As a follow-up to the reading of Dewey's Democracy and Education, I recently read The Montessori Method. Written in 1914, it purports to be one of – if not the first – attempt at scientific pedagogy. The emphasis is on designing education around a method that actually works for the way children behave naturally, rather than the way we would like to make them behave. A quote from the opening chapter drew me in: The situation would be very much the same if we should place a teacher who, according to our conception of the term, is scientifically prepared, in one of the […]
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