace Review, 26
(3), 427-433. https://doi-
org.exproxy.liberty.edu/10.1080/10402659.2014.938003 Dr. Maria Montessori was born in Italy during a time when the normal regime was undergoing a paradigm shift. The governmental structure was being overhauled and social changes were underway in an attempt to unify Italy. This was a period in time in which women were the property of their fathers and husbands. To have a doctoral degree in medicine was a first not only for her family, but also for the country of Italy. She later went on to study different philosophical ideals and using what she learned from those ideals and thinkers and what she had experienced working with the poor in her youth, she discovered that the world would not know peace until it got rid of the negative peace that surrounded it. Negative peace is a peace that comes from war. The thought process in which only through suppression can peace be achieved. She used this ideal to work on positive peace, a peace that is built on harmony, which she believed to start in children. She believed that children could be taught how to use silence to listen and learn. She taught that children needed to be listened to and to be encouraged in learning what positive peace was so that the world could end its dependance on negative peace. Paulo Freire in Brazil was a follower of Dr. Montessori and advocates for education to the poor and peace. For all her work she was nominated twice for the Nobel Peace Prize, once in 1949 and again in 1950.
ANNOTATED BIBLIOGRAPHY: MARIA MONTESSORI 3
Scarpini, M. (2020). Possible Connections between the Montessori Method and Philosophy for Children. Childhood & Philosophy, 16
, 1-21. https://doi-
org.ezproxy.liberty.edu/10.12957/childphilo.2020.46784 This article focused on how Maria Montessori influenced Matthew Lipman at the end of the 20
th
century. She addressed the UNESCO about the lack of human rights that were afforded to men, but not to women or children in 1951. Lipman in the article is seen as someone who is following on the curtails of Maria Montessori. Both Montessori and Lipman, state that the modern education systems are more focused on the product and not on the growth of the child. The author contends that a a combination of both The Montessori Method and the Philosophy of Children are worthy components in the successful education of a child. Both Montessori and Lipman state the children are willing and active participants in their own learning, but adults in general are not willing to listen. All children have the capacity of active and insightful thought. Both argue that an active classroom with the correct exercise with help the student learn. This is done with a warm, caring, and safe environment. To this end Maria Montessori created a Children’s House, a place where children from the low-income area could come and play and learn in a safe place. Finding errors and recognizing what needs to be changed so that the error is corrected is how perfection is achieved. Lipman went a bit further than Montessori and state that even the decorations in the classroom need to be conducive to making to helping the children feeling safe and secure. Carnes, N. (2015). We in Our Turmoil: Theological Anthropology through Maria Montessori and the Lives of Children. Journal of Religion
, 95
(3), 318–336. https://doi-
org.ezproxy.liberty.edu/10.1086/681109
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ANNOTATED BIBLIOGRAPHY: MARIA MONTESSORI 4
This article brings to light how Maria Montessori and her philosophy of educating children has not been recognized by the world at large. The theory of Maria Montessori—Montessori Method— is not one that is based on scientific fact like many educational secular philosophers, it is based on children and what she had learned through her many years of working with children, especially from a low income area. The author highlights several reasons that Maria Montessori’s methods have not received the attention that it deserves. First there is the theological part of her method. She believed the people of any faith should be able to attend school together and learn. Though a deeply Catholic woman, she did not believe that schools should be only for the people of one faith. The second reason given is that Maria focuses her research on the children themselves. This also plays into the third reason, that the Montessori method plays too much into the humanity of the children and that it is overly sentimental not in line with scientific research. Her habit of using examples of the natural world to understand children is not a favorable outlook to past and current philosophers. Through the natural ability for children to absorb information in their early years, learning comes by just living in their environment. The overall philosophy of Maria Montessori is that children are more Christ like than many adults would like to admit to. The author does recognize this and likens Montessori’s method to have more Catholic undertones, but one that is also welcoming to all people and all faiths.
Synthesis of Articles on Maria Montessori
Having taught for 6 years in a Montessori and Montessori/Traditional preschool, I have grown to love the Montessori Method for teaching younger students and a more blended
ANNOTATED BIBLIOGRAPHY: MARIA MONTESSORI 5
approach of Montessori and Traditional for the older grades. The more that I learn about Montessori and her philosophy of education and how it came about, the more that I am determined to bring her theories into my classroom no matter what I teach. Her approach to peace, and the delineation of the two types of peace is fascinating to me. It is something that as I have gotten older and more experienced in teaching, I agree with more and more. Positive Peace is the way to help students understand that they are the way for this world to become peaceful through ways other than war.
Preliminary Thesis Statement: Maria Montessori
How has Maria Montessori’s techniques been “ignored” and yet embraced by current educational leaders?
Montessori Methods Around the World
Annotated Journal Articles on Montessori Method Around the World
Frierson, P. R. (2016). Making Room for Children’s Autonomy: Maria Montessori’s Case for Seeing Children’s Incapacity for Autonomy as an External Failing. Journal of Philosophy of Education, 50
(3), 332-350. https://doi-org.ezproxy.liberty.edu/10.1111/1467-
9752.12134 This article talks about the comparison of Martha Nussbaum and Maria Montessori. In this comparison the author talks about how Nussbaum’s theory conflicts and agrees with Montessori’s. Each student has a capacity to learn, Nussbaum and Montessori differ in what the word capacity means. Nussbaum says that is a difference in basic, internal and external, where Montessori calls for a normalization of release so that the child has autonomy in their learning. The author talks about the two main capabilities that
ANNOTATED BIBLIOGRAPHY: MARIA MONTESSORI 6
Nussbaum talks about are: innate and developed, but there are cross-overs on these two types of capabilities. The innateness of seeing colors and hearing sounds but having the capability to say the name of the color in multiple languages and hearing/recognizing the notes of music that is played. Montessori, on the other hand, insists that all children have the capability to choose the way that will get them into a readiness frame of mind to learn. Children will choose objects that relate to their preference and work to make sure that they become perfect at that one exercise/skill. Montessori does contend that children will work based off of impulses, but those impulses can be redirected into the exercise at hand that will help them with normalization...normalization into concentration that is deliberate and discipline of self.
Hyde, B. (2011). Montessori and Jerome W. Berryman: Work, Play, Religious Education and the Art of Using the Christian Language System. British Journal of Religious Education, 33
(3), 341-353. https://doi-org.ezproxy.liberty.edu/10.1080/01416200.2011.595925 In this article the author attempts to compare and contrast the work of Maria Montessori and Jerome Berryman, two theorists who were at opposite ends of the 20
th
century. Both are concerned with the education of children, in both a secular environment and a Christian environment. In the case of Berryman, he is a 1972 graduate of the Centre for Advanced Montessori Studies. This article does verify that Berryman is a follower of Montessori, but just like other theorists that claim to follow a specific person, he does with his own twist to the foundations that Montessori set up. The author found that Berryman does agree that in the setting up of the sensory works and environment that these Montessori works are a way to bring in the liturgical actions, the parables, and the
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ANNOTATED BIBLIOGRAPHY: MARIA MONTESSORI 7
sacred stories of the “Christian language”. Though this is again put into a different spin than what Mari Montessori had originally stated in their writings. In all the article puts to the reader things about how the Montessori method is used around the world and how it is used to address teaching the Catholic church’s sacraments to young children. Though. Berryman considers himself a true Montessorian—in reality he is really a hodgepodge of different, yet similar theories that have popped up over the years. Though he may not be a Montessorian in the truest notion, he does incorporate a great deal of what Montessori said on how students could best learn and learn with intent.
Romano, A., & Fox Lee, S. (2020). Maria Montessori: A Complex and Multifaceted Historiographical Subject. History of Psychology
, 23
(2), 203–207. https://doi-
org.ezproxy.liberty.edu/10.1037/hop0000150 In this article the author conveys to the reader information about Maria Montessori as being a feminist, a fascist, a theosophist, and a Catholic. The author brings to light some of the information that other researchers have gathered about Maria Montessori and have plucked information that seems to support their theories that Maria Montessori was all these things. He also states that this information extremely selective. Though she has been linked with fascism through some selective reading, many others have proven that she is a woman of great talent and was ahead of her time. Foschi is one that brought to light her transition from neuropsychiatry to pedagogy. Much of what Montessori set out to do was to help the church help educate the children from low income families. Her life’s work has been interpreted in two way: a secular viewpoint and a Catholic one. Though she was a pacifist, her connections with the fascist regime brought her under scrutiny in Spain in 1932. The author purports that Maria Montessori was a woman of
ANNOTATED BIBLIOGRAPHY: MARIA MONTESSORI 8
opposites. She did not like getting into politics, but yet was constantly being connected to politicians; she was a devote Catholic yet was deeply into the secular movement. The author states that it is nearly impossible to consider Montessori one thing and not another. Synthesis of Articles on Montessori Method Around the World
Maria Montessori is seen by many people as being a dichotomy of interests. She is both ridiculed and admired around the world by many theologians. I have seen the Montessori’s method being used in good ways and in bad ways over my years of teaching. The more I learn about Maria Montessori the more I understand why people want to make her out to be villain. Women of power and women who speak their mind are often cast as being a villain. Considering that she was the first women in Italy to get her doctorate, her ideas were twisted to state that she was in collusion with the fascist regime, that more hasn’t been done to tarnish her name and the work that she set out to do with the Catholic church and with education children from low income families.
Preliminary Thesis Statement: Montessori Method Around the World
Using historical context, what were the impact has Maria Montessori and her method made in countries around the world?