ABSTRACT

This article discusses the ‘Indianisation’, ‘nationalisation’, and ‘ruralisation’ of the Montessori method in India at the eve, and in the aftermath of the country’s political independence (1947). From 1914 onwards, Indian nationalists received Montessori’s ideas through publications, the networks of the new education movement, and the Theosophical Society. While innovative pre-schools for elite children worked closely with the ‘original’ method, the Nutan Bal Shikshan Sangh (‘New Child Education Society’, NBSS) adapted it to local conditions (‘Indianisation’). The NBSS aimed to universalise Montessori-based child education, as a contribution to nation-building (‘nationalisation’). With the establishment of the Gram Bal Shiksha Kendra (Rural Child Education Centre), in 1945, the NBSS brought the country’s most marginalised into the modernising reach of the new state, furthering Gandhi’s vision of ‘rural reconstruction’ (‘ruralisation’). From these experiments, the institutional model of the Anganwadi emerged, through which today millions of Indian children receive integrated child development services.

摘要

本文讨论了蒙台梭利教学法在印度前夕和该国政治独立（1947 年）之后的“印度化”、“国有化”和“农村化”。从 1914 年起，印度民族主义者通过出版物、新教育运动网络和神智学会接受了蒙台梭利的思想。虽然针对精英儿童的创新学前班与“原始”方法密切合作，但Nutan Bal Shikshan Sangh（“新儿童教育协会”，NBSS）使其适应当地条件（“印度化”）。NBSS 旨在普及基于蒙台梭利的儿童教育，作为对国家建设（“国有化”）的贡献。随着Gram Bal Shiksha Kendra的成立（农村儿童教育中心），1945 年，NBSS 将该国最边缘化的人带入了新国家的现代化范围，进一步推进了甘地的“农村重建”（“农村化”）愿景。从这些实验中，出现了 Anganwadi 的制度模式，今天数百万印度儿童通过这种模式获得了综合儿童发展服务。