The School Of The Montessori - 1182 Words

Despite the shutdown of Montessori schools because of Mussolini and fascist Italy, it is apparent that this would not be the end of the Montessori movement. Through the use of newspaper articles, and education journals, it is evident that her innovative techniques impacted multiple parts of the world. However, it can be argued that she was a driving force in the education systems of Great Britain, and the United States. The Montessori method peaked a lot of people’s interest in England. Many viewed this as innovative and wanted to know more about the process and the individual behind it. By 1912, numerous conferences were being held by English educators who would discuss the â€Å"merits and drawbacks of the Montessori system.† For example,†¦show more content†¦After WWI, Montessori would return to England and conduct training courses. Many people expressed interest in attending, so much so that according to a newspaper article titled, â€Å"Dr. Montessori i n London†, there was 2000 applicants for the course, and only 250 were granted the opportunity to attend. Despite the amount of interest in her method in England, her method was never officially institutionalised. This leads one to question why her method was never widely adopted in a place that showed much interest and treated her with respect. One can posit that this is because, like many educational theories, this method had its critics. Furthermore, Montessori was known for being highly critical of who would use her method and the way in which they practiced it. This leads one to argue that to have a method adopted into one’s education system, it must be malleable and open to adaptation to any newer methods coming out of the modern era. Having looked at how Montessori’s movement affected the education system of England during the early 20th century, it is also reasonable to look at how it has impacted other areas such as that of the United States in which Rita Kramer argues that this narrative â€Å"contains both striking parallels to as well as differences.† The first Montessori school in the United States was established by Anne George, aShow MoreRelatedMontessori Schools Should Not Be A Montessori School863 Words   |  4 Pageschoice of either sending their children to a default public, catholic, private, or Montessori schools. This choice is extremely important, for this could make or break a child’s school career. The elementary year’s, kindergarten through sixth grade are the most crucial, since that is when they would figure out what kind of learner that they are. Public schools teach all students the same way, whereas Montessori schools teach the student in the way that, that i ndividual student learns best. It is goodRead MoreMontessori And Traditional School System3001 Words   |  13 PagesMontessori has a different perspective than the traditional school system because of its approach to treat each person as an individual. The Montessori method is actually a philosophy of education. This philosophy emphasizes the fact that education should go far beyond the acquisition of knowledge, and instead be a practical aid to life and help developing the whole of the human’s personality. In her book â€Å"The Four Planes of Education†, Maria Montessori often refers about the unknown potentialRead MoreThe Progressive Montessori School System1748 Words   |  7 PagesPerhaps it was an unintentional cruelty on the part of my parents to enroll me first in the progressive Montessori school system that encouraged critical thinking and creativity, followed by an evening catholic school program that required unquestioning obedience to a monolithic religi ous dogma. 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I am very persistent and IRead MoreWhy Is the Sensorial Material an Essential Part of Prepared Environment in a Montessori School?. Discuss How to Initiate a Child Into These Exercises with Sensorial Material1827 Words   |  8 Pagesto do. The first of the child’s organs to begin functioning are his senses. Dr. Maria Montessori based her method of teaching young children considering the fact that a child between two to six years passes through the ‘sensitive period for the refinement of senses’ and they can be helped in the development of the senses while they are in this formative period. In order to serve this purpose Dr. Maria Montessori introduced a subject called ‘Sensorial’ where the materials are specially designed to