Montessori 889
Special Topics: Philosophy and Montessori
Professor Patrick R. Frierson
Class meets Tuesdays from 2:30pm-3:30pm Pacific Time, on zoom at https://whitman.zoom.us/j/92189368747, from January 28th through May 5th, with no class on March 18th. In addition, I have office hours on zoom on Thursdays from 2:30pm-3:30pm (at the same zoom location). If you plan to come to these office hours, please let me know by 9am on Thursday, since otherwise I might be meeting with my in-person students.
Overview: This is a special topics course for a doctoral program in Montessori studies. It’s my expectation that you are taking this course in order to learn. I am also teaching this course in order to learn. You are not here to perform for me or for your classmates or to check off this or that box. So, let’s work this semester at collaborating in developing into better educators and scholars. I’ll help you in what ways I can, and I hope that you, too, can help me as I continue to think about the philosophy of Maria Montessori.
The first day of class will be spent discussing expectations
and goals for the course, including how we can best work together to help one
another achieve those goals. The
timeline and expected work for the rest of the class is subject to revision in
the light of what we decide on that first day.
I’ve given what I think will make for an interesting semester for all of
us, but I don’t yet know your particular goals well enough to know whether this
will work well for you.
Required Texts:
· Texts by Maria Montessori (editions of your choice):
o Required: The Absorbent Mind, The Montessori Method, Spontaneous Activity in Education, From Childhood to Adolescence, Education and Peace.
· Texts by Patrick Frierson:
o Required: Maria Montessori’s Philosophy: Following the Child.
o Optional (for now): Intellectual Agency and Virtue Epistemology, The Moral Philosophy of Maria Montessori.
· Jostein Gaardner, Sophie’s World
· Other texts as linked on syllabus below.
Prerequisites: Consent of Instructor and of EdD Montessori Studies Director
Course Objectives: The primary objective of this course is to equip you to better fulfill your goals for your EdD in Montessori Studies. On the first day of class, we will refine these objectives, but at this point, I have three main aims: (1) to help you better see how philosophy can be useful in thinking about Montessori education, and how Montessori can be valuable for philosophy; (2) to get you accustomed to academic writing, especially philosophical writing; and (3) to help you express your interesting questions and insights in formal academic ways.
Grading and Evaluation: All students who attend all course sessions and complete all of the required assignments (see below) will receive an A in the course. Students who will not be able to attend a particular class session should notify the professor as soon as feasible ahead of that class session. The deadlines for required assignments below are recommendations; all work must be turned in no later than May 11th. Students with unexcused absences from class or who do not complete all the work for the class cannot pass the class. Remember, too, that Montessori emphasizes the love of error. You do not need to do everything perfectly in order to complete the assignment.
Right and responsibilities and privileges, etc: At the end of this syllabus, I’ve put lots of basic information about your rights and so on based on the boilerplate language provided by UWRF.
Expected work for the course (provisional):
1. Complete the reading for the class before the day that we discuss it.
2. For each class, by 12:30am on the day of class (30 minutes before class begins), send me an email with three things. (Note that I have classes and meetings that go right up until our scheduled meeting, so if you want me to read the email before we meet, try to get it to me by 8am):
a. Something that you appreciated from the reading for the day. Give a page number and short quotation, and then say something about what you appreciated from the reading(s).
b. At least one question you have about the reading(s).
c. At least one idea that the readings for the day make you want to explore more, perhaps even in your dissertation. That is, share how something from the reading(s) inspired some thoughts for you that you want to think about more.
3. “I want to know more” Assignments. These will all be longer writing assignments designed to give you the opportunity to articulate questions and interests of your own.
a. “I want to know more about this influence on Montessori” (300 word minimum, 1500 word maximum, due February 17th). The first “I want to know more” relates to Chapter Two of my book. (Last time I taught this, I hadn’t written that chapter yet, and Comenius made his way into the chapter because of a student in an earlier version of this class!) In Chapter Two, I discuss intellectual (mostly philosophical) influences on Montessori’s ideas, but I note there that there are many influences I did not get to discuss. For this assignment, I’d like you to identify some intellectual influence on Montessori that you would love to know more about. This could be someone that I already discuss in my chapter, or someone that I do not discuss but mention, or someone that I don’t even mention there. Assume that I am looking for my next Montessori project, and I want to write an article entitled “____’s Influence on Maria Montessori’s Philosophy” or even just “_____ and Montessori”. Convince me, based on how the person is used/mentioned in Montessori’s writings or thought, that it’s worth writing an article about them. You don’t have to actually write the article, but convince me that it’s worth writing.
In addition to the substance of this exercise, I want it to be a little mini-practice in academic writing for a particular purpose. Have a clear thesis, something like, “Friedrich Nietzsche is an influence on Montessori that should be investigated further, not only because she explicitly mentions him in her writings (e.g. X and Y), but because his ideas of A, B, and C seem to be echoed by many of Montessori’s ideas.” Or “Montessori explicitly and positively mentions Friedrich Nietzsche in The Montessori Method, but Nietzsche is well known as a violent and egotistical philosopher who undermined traditional values, while Montessori is a philosopher of peace and mutual love, so further investigation of Nietzsche’s influence on Montessori is needed.” Then clearly back up that thesis. For this assignment, you don’t have to think of the research on X (in my example, on Nietzsche) as something you’d want to do. You are trying to convince me to do that research.
b. “I want to know more about this aspect of Montessori’s philosophy.” (Due March 31st, follow the length requirements on the NEH website.) For this assignment, you have to come up with some aspect of Montessori’s philosophy that you would actually like to do research on yourself, a place where you could shed light on Montessori’s philosophy in ways that others might miss. To that end, you will pretend to apply for a grant to support your research. If you don’t have a specific grant you actually want to apply for, then follow the guidelines for the National Endowment for the Humanities Research Fellowship. (You won’t actually apply for this insanely competitive grant at this point, but you can use it as an idea of what a grant narrative should be like.) All you need to write is the narrative portion of the application. Write up the fellowship proposal that you would actually apply for, if you were to apply for such a fellowship, and were going to focus on some aspect of Montessori’s philosophy. Use your own special experience and knowledge and background to make a compelling case for a project that would be of public interest but that you are especially well suited to carry out.
c. “I want to know more about ___.” Write an outline of a possible dissertation proposal and write up three sections of that dissertation proposal. You should start with the Introduction, laying out what your project is. Then write Part X: Philosophical ___. (The X can be any number, based on where you think a section devoted to philosophy could fit into the dissertation proposal you hope to write. The ___ could be filled in various ways, to make a section entitled something like “Philosophical Background” or “Philosophical Considerations” or “Philosophical Implications” or something like that.) Then write your (imagined) conclusion. You can’t really write up your Conclusion, or even Introduction, until you’ve finished the whole proposal, but imagine a possible conclusion for a possible proposal.
Course Readings and
Assignments Timeline (provisional):
(NOTE: I’m providing
pdf copies of my forthcoming book for use in this class. Please do not share this with those outside
of this class. If you would like a pdf
of my other books rather than purchasing them, let me know and I’ll provide
that to you as well (and again, please don’t share it).)
January 28th: Introductory Class.
February 4th: Maria Montessori’s Philosophy: Following the Child, Chapters 1-2.
Also read Montessori’s The Montessori Method, Chapters I-IV and XXII, Absorbent Mind, Chapters 1-2, 27-28, Gaardner, Sophie’s World (finish up through the chapter on Aristotle).
February 11th: Maria
Montessori’s Philosophy: Following the Child, Chapters 3-4. Optional: Intellectual
Agency and Virtue Epistemology,
Chapter 3.
Also read Montessori’s The Montessori Method, Chapters VII, IX, XI; Absorbent Mind, Chapters 6-8 and especially 13-14; and Gaardner, Sophie’s World (finish up through the chapter on the Enlightenment). Optionally, you might read Rene Descartes’s Meditations, especially Meditation VI, and especially where he says, “it is certain that this I [that is to say, my soul by which I am what I am], is entirely and absolutely distinct from my body, and can exist without it,” and check out this YouTube lecture by philosopher Alva Noe about embodied cognition.
February 18th: Maria Montessori’s Philosophy: Following the Child, Chapter 5; Frierson, “The Virtue Epistemology of Maria Montessori.” (Optionally, check out my Intellectual Agency and Virtue Epistemology, focusing on chapters that give more detail about things you want to know more about.)
Also read Montessori’s Spontaneous Activity in Education chapters 8 (“Intelligence”) and 9
(“Imagination”); The Montessori Method, Chapters
XII-XIII; and Gaardner, Sophie’s World (finish
the book!). For some other
philosophical sources, check out Plato’s Meno, especially the section that starts with “what do you mean
by saying that we do not learn, and that what we call learning
is only a process of recollection?” and John Locke’s Essay
Concerning Human Understanding, Book One, Chapter One, and Book Two,
Chapter One.
February 25th: Maria
Montessori’s Philosophy: Following the Child, Chapter 6; (Optional: The
Moral Philosophy of Maria Montessori (pick one chapter and read it).)
Also read Absorbent Mind chapters 18-22 and The Montessori Method, chapters V (“Discipline”) and XXI (“General Review of Discipline”), and Spontaneous Activity in Education, Chapter 7 (“The Will”), and the moral philosophy parts of Chapter IX (Imagination).
Also read Tamar Schapiro, “What is a Child?” You might also like a little Aristotle (Nicomachean Ethics, book I, especially where he talks about “the function of man”). (We can also talk about Kant, Nietzsche, and/or Hegel in class, unless you want me to assign readings from them as well.
March 4th: Maria Montessori’s Philosophy: Following the Child, Chapters 7-8.
Also read Spontaneous Activity in Education, Chapter IX (Imagination); The Montessori Method, Chapter XXII (“Conclusion”).
March 11th: Maria
Montessori’s Philosophy: Following the Child, Chapter 9, The
Moral Philosophy of Maria Montessori, Chapter 6;
Also read: Montessori, From Childhood to Adolescence, Chapters 1-4, Erdkinder, and The Function of the University. Reread Schapiro, “What is a Child?”
March 18th: Spring Break!
March 25th: Maria Montessori’s Philosophy: Following the Child, Chapters 10-12.
Also read: Montessori, Education and Peace, entire book.
April 1st: Grant Proposal Workshop, and also talking about what themes we should explore more for the rest of the semester.
April 8th: TBD, and/or The
Moral Philosophy of Maria Montessori, chapters 7-8; “Montessori’s
Moral Epistemology” (from the 2020 AMI Journal)
April 15th: TBD, based on what you want to discuss more given what you are thinking about for your dissertation proposals.
April 22th: TBD.
April 29th: TBD.
May 5th: TBD (last class day)
Other details regarding
rights, responsibilities, and resources at UWRF
1) Remember to ask for help
as you need it. This can include sending me a draft of something to read before
it is due or just discussing the material or assignment further.
2) All of the deadlines on the syllabus are recommendations, though in some cases
missing a deadline will undermine the ability for the class to respond
appropriately to your work (e.g. getting me emails before class with questions
about the reading, or writing your NEH proposal before the class where we
workshop it). The only firm deadline is
May 11th, by which time all of your work needs to be turned in.
3) None of us know how the pandemic
will unfold in the months to come, so being flexible and communicating often is
important. Taking care of your overall well-being is necessary, and
something that I must do too. Because this class is largely self-directed and
class meetings take place online already, it’s unlikely that course plans will
need to change in the light of COVID, but it’s also virtually impossible to
tell what could happen. See here
for UWRF Covid updates, and just know that I am committed to providing you with
a meaningful educational experience that is geared toward your success.
4)
I
never want you to feel discriminated against or harassed during your time at
UWRF. It is my intent that students from all backgrounds be served well in this
course and that the diversity that students bring to it will be a resource and
strength. UWRF strives to promote a safe,
respectful, inclusive, and effective learning environment that protects the
rights and supports the interests of both students and faculty. If you find
yourself concerned about something specific that is harassing or
discriminatory, please contact me or visit the Report
It page. There are links at this site for additional resources and a way to report
concerns or specific incidents, including anonymously.
Please know, also, that UWRF does not
discriminate based on pregnancy, childbirth or lactation. Pregnant and
parenting students have the right to reasonable accommodations, including
excusal of medically necessary absences and a reasonable opportunity to make up
missed work. If you find yourself needing assistance with this, please contact
the Title IX Coordinator. You can also find more information here.
Similarly, you have the right as a student
to request reasonable accommodations when there is a legitimate conflict
between a religious observance and a course requirement. You can find
more information here.
5)
If
you have concerns about accessibility, please know that I am happy to work
with you to try and adjust course materials or assignments in ways that will
support your learning. You should also contact the Disability Resource Center so
that formal accommodations, determined by that office based on clinical documentation, can be
provided for you. That said, please contact me as soon as possible, even before
you have received official documentation. This will allow us to maximize your
learning and enjoyment of the course.
6)
Based on the academic honesty policies of
UWRF, I expect you to submit your own work and to cite other’s ideas and words
where necessary. Please be especially careful in quoting or paraphrasing
without proper citation as this is a serious violation of academic standards.
Additionally, you may not submit work that is substantially the same in two
courses without first gaining the permission of both instructors. Engaging in
academic dishonesty (cheating, plagiarism, etc.) will result in an initiation of
the Academic Misconduct Process and could result in your losing credit for the
assignment, failure of the course, or expulsion from the University. See
here for more: Academic
Integrity.
7)
As a student you may experience a range of
issues that can cause barriers to your learning including strained
relationships, increased anxiety, alcohol/drug problems, feeling down,
difficulty concentrating and/or a lack of motivation. These mental health
concerns or stressful events may lead to diminished academic performance and
may reduce your ability to participate in daily activities. You can learn more
about the broad range of confidential mental health services available to you
or make an appointment at Student Health and Counseling.
8)
If you face challenges in securing food or
housing and believe that this may affect your performance in my course or
any other course, please contact me or the Director of Student Success Ian T. Stroud. This can be
completely confidential. You could also consider visiting Freddy’s Pantry or applying for a UWRF Emergency Grant or loan. These services
are here for you, as a student, so please take advantage of them as you need
to.
9) Please ask permission before
bringing visitors to class.
10) Please ask permission before recording
(video or audio) or livestreaming any part of this course. You may not record
or livestream without permission from me, your instructor. Note that our zoom sessions will be recorded
for the benefit of students in the course who are not able to attend those zoom
sessions. By participating in this
course, you agree to be recorded for the sake of those classmates who cannot
attend.
Additional UWRF Policies
Inclusivity, Respect, and Ability/Disability Expectations
The UWRF promotes safe, respectful, inclusive, and effective learning environments that protect the rights and support the interests of both students and faculty. For additional information regarding our inclusivity expectations, academic accommodations, academic conduct expectations and processes, and other syllabi information, please consult http://go.uwrf.edu/Syllabi.
The University of Wisconsin-River Falls strives to maintain our campus as a place of work and study for faculty, staff, and students that is free of all forms of prohibited discrimination and harassment. If you have concerns about such behavior, contact your instructor, the Office of Student Conduct and Community Standards at 715-425-4844, or the Office of Equity, Diversity, and Inclusion at 715-425-3833. For a list of prohibited behaviors and protected classes or to report something that is inappropriate using an online process, go to https://www.uwrf.edu/StudentConductAndCommunityStandards/Index.cfm.
The University of Wisconsin-River Falls is committed to upholding standards that promote respect and human dignity in an environment that fosters academic excellence and professionalism. Sexual misconduct and relationship violence in any form are antithetical to the university's mission and core values, violate university policies, and may also violate federal and state law. Faculty members are considered "Responsible Employees" and are required to report incidents of sexual misconduct and relationship violence. If you or someone you know has been impacted by sexual assault, dating and domestic violence, stalking, or sexual exploitation, please visit https://www.uwrf.edu/titleIX/ to access information about university support and resources.
The University of Wisconsin-River Falls welcomes students with disabilities into its educational programs, activities, residential halls, and everything else it offers. Those who will need academic adjustments or accommodations for a disability should contact the Disability Resource Center. Decisions to allow adjustments and accommodations are made by the Disability Resource Center on the basis of clinical documentation that students provide to sufficiently indicate the nature of their situation.
Technical Requirements
You can log into Canvas using your UWRF ID and password. UWRF uses your UWRF email address for communications. Check your UWRF email on a regular basis. If you have problems accessing your email accounts, including operating Canvas, contact the HELP DESK at 423-425-2676. We will also use Zoom for class meetings.
Academic Integrity
The UW-System and its schools expect that students uphold a high level of academic integrity when completing coursework while in attendance at an institution. UWS Administrative Code Chapter 14 is a set of policies and procedures regarding academic integrity that all students are expected to follow while enrolled as a student of the UW- System. The application of the UWRF Academic Conduct Policy will be fully adhered to in this course: http://www.uwrf.edu/StudentConductAndCommunityStandards/. You can also find additional information in the UWRF student handbook.
Land Acknowledgment
The University of Wisconsin-River Falls sits on the shared ancestral lands of the Anishinaabe and the Dakota Nations and Tribal Communities. Acknowledging our university’s historical contributions to the disenfranchisement of indigenous communities, we declare a standing commitment toward campus-wide education, increased awareness of current indigenous issues, and the development of sustainable partnerships with indigenous nations of the area. https://www.uwrf.edu/Inclusivity/heritagemonths.cfm
I (Patrick Frierson) live and work in Walla Walla. Whitman College, with the guidance and support of both the Confederated Tribes of the Umatilla Indian Reservation (CTUIR) and The Whitman College Indigenous Peoples Education and Culture Club (IPECC), crafted the following land acknowledgment, with which I agree: “Whitman College is located on the traditional Cayuse, Umatilla and Walla Walla homelands. We pay our respect to tribal elders both past and present and extend our respect to all Indigenous people today. We honor their stewardship of the land and ecosystem and commit to continuing that important work.” The lands on which Whitman College and my own home are located were ceded by signatory tribes in the Treaty of 1855, and my ability to live and work here is made possible by the tribes’ faithful adherence to article 7 of that treaty, whereby they promise to be friendly with all the citizens of the United States living here. I pledge to do my part to help fulfill the obligations of the United States under that treaty, particularly in contributing educational resources and in ensuring access to usual and accustomed places for hunting, gathering, and fishing. I also recognize that not all local bands signed the treat of 1855. There is still significant work to do to promote and restore justice amongst the peoples who now share this land.
Important Considerations
ü Attendance: Due to the interactive nature of this class your punctual attendance is expected at each meeting.
ü Changes in syllabus: We reserve the right to change the syllabus as needed. In the event of changes, the students will be notified in advance.
ü Breaks: We will take a short break at the mid-point of our time together.
ü Inclement Weather Policy: Due to the online class format, we will hold class as scheduled. If you are in a location that prevents you from attending, please communicate with the instructors as soon as possible.
ü Readings: It is expected that you complete required readings before coming to class.
ü Academic freedom: We retain the academic freedom to deliver course content to achieve academic rigor and to serve the best interests of students
ü Religious Observances: The University of Wisconsin-River Falls, in concert with University of Wisconsin System Policy, promotes a commitment to the individual needs of students by reducing attendance conflicts between education requirements and the exercise of religious beliefs. University of Wisconsin-River Falls specific guidelines are as follows
ü Students with a legitimate conflict between an academic requirement and a religious observance must be given an alternative means of meeting the academic requirement. Individuals must notify the instructor within the first three weeks of the class (or earlier if the religious observance comes sooner), of the specific days or dates on which they will request relief.
ü Mandatory academic requirements should not be scheduled on days when an acknowledged religious observance causes students to be absent from scheduled functions. The claim of a religious function should be accepted. However, the instructor may set reasonable limits on the total number of days claimed by any one student.
ü Student grades should not be affected because the individuals are absent from class due to a legitimate conflict with a religious observance (this includes attendance requirements).