The name is absent

Italian by A. Livingston London; William Heinemann
(p.219); see also, Holmes, H. (1915) 'Introduction' IN:

M. Montessori The Montessori Method London: William
Heinemann. The Montessori Method was published in 1909,
only two years after the opening of the House of
Childhood which was the "school within the tenement".
It was adopted by Roman Catholic Schools.

The Nursery and Kindergarten classes in Anglo-Indian
schools are based on the work of Montessori, and during
the field study, the Nursery and Kindergartens in
Anglo-Indian school followed a combination of Montessori
and Froebel^zS methods. Montessori's work was
concentrated on pre-school children, and she developed
materials which emphasized sensorimotor activity, as did
other activities of practical life which were included in
her programmes for older children. She along with
Froebel believed that through investigation and creative
effort, education guides activity and does not repress
it.

(7) Herbart, J.F. (1898) The Application of Psychology
to the Science of Education Trans, and Edited by B.C.
Mulliner with a preface by D.Beale. London: Swan
Sonnenschein (pp.108-10). Herbart, J.F. born in 1776 was
an intellectual pioneer of education. Rather like
Socrates, he would suggest new paths for us to try. The
great secret of this educationist was his suggestiveness.
His writings are very relevant even in the twentieth
century to any teacher-researcher who wants to explore
new methods in his/her classroom. His persuasiveness
offers a teacher-researcher a measure of self-confidence.

(8) Dewey, J. op cit., (1916, 1944, 1966) p.198

(9) Hirst, P.H. (1983) 'Educational Theory' IN: P.H.
Hirst (ed.) Educational Theory and its Foundation
Disciplines London: Routledge & Kegan Paul p. 3; see
also, Peters, R.S. (1983) 'Philosophy of Education' IN:
P. H. Hirst (ed.) Educational Theory and its Foundation
Disciplines London: Routledge & Kegan Paul; see also,
Moore, T.W. (1974) Educational Theory: An Introduction
London: Routledge & Kegan Paul (p.7)

Hirst, P. is Professor of Education, University of
Cambridge and has published extensively in Philosophy of
Education and Curriculum Theory and for many years worked
closely with Peters, R.S. He advocates an educational
theory which is related as closely as possible to actual
practice.

(10) Checkland, P. (1981) Systems Thinking, Systems
Practice Chichester, U.K.: John Wiley & Sons (pp.152-3)
Checkland, P. (1981) describes the application of a cycle
of interaction between theory and practice and the
relationships between activities and results in a

344

<<   341   342   343   344   345   346   347   >>

More intriguing information