Maria Montessori's Pedagogy and its Potential to Promote Peace Education in the Philippines
Keywords:
Montessori pedagogy, Peace education, Early childhood education, Teacher professional development
Abstract
This study aims to explore the potential of Montessori's pedagogy in promoting peace education in the Philippines. Using a qualitative research design, the study collected data from 10 participants, including teachers, parents, and Montessori school administrators. The findings of the study suggest that Montessori's approach can contribute to peace education by promoting a child-centered and experiential learning environment, which can foster critical thinking skills and empathy towards others. Moreover, the study identified several challenges to implementing Montessori's pedagogy in the Philippine context, such as the lack of awareness and understanding of the approach among educators and parents, limited availability of trained Montessori teachers, and the lack of resources and support for implementing the approach in schools. The study also proposed strategies for adapting and implementing Montessori's pedagogy in the Philippine context, such as providing training and professional development for teachers, building awareness and understanding of the approach among parents and educators, and developing partnerships and collaborations between Montessori schools and other educational institutions in the Philippines. The study concludes that Montessori's approach has the potential to promote peace education in the Philippines, but more efforts are needed to overcome the challenges and effectively implement the approach in schools.
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22. Sasan, John Michael V. (2021). The Social Contract Theories of Thomas Hobbes and John Locke: Comparative Analysis. Shanlax International Journal of Arts, Science and Humanities, vol. 9, no. 1, pp. 34-45.
23. Sasan, J. M., & Rabillas, A. R. (2022). Enhancing English proficiency for Filipinos through a multimedia approach based on constructivist learning theory: a review. Science and Education, 3(8), 45–58. Retrieved from https://openscience.uz/index.php/sciedu/article/view/4122
24. Sasan, J. M., & Baritua, J. C. (2022). Distance learning as a learning modality for education during the COVID-19 pandemic. Science and Education, 3(8), 35–44. Retrieved from https://openscience.uz/index.php/sciedu/article/view/4121
25. Sasan, J. M., Barquin, A. M. E., Alestre, N. A., Librea, A., & Zamora, R. M. (2022). Karl Marx on technology and alienation. Science and Education, 3(9), 228–233. Retrieved from https://openscience.uz/index.php/sciedu/article/view/4215
2. Aljabreen, H. Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education. IJEC 52, 337–353 (2020). https://doi.org/10.1007/s13158-020-00277-1
3. Ayşe Çiftçi, Mustafa Sami Topçu & Jaimie A. Foulk (2022) Pre-service early childhood teachers’ views on STEM education and their STEM teaching practices, Research in Science & Technological Education, 40:2, 207-233, DOI: 10.1080/02635143.2020.1784125
4. Bautista, A., Bull, R., Ng, E. L., & Lee, K. (2021). “That’s just impossible in my kindergarten.” Advocating for ‘glocal’ early childhood curriculum frameworks. Policy Futures in Education, 19(2), 155–174. https://doi.org/10.1177/1478210320956500
5. Caroline Fitzpatrick (2012) What if we considered a novel dimension of school readiness? The importance of classroom engagement for early child adjustment to school, Education as Change, 16:2, 333-353, DOI: 10.1080/16823206.2012.746017
6. Cheryl Duckworth (2006) Teaching peace: a dialogue on the Montessori method, Journal of Peace Education, 3:1, 39-53, DOI: 10.1080/17400200500532128
7. Dianne E. Zielinski (2017) The Use of Collaboration, Authentic Learning, Linking Material to Personal Knowledge, and Technology in the Constructivist Classroom: Interviews with Community College Faculty Members, Community College Journal of Research and Practice, 41:10, 668-686, DOI: 10.1080/10668926.2016.1220338
8. Doroch, A. (2021). Adopting the Montessori Methodology in Teaching Languages to Adult Students- Transnational Approach. In: Herrero, Á., Cambra, C., Urda, D., Sedano, J., Quintián, H., Corchado, E. (eds) The 11th International Conference on EUropean Transnational Educational (ICEUTE 2020). ICEUTE 2020. Advances in Intelligent Systems and Computing, vol 1266. Springer, Cham. https://doi.org/10.1007/978-3-030-57799-5_20
9. Dr Adrian Leftwich (2005) Democracy and development: Is there institutional incompatibility?, Democratization, 12:5, 686-703, DOI: 10.1080/13510340500322173
10. Hui Li, X. Christine Wang & Jessie Ming Sin Wong (2011) Early Childhood Curriculum Reform in China, Chinese Education & Society, 44:6, 5-23, DOI: 10.2753/CED1061-1932440601
11. Kilag, O. K. T., Segarra, G. B., De Gracia, A. M. L., Del Socorro, A. S., Abendan, C. F. K., Camangyan, G. A., & Mahasol, E. T. (2023). ICT application in teaching and learning. Science and Education, 4(2), 854-865.
12. Kilag, O. K. T., Lechadores, V. M. B., Tolin, J. E., Pahayahay, D. Q., Torrefiel, A. P., & Calzada, J. R. D. (2023). Moving beyond the new normal: Understanding Flexible Learning Options (FLOs) on the parameters of Basic Education Learning Continuity Plan (BE-LCP). Science and Education, 4(2), 866-873.
13. Kilag, O. K. T. ., Ignacio, R. ., Lumando, E. B., Alvez, G. U. ., Abendan, C. F. K. ., Quiñanola, N. M. P. ., & Sasan, J. M. (2022). ICT Integration in Primary School Classrooms in the time of Pandemic in the Light of Jean Piaget’s Cognitive Development Theory. International Journal of Emerging Issues in Early Childhood Education, 4(2), 42–54. https://doi.org/10.31098/ijeiece.v4i2.1170
14. Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the Role of Instructional Leadership in Teacher Professional Development. Advanced Qualitative Research, 1(1), 63-73.
15. Keramati, M. R., & Gillies, R. M. (2021). Advantages and Challenges of Cooperative Learning in Two Different Cultures. Education Sciences, 12(1), 3. https://doi.org/10.3390/educsci12010003
16. Lara, F., & Champain, P. (n.d.). Understanding conflict. Building peace. InclusIve Peace In MuslIM MIndanao: RevIsItIng the dynaMIcs of conflIct and exclusIon. https://www.international-alert.org/wp-content/uploads/2021/09/Philippines-Mindanao-Inclusive-Peace-EN-2009.pdf
17. Lillard AS, Heise MJ, Richey EM, Tong X, Hart A and Bray PM (2017) Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study. Front. Psychol. 8:1783. doi: 10.3389/fpsyg.2017.01783
18. Lillard, A.S. Mindfulness Practices in Education: Montessori’s Approach. Mindfulness 2, 78–85 (2011). https://doi.org/10.1007/s12671-011-0045-6
19. Liu, H., Manzoor, A., Wang, C., Zhang, L., & Manzoor, Z. (2020). The COVID-19 Outbreak and Affected Countries Stock Markets Response. International Journal of Environmental Research and Public Health, 17(8), 2800. https://doi.org/10.3390/ijerph17082800
20. Meyer, E. J., Tilland-Stafford, A., & Airton, L. (2016). Transgender and Gender-Creative Students in PK–12 Schools: What We Can Learn from Their Teachers. Teachers College Record, 118(8), 1–50. https://doi.org/10.1177/016146811611800806
21. Richard L. Venezky (2004) Technology in the classroom: steps toward a new vision, Education, Communication & Information, 4:1, 3-21, DOI: 10.1080/1463631042000211024
22. Sasan, John Michael V. (2021). The Social Contract Theories of Thomas Hobbes and John Locke: Comparative Analysis. Shanlax International Journal of Arts, Science and Humanities, vol. 9, no. 1, pp. 34-45.
23. Sasan, J. M., & Rabillas, A. R. (2022). Enhancing English proficiency for Filipinos through a multimedia approach based on constructivist learning theory: a review. Science and Education, 3(8), 45–58. Retrieved from https://openscience.uz/index.php/sciedu/article/view/4122
24. Sasan, J. M., & Baritua, J. C. (2022). Distance learning as a learning modality for education during the COVID-19 pandemic. Science and Education, 3(8), 35–44. Retrieved from https://openscience.uz/index.php/sciedu/article/view/4121
25. Sasan, J. M., Barquin, A. M. E., Alestre, N. A., Librea, A., & Zamora, R. M. (2022). Karl Marx on technology and alienation. Science and Education, 3(9), 228–233. Retrieved from https://openscience.uz/index.php/sciedu/article/view/4215
Published
2023-06-06
How to Cite
[1]
Kilag, O.K.T., Heyrosa-Malbas, M., Villar, S.P. and Arong, S.L. 2023. Maria Montessori’s Pedagogy and its Potential to Promote Peace Education in the Philippines. International Journal on Integrated Education. 6, 6 (Jun. 2023), 19-32. DOI:https://doi.org/10.17605/ijie.v6i6.4462.
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