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Dr. Maria Montessori, 2005.
This paper discusses Dr. Maria Montessori as a woman ahead of her time in her views towards education.
2,250 words (approx. 9.0 pages), 3 sources, $ 89.95
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Abstract
This paper looks at Dr. Maria Montessori as a visionary in the world of education. The writer discusses that she was a physician as well as a scientist and an educator. The writer describes that after her experiences with her first school in Rome, Maria Montessori began applying her methods in her first children's school in 1907. The writer points out that her new pedagogy continues to revolutionize education today. This paper serves as an overview of the most important issues in the Montessori method and their implications.
From the Paper
"Dr. Maria Montessori was a visionary in the world of education. She was a physician as well as a scientist and an educator. After her experiences with her first school in Rome, Maria Montessori began applying her methods in her first children's school in 1907. Her new pedagogy continues to revolutionize education today. This paper will be an overview of the most important issues in the Montessori method and their implications. Some of these important issues include her belief in children as "competent beings," her creation of an environment scaled for children's use, the division of classes by groups corresponding with developmental periods, and parental involvement. Montessori also initiated the idea of "the absorbent mind," in which she stated that children strive over and over to master each competency at the proper level of achievement."
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Maria Montessori, 2006.
Examines Dr. Maria Montessori's contributions to the field of education.
753 words (approx. 3.0 pages), 4 sources, APA, $ 26.95
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Abstract
Dr. Maria Montessori changed the way we look at education. Her methods led people, including educators, to take a good look at the processes by which nations all over the world educated their children. The paper shows that in some cases, such as the education of mentally disabled children, Maria Montessori was able to teach children who were considered "ineducable". The paper argues that her life-long pursuit to educate children who others had left behind most definitely qualifies her as a pioneer in the fields of special education and early education in children.
From the Paper
"Many ideas and values make up the Montessori model of teaching, but the main idea is that "the purpose of education is to fully develop human potentialities" (Dubble, 1998, p. 2). Through this main idea, children are exposed, from an early age, to resources that allow them to learn at their own pace from surroundings that naturally inspire them to learn. Today these seemingly simple ideas are still rather radical, and in the late 1800s and early 1900s when Dr. Montessori first endeavored to use her methods, educators were shocked."
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Maria Montessori: A Modern Woman in an Old World, 2005.
Examines how Maria Montessori broke all the traditions of a male-dominated society to present us with innovative ideas on early childhood education.
2,105 words (approx. 8.4 pages), 6 sources, MLA, $ 66.95
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Abstract
Maria Montessori was a modern woman in a man's world. In times when women were expected to follow procedure and know their roles in society, Montessori made her own rules. This paper shows how she continuously broke tradition and expectations by forcing her thoughts and ideas onto society. She was the first female to enroll in two all-male institutions, showing no fear when the male students ridiculed her. She dominated the medical profession, which was more of a fraternal brotherhood in those days, and she completely transformed the world of early childhood education. The paper shows that Maria Montessori's willingness to take dramatic steps away from the accepted methods of her era allowed her to create a ground-breaking teaching technique that has withstood the test of time.
From the Paper
"As a physician, Montessori specialized in pediatrics and psychiatry. Through this contact with children, she began to acquire an awareness of child development. In 1901, she was appointed director of the Orthophrentic School at the University of Rome. The school had been used as an asylum for "deficient and insane" children of the city. Many of the children were most likely retarded or autistic. She walked into a room to discover children sitting on old benches for hours at a time. She was told that the children were "savage and dirty" because they would scramble to pick crumbs up off the floor after a meal. Montessori was appalled by the scene and began to develop a way to reform the school (Standing 28)."
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The Work of Maria Montessori, 2002.
This paper discusses the life and work of Maria Montessori.
1,900 words (approx. 7.6 pages), 5 sources, MLA, $ 60.95
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Abstract
An introduction to the life of Maria Montessori and a discussion of her work. The author looks at the ways in which her teaching techniques differ from those of the traditional school, her ideas and theories on teaching, and her teaching style. This paper discusses the history of the Montessori system of education and its revival after Maria's death. It describes how Montessori schools have changed the way people look at education, and how educators work with children.
From the Paper
"Maria Montessori was born in Italy in the town of Chiaravalle in the province of Ancona on August 31, 1870. Her father, Alessandro, was a civil servant, and her mother, Renilde Stoppani, was an educated woman at a time when most women were not. Maria spent her young years in Florence, and then Rome, where she grew up. She did well in school, and after she discovered learning was easy for her, she began to study with real enthusiasm. Even when she was young, she became a leader in schoolyard games and in dealing with the other children. "The girl that comes through these stories is self-confident, strong-willed, a little smug. She has the sense of duty that sometimes makes for intolerance of others. In short, a born social reformer. Certainly a striking maverick in that time and place" (Kramer 28)."
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Maria Montessori - Her Method, 2002.
Explanation of the theory of child development by Maria Montessori.
1,400 words (approx. 5.6 pages), 3 sources, $ 53.95
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Abstract
Montessori had developed a rather unusual understanding of the formation of a child's education and development. In the Absorbent Mind stage every child goes through 4 sensitive periods. Montessori sees education as a help to the unfolding of the child's inborn psychic powers. Montessori's explanation of the child's immediate postnatal development is as a "spiritual embryo." Montessori envisions as the steward of the child's emergent spirit a parent or teacher with faith that children, if allowed, will discover their true selves.
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Montessori's Spirituality Philosophy, 2008.
An account of Dr. Maria Montessori's theories on education.
3,139 words (approx. 12.6 pages), 3 sources, APA, $ 91.95
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Abstract
This paper discusses the work of Dr. Maria Montessori and provides a critical evaluation of her contribution to child's spirituality in general and how her recommendations from her book, "The Secret of Childhood" in particular, can be used to help educators today provide their students with superior learning opportunities and improved academic outcomes. A summary of the research and implications for educators today are provided in the conclusion
From the Paper
"In spite of her predilection for using scientific methods and techniques in educational settings, Montessori was a firm believer in the spiritual nature of life as well and cited metaphysical reasons for her guidance. Her writings are sprinkled with references to the spiritual nature of some feature of the human condition supported by a scientific or biological example. For example, when she advocated a program for free lunches for schoolchildren, Montessori provided a rational reason in its support from a social problem-solving perspective, but she also employed a spiritual one as well: "The necessity of eating is itself a proof that the matter of which our body is composed does not endure but passes like the fleeing moment. And if the substance of our bodies passes in this manner, if life itself is only a continual passing away of matter, what greater symbol of its immateriality and its spirituality is there than the dinner table?" (Montessori, 1913, p. 17). While adults cannot imitate children to good effect (Montessori, 1963, p. 223), they are in an excellent position to help them use their spiritual interpretations of the world around them to identify opportunities for learning because of the enormous influence they have in children's lives."
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Montessori and Head Start, 2007.
This paper examines the Maria Montessori and Head Start teaching programs.
863 words (approx. 3.5 pages), 4 sources, APA, $ 30.95
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Abstract
The paper discusses Maria Montessori's system of education and the American federal government's Head Start program that both stress the first few years of life as tremendously important to future achievement. The paper is of the opinion that the emphasis on the first years of life is but one of various models of early education. The paper points out that while neither Montessori nor Head Start appear to do children harm, they may not best serve children whose natures do not conform to what is said to be true of all young children.
Outline:
Introduction
Montessori Ideals
Head Start
Critical Conclusion
From the Paper
"Maria Montessori's system of education can be compared to the American federal government's Head Start program in a concept of the first few years of life as tremendously important to future achievement. The latter is geared to equalization by early intellectual development and uplift for families, now investing in pregnant mothers and children from birth to the age of 5, as compared to Montessori education's emphasis on 0 to 6. There is a shared emphasis on prepared children who proceed without academic frustration in the case of Head Start learners, or the aggressive competition of conventional education dear to Montessori education. Both models involve fairly directive teaching with Montessori education an evolved field. As in the Head Start model, there is the need to induce a positive dynamic in the pre-school child that must occur early, the child unique but rather a blank slate; dormancy the teacher makes come alive with always constructive results."
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Montessori Pedagogy, 2005.
An analysis of how Maria Montessori viewed education and implemented her teaching method.
2,753 words (approx. 11.0 pages), 13 sources, MLA, $ 82.95
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Abstract
This paper discusses Maria Montessori's pedagogical beliefs. The paper contends that Montessori's intersection with education resulted in a marginalization of her method, even though Montessori schools still flourish. The paper explains that this method of teaching is in direct contrast to traditional methods, offering a student-centered learning environment supporting positive learning experiences.
From the Paper
"Maria Montessori discovered that children learn best when engaged in purposeful activity rather than simply being fed information. She argued that children respond in predictable ways according to an innate cognitive schedule and that those responses can and should be supported by his environment. Prior to Montessori, children were considered miniature adults and were forced to function in adult environments, to their disadvantage. Within the child development historical framework, Montessori opposed the idea that children should be deprived of intellectual activity; instead she claimed that from birth onwards, the child absorbed through all of his senses the necessary building blocks for his life long development. Many decades before Paolo Freire developed his arguments against the "banking" concept of education, Maria Montessori was transforming the lives of children."
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Dr. Ruth Westheimer's "Dr. Ruth's Guide for Married Lovers", 2006.
A summary and review of Dr. Ruth Westheimer's book about sex and gender.
1,130 words (approx. 4.5 pages), 1 source, MLA, $ 39.95
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Abstract
This paper briefly summarizes and positively reviews Dr. Ruth Westheimer's book, "Dr. Ruth's Guide for Married Lovers", explaining that the book, while quite humorous at times, also unveils several fallacies about sex, explains the differences in the sexual drives in men and women, explains why the sexual drives differ, and offers suggestions on how individuals can improve their sex lives.
From the Paper
"In the next few chapters, Dr. Ruth discusses sexual fantasies, and honeymoons. Dr. Ruth believes fantasies are good, and healthy, allow for a person's mind to escape during sex, and helps individuals to relax and enjoy themselves. She then discusses honeymoons, but curiously, only honeymoons for those who are still virgins. She claims there are a good deal of married couples who are virgins when they get married, but it seems more likely, that there are a greater number of non-virgins. However, the chapter is helpful, for both virgins and non-virgins. She discusses the expectancies and problems with new relationships. The man may be overly excited, and the woman may have difficulty getting excited. She suggests patience and understanding from both sides, and reminds the reader, that sex does not have to hurt. Then in a humorous, but also shameless plug of her book, Dr. Ruth suggests giving, Dr. Ruths Guide for Married Lovers, to a newly married couple as the perfect wedding gift."
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| Term Paper # 16304 |
temporarily unavailable
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Montessori and the Postmodern Era, 2005.
This paper discusses the Montessori method with a view to the postmodern era.
2,250 words (approx. 9.0 pages), 3 sources, $ 89.95
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Abstract
This paper begins with a brief discussion of Maria Montessori's original vision. The writer explains that Montessori created a method for teaching children that was very different from the accepted teaching methods of the time. The writer then provides an overview of the new concepts that have been introduced to the method, to keep it from becoming outdated in today's society.
From the Paper
Back when Maria Montessori was creating her method for teaching children, the world was a different place. Neither World War had yet taken place and society moved at a slower pace. In addition, some of the basic concepts of education were understood quite differently at that time. Maria Montessori's method of teaching, which emphasized freedom of movement as well as independent thought, differed radically from the commonly accepted method of teaching. She based her method on scientific principles, based on years of observing children as they both played and learned. She chose to build her new method of teaching on scientific principles, to provide "her" children with the best education that she possibly could offer. This paper will begin with a brief discussion of Maria Montessori's original vision.
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The Montessori Method and Older Students, 2002.
An examination of how the Montessori Method can be used on older children too.
1,150 words (approx. 4.6 pages), 3 sources, $ 44.95
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Abstract
This reflective essay addresses the question: "Although [Maria] Montessori worked with very young children, many of her methods can be helpful with older students." In this essay, the Montessori Method concerning children's education is assessed, where the children that are typically instructed using the Montessori Method are between the ages of birth through age six, but that the same methods used for these children have been transferred after Montessori 's activities to work with children as old as high school periods.
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Dr. Death, 2004.
A discussion about Dr Kevorkian, also known as Dr. Death, who helped several patients to die through physician-assisted suicide.
1,385 words (approx. 5.5 pages), 6 sources, MLA, $ 46.95
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Abstract
This paper discusses the moral and ethical issues of physician-assisted suicide by examining the case of Dr. Kevorkian. It discusses whether his acts were criminal or moral and whether the entire issue of euthanasia should be allowed in the medical profession.
From the Paper
"Dr Kevorkian is known as Dr. Death. (Vonnegut, 1999) This benevolent, unassuming medic made it his lifelong ambition to allow those suffering from terminal disease to die with dignity. Dr. Kevorkian's role was limited to a point; the afflicted person administered the drugs themselves. But then in a demonstration of brazenness, on National TV, Dr. Kevorkian administered the drug to a patient himself. Dr. Death was convicted of first-degree murder and is now confined to a life sentences in a prison in Michigan."
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The Montessori Method, 2005.
An analysis of the teacher's role within the Montessori method.
1,125 words (approx. 4.5 pages), 5 sources, $ 44.95
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Abstract
This paper examines the role of the Montessori teacher as Dr. Montessori first described it. It then describes the Montessori teacher's role both as facilitator and in the normalization of the child as that orientation changes and develops.
From the Paper
"Maria Montessori was a woman ahead of her time. She focused a great deal of attention on all aspects of her Montessori Method, from the classroom environment, to children's activities, to nutrition. Neither did she forget to discuss the role of the teacher in the classroom. As with any process that is nearly 100 years old, the methods that Montessori described have been modernized, although the elements of the teachers' role remain similar. "
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Different Schools of Thought, 2002.
A philosophical comparison of the Shinichi Suzuki and the Maria Montessori teaching methods.
1,487 words (approx. 5.9 pages), 4 sources, MLA, $ 49.95
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Abstract
This research explores the differences and similarities between these two philosophies of teaching and education. Both recognized the shortcomings of traditional education methods where children were taught in a rote style. The paper explains how these two schools of thought believe that the child learns through praise, motivation, and goals. However, to achieve these aims, different methods are used by each. These methods are compared and contrasted for their unique styles. Focus is placed on how both use music to stimulate awareness and concentration in children.
From the Paper
"There are many similarities between the basic Suzuki and Montessori philosophy. The key similarity is their child-centered approach to teaching. Both teaching philosophies recognize the individual differences between the ways the children learn and cater their teaching method to the child?s particular style of learning. They do not create a mold and then try in vain to make the child fit into the mold. They focus on the child?s interests and provide encouragement for the child to learn. The child is not forced to sit for hours while a teacher threatens them and attempts to make them do something that is not natural for them. The child directs the learning through their enthusiasm for the material being learned. "
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