PL EN


2013 | 4(30) | 77-90
Article title

Perché Montessori oggi?

Title variants
EN
Why Montessori today?
Languages of publication
IT
Abstracts
EN
The article describes some of the reasons why today in Italy, pedagogy and the Montessori method arise interest both in the academic context as well as among families. In the last century, at the beginning of the nineties, in the academic context, there was a more objective research of historiography on the human and intellectual experience of the Italian pedagogue that brought to the overcoming of the reconstruction through anecdotes. Nowadays families choose the Montessori method because they are looking for a school in which the specificity of each child is respected: the child is considered in the entirety of his person and not only as a pupil. Parents are searching for a school where interest is stirred up and knowledge is the result of a free personal discovery rather than the repetition of a learning already prepared. A democratic school that is neither authoritative nor competitive. The renewed interest for the Montessori method is also supported by the fact that some of its fundamental principles are confirmed by contemporary psychology. For instance, from present researches it emerges that more freedom and more choice, carried out in a prepared educational environment, contribute to better results in learning. Also neurosciences point out that there is a complete harmony between the way the brain represents numbers and the materials proposed by Montessori for the learning of maths.
Contributors
  • Opera Nazionale Montessori a Roma
References
  • Andreoli V., La perdita dei sensi della digital generation. Cresce la vista, ma senza il tatto scompare la vita, “Corriere della Sera”, (2010)24 novembre, pp. 42-43.
  • Honegger Fresco G., Montessori e il bambino svantaggiato, “Il Quaderno Montessori”, a.VII, (1990) n.26, estate, pp. 6-16.
  • Honegger Fresco G., Dubbi e domande sul Montessori (I parte), “Il Quaderno Montessori”, a. XXII, (2005) n. 85, primavera, pp. 8-16.
  • Márquez G. G., Vivere per raccontarla, Mondadori, Milano 2002.
  • Montessori M., La costruzione della personalita attraverso l’organizzazione dei movimenti, “Montessori. Rivista bimestrale dell’Opera Montessori”, I, (1932) n.6, novembre-dicembre, pp. 323-329.
  • Montessori M., Principi e pratica dell’educazione, [in:] M. Montessori, Il metodo del bambino e la formazione dell’uomo. Scritti e documenti inediti e rari, Edizioni Opera Nazionale Montessori, Roma 1936, pp. 111-126).
  • Oliverio A., Sviluppo della mente infantile e valori solidali, “Vita dell’infanzia”, LIV, (2005) n.1-2, gennaio-febbraio, pp. 24-33.
  • Pinto Minerva F., Mente, corpo, movimento, “Innovazione educativa”, (2004) n. 5-6, novembre, pp.17-21.
  • Scoppola B., Montessori mathematics: a neuroscientific perspective, “The NAMTA Journal”, vol 35( 2010) n.2, spring.
  • Stoll Lillard A., Montessori. The science behind the genius, Oxford University Press, New York 2005.
  • Tornar C. (a cura di), Montessori. Bibliografia Internazionale 1896- 2000, Edizioni Opera Nazionale Montessori, Roma 2001, p. XXXIV.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-f98a09b6-ebb4-4e7f-93d0-22390ec48568
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.