Shealy

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Feb 20, 2024

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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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