- Paperback: 424 pages
- Publisher: Oxford University Press; Updated edition (August 12, 2008)
- Language: English
- ISBN-10: 019536936X
- ISBN-13: 978-0195369366
- Product Dimensions: 9.1 x 0.9 x 6 inches
- Shipping Weight: 1.8 pounds (View shipping rates and policies)
- Average Customer Review: 73 customer reviews
- Amazon Best Sellers Rank: #87,469 in Books (See Top 100 in Books)
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Montessori: The Science Behind the Genius Updated Edition
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"A stimulating evaluation of Montessori philosophy and practice, exploring some of the basic principles in relation to modern scientific research. . . . In particular, anyone wanting to take a detailed and critical look at Montessori education would surely benefit from reading this book."-- Montessori International
"Angeline Lillard may have changed the rules of engagement for debates on educational reform."-- Dennis Schapiro, Editor, The Public Montessorian
"Dr. Angeline Stoll Lillard has clearly summarized the research that explains why, after 100 years, the Montessori approach to education continues to be a phenomenal worldwide success."-- Tim Seldin, President, The Montessori Foundation, and Chair, The International Montessori Council
"Lillard provides a visionary framework for those currently working to advance Montessori education and those committed to furthering school reform initiatives. This is an illuminating, thoughtful, and extremely important book. "-- Richard A. Ungerer, Executive Director, American Montessori Society
"This is a great book. It is beautifully written, and expertly uses the psychological research literature to evaluate Montessori theory and practice. What an original and important contribution."-- Carol Dweck, Professor of Psychology, Stanford University and author of Mindset: The New Psychology of Success
"Lillard has masterfully explored the basic tenets of Montessori education and how they are validated with todays scientific findings. The result is a long-awaited and important contribution that contrasts with traditional education and offers evidence in support of a method that works. A stunning achievement!"--Virginia McHugh Goodwin, Executive Director, Association Montessori Internationale, USA
About the Author
Angeline Stoll Lillard is Professor of Psychology at the University of Virginia in Charlottesville. An authority on learning and development, she was awarded the Developmental Psychology Division of the American Psychological Association's Outstanding Dissertation Award in 1992 and its Boyd McCandless Award for Distinguished Early Career Contribution in 1999.
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Top customer reviews
Another important aspect of the book is where Lillard points out the need for more research to support various aspects of Montessori. She is also careful to note the qualifications or limiting conditions on many of the studies. These are important both because it points out paths for future researchers, but also demonstrating Lillard’s intellectual honesty. She is clearly a Montessori supporter, but she is not dogmatic about it.
A downside here is that Lillard is often critical of traditional, mainstream education, but too often in an overly general way. She paints it with too broad of a brush and so might be seen as unfairly dismissing traditional schools and teachers. This is a point reinforced by some of my students’ responses to the book. I assigned this for my graduate class in Philosophy of Education. For the most part, they liked it and found much of it valuable and eye-opening; but a few noted her easy dismissal of traditional education and felt it unfairly characterized their own experiences. If the book was: “Why Montessori is better than traditional schools” then this would be a significant failing. But Lillard is not writing this book to criticize mainstream education but to show how research supports Montessori. So the fact that she falls short in fairly dealing with traditional education is not damning for the overall quality and importance of this book.(less)
It really reaffirmed my desire to educate my child using these methods and gave me the best picture yet as to what that education would look like from prek through primary school.
The bad: 1.not that well witten, there are lots of moments when the author's earnestness is reduced to sentences saying something like Xleads me to suspect Y and Z but no research has been done to confirm this. While the attempt to be impartial is admirable it gets old and somehow just highlights what a believer of montessori the author is ( there is nothing wrong with that, I am too it's just a style issue.)
2. There is nothing particularly groundbreaking or unique. If you have read about montessori or educational theories even just ny times articles on these issues, there is nothing new here for you. No surprising research etc.
That said the book puts things together in a very clear manner.