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												  “History of Education Society Bulletin” (1985)History of Education Society Bulletin (1985) Vol. 36 pp 52 -54 MONTESSORI WAS A THEOSOPHIST Carolie Wilson Dept. of Education, University of Sydney, New South Wales, Australia In October 1947 Time magazine reported that world famous education- ist Dr. Maria Montessori, though 'almost forgotten', was none the less very much alive in India where she was continuing to give lectures in the grounds of the Theosophical Society's magnificent estate at Adyar on the outskirts of Madras. 1 Accompanied by her son Mario, Montessori had gone to India at the invitation of Theosophical Society President, George Arundale, in No- vember 1939 and had been interned there as an 'enemy alien' when Italy en- tered the Second World War in June 1940. The Dottoressa was permitted however, to remain at Adyar to continue her teacher training courses and later to move to a more congenial climate in the hills at Kodaikanal. 2 At the end of the War she made a short visit to Europe but returned to India to undertake the first teacher training course at the new Arundale Montessori Training Centre.3 The Centre was established as a memorial to former Theosophi- cal Society President, Dr. Annie Besant, whose centenary was being celebrat- ed at Adyar in October 1947.4 In view, no doubt, of her continued residence at Adyar and the gener- ous support the Theosophical Society extended to Montessori and Mario during the War years, the Dottoressa was asked on one occasion under the shade of the famous giant banyan tree at Adyar, whether she had in fact become a Theosophist.
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												  IL BHARATANATYAM CRISTIANO: Una Forma D'inculturazione Del Cristianesimo Attraverso La Danza-Teatro IndianaUNIVERSITÀ DEGLI STUDI DI MILANO BICOCCA DOTTORATO DI RICERCA IN ANTROPOLOGIA DELLA CONTEMPORANEITÀ: ETNOGRAFIA DELLE DIVERSITÀ E DELLE DIVERGENZE CULTURALI XXVII CICLO IL BHARATANATYAM CRISTIANO: Una forma d'inculturazione del cristianesimo attraverso la danza-teatro indiana Coordinatore del dottorato: Prof. UGO FABIETTI Tutor: Prof. UGO FABIETTI Candidata: M. CATERINA MORTILLARO Matr.722714 Anno accademico 2014-2015 1 Sommario RINGRAZIAMENTI ................................................................................................... 4 INTRODUZIONE ....................................................................................................... 6 Motivazioni, aspetti teorici e metodologia della ricerca........................................................... 6 Contenuti della trattazione ..................................................................................................... 15 CAPITOLO PRIMO .................................................................................................. 21 IL BHARATANATYAM E L’INDUISMO: TRA ARTE, ESPERIENZA RELIGIOSA E RITO ..................................................................................................... 21 1.1 Bharatanatyam e religione ................................................................................................ 21 1.2 Il Natyashastra: origini mitiche del natya e sua valenza educativa e rituale .................... 26 1.3 La danza come forma di meditazione e preghiera ............................................................ 30
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												  Cosmic Education in Maria Montessori: Arts and Sciences As Resources for Human DevelopmentStudi sulla Formazione: 21, 249-260, 2018-2 DOI: 10.13128/Studi_Formaz-24669 | ISSN 2036-6981 (online) Cosmic Education in Maria Montessori: Arts and Sciences as resources for human development ROSSELLA RAIMONDO Ricercatrice di Storia della pedagogia – Università di Bologna Corresponding author: [email protected] Abstract. This article reflects on the concept of cosmic education set out by Maria Montessori in strict correlation to those of cosmic vision and cosmic plan. Cosmic education is considered here as a fundamental direction within the original core of the thought of Maria Montessori since the early twentieth century. Among the differ- ent orders of consideration that support the actuality of cosmic education, two are the object of analysis. The first concerns the content plan that aims to create interactions with the various disciplinary fields (scientific, historical and geographical education, etc.) as a unitary vision and development of knowledge. The second concerns the exis- tential level: it embraces and summarizes the concepts of “ecological education”, “edu- cation for peace”, and “education for the world” in themselves to the point of recalling implications of ethical and aesthetic education. Keywords. Maria Montessori, Interdependence, Cosmic Education, India 1. Introduction This article reflects on the concept of cosmic education set out by Maria Montessori in strict correlation to those of cosmic vision and cosmic plan, starting from the conside- ration that the volumes of this scientist lend themselves to readings and interpretations which are never exhaustive, but always open to new reflections. The sphere of cosmic education is extremely wide and complex because it considers all the aspects of the person in relation to every other living form on the planet: it inclu- des the history of the world, of the cosmos and of our role in it, and by extension the history of civilizations, cultures, elaborating a holistic vision of phenomena.
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												  E-Bulletin Congress Association Montessori Internationale IssueSpecial the Chennai AMI e-Bulletin Congress Association Montessori Internationale Issue 5-8 January, 2009 26th International Montessori Congress Don’t let this opportunity for a unique (now in the city of Chennai, previously should block these dates in your diary! Montessori Congress pass by. Eminent Madras) that she gave her first Indian The Congress is open to all interested; speakers from within and without the course in 1939. It is a place of art, participants do not have to be a Montessori community will address culture and learning. member of AMI or an AMI diploma 1 topics relating to the Four Stages of holder in order to attend. Registration Development, from refreshing angles. And, the Congress’ dates were not is easy and can be done online within But more than that, the Congress will chosen at random: January 6 is the a few minutes. also live Montessori by giving ample birthday of the Casa. Moreover, 2009 opportunity for observation, silence, celebrates 70 years of Montessori in For more information on registration, flow, and beauty in a historic Prepared India, and 80 years of AMI. accommodation and the venue, please Environment — the grounds of the go to the special Congress website: Kalakshetra Foundation. Follow Have a look at the general programme http://montessoricongress.com literally in Maria Montessori’s and the inspiring breakout sessions, footsteps, for it is at Kalakshetra and decide immediately that you Side entrance to the Bharata Kalakshetra Auditorium where the plenary sessions of the congress will be held. C
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												  Maria MontessoriAntonino Minìo MARIA MONTESSORI raccontata da uno psicologo italiano 1 Montessori Maria Tecla Artemisia visse 82 anni. Nacque nelle Marche il 31 agosto 1870 a Chiaravalle, nell’abitazione di piazza Mazzini 10. La nostalgia del paese natale le restò sempre addosso e nel 1950 Maria volle ritornarvi. Disse: “Adesso sono contenta, anche se muoio ho rivisto finalmente dopo tanti anni il mio paese”. Anche Chiaravalle non la dimenticò mai: nel 1896 raccolse la somma di cinquanta lire per contribuire alle spese della sua partecipazione al congresso femminista di Berlino. Chi erano i genitori? Il padre Alessandro, emiliano originario di Ferrara, veniva da una educazione militare dai sentimenti patriottici; aveva lavorato come impiegato nel dipartimento delle finanze papali e nelle fabbriche del sale di Comacchio e Cervia; poi venne nominato ispettore dell’industria del sale e del tabacco a Bologna e Faenza, divenendo esperto nel controllo della lavorazione delle sigarette e dei sigari. Nel 1865 era stato inviato a Chiaravalle, sede storica settecentesca della produzione del tabacco da parte dei monaci benedettini, per un’operazione di controllo alla manifattura del tabacco da fiuto, trinciati, sigari, e sigarette. Qui conobbe la moglie, Renilde Stoppani, marchigiana originaria di Monte San Vito, dove il padre possedeva vaste tenute di terreni ed era fratello del famoso abate Antonio Stoppani. Nel 1866 Alessandro e Renilde si sposarono. Maria nacque quattro anni dopo. Nel 1873 Alessandro fu trasferito a Firenze dove rimase con la famiglia per due anni. Nel 1875 è chiamato ad occupare un posto importante al Ministero delle Finanze; pertanto si stabilì definitivamente a Roma, dove conquistò due onorificenze: l’ordine della corona d’Italia e l’ordine di cavaliere di San Maurizio e Lazzaro; nello stesso anno lo zio Antonio Stoppani, geologo e naturalista, figura rilevante nella formazione di Maria , pubblicò “Il bel paese”.
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												  Annie Besant (Pres- Ident of the Blavatsky Lodge, London, and Co-Head of the Esoteric Section) Were the Leading Officials of the Theosophical SocietyMontessori in india Chapters 1 and 2 from Montessori in India—70 Years, published by the Indian Montessori Foundation, 2009 Pre-reading Material for the Fifth Assembly of Educateurs sans Frontières, Hyderabad, 2016 Montessori in india – 70 Years Chapter one: india Before Montessori: 1870 – 1939 Madras. The very name brings to mind a rush of sensory delights: mouth-watering flavours of idli-s, do- sa-s and filter kaapi, lilting notes from Carnatic music, kutcheri-s, fragrances of the mullai and flowers, the soft rustle of pattu sarees, awe-inspiring sights of rising temple gopuram-s and much more. Even for those who have grown used to calling the city Chennai, the word Madras conjures up an old world charm. Madras (as the city was called in those days) was known for many things. There was an up surge of activity in the country, and especially in the city, after the First War of Independence in 1857. And Ma- dras had placed itself rightfully on the world map – a port city and a vast expan se of virgin land holding the promise of more mansions and Victorian palaces for the British. Madras was an important city in South India, a city where the need for primary education was given great importance even during the turbulent times of struggle for independence. Little wonder that it served as the fertile ground in which one of the most significant modern spiritual-social-educational movements, The Theosophical Society, took root in India. Madras in the 1870s The arrival of Madam Helena Petrovna Blavatsky and Col.
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												  The Touch BoardThe Touch Board VOLUME 11 ISSUE 1 J U L Y 2 0 1 9 INSIDE THIS ISSUE: Beginnings and Endings Beginnings and 2 AMI COURSES Endings Tree Stories 3 Chennai The very first AMI Primary Summer Course in India was inaugurated on April 22, 2019 at Through a 4 Navadisha Montessori Foundation (NMF), Chennai. The batch consists of 19 students from Toddler’s Eyes Chennai and other parts of India, many working teachers among them, all set to work in Workshops in 5 Montessori environments or convert them as they train. Sujatha Murali, an Elementary Hyderabad teacher doing the course, speaks of how her anxiety of having begun this journey turned to a sense of camaraderie as the day progressed from planting saplings to getting to know fellow In Conversation 6 students and receiving a brief on course requirements and responsibilities. with Gerard Leonard The 16th AMI Primary Diploma is to begin at NMF on August 14, 2019. Talk by Mira Debs 7 The students of the past batches got together on June 3 & 4, Trip to College 8 2019 to attend the Refresher Course which took place at Montessori de Lyon NMF. The two-day course helped in revisiting and reaffirming In Memory of Kay 8 some of the ideas and significance of Montessori philosophy. Baker Lectures, practical demonstrations, supervised practice and group discussions helped to consider food preparation, the Tribute to Muriel 9 Lecture by Rukmini Ramachandran at Dwyer purpose of sets of practical and sensorial activities. the Refresher Course IMF Materials 9 IMF Events 2019 10 “It is important to work on ourselves
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												  Newsletter Centre for South Asian Studiescentre d’études - Inde | Asie du Sud newsletter centre for South Asian studies Centre d’études de l’Inde et de l’Asie du Sud // Centre for South Asian studies - CNRS EHESS - Paris EDITORIAL newsletter n°4 A large number of doctoral students from a wide range of disciplines are affiliated May 2012 with the CEIAS. However, they are scattered across numerous institutions. The Centre has a firm agenda to increase, diversify and institutionalize the support it can offer to these young scholars, in a variety of ways. As far as material support is concerned, for instance, the CEIAS funds every year fieldtrips and participation in In this issue: international conferences for 4 to 6 students. Moreover since our relocation in the 13th arrondissement, a large room has been provided for students, with access to the Centre’s facilities. Interview with ... // 2 Michel Boivin More importantly, perhaps, the CEIAS actively supports a number of initiatives that offer an opportunity for students to work with other students. Indeed working Fieldwork Report ... // 3 with peers on a regular basis is a critical way to make progress in academia, for a ‘Documenting crime and number of reasons: it helps overcome the feeling of loneliness that is so familiar to punishment in Tamil Nadu’ people writing a PhD; it is a rich (and fun) way to learn the ‘tricks of the trade’, as Becker would put it, since exchanging with fellow students is usually free from the Focus on Conferences … // 4 shyness that might creep in with the presence of senior scholars; such interaction ‘Italy and India: intellectual is crucial to get information about opportunities in terms of scholarships, jobs, connections ...’ summer schools etc.; finally it is indispensable to build the academic networks on which collective projects can be built.