"Dr. Montessori was par excellence the great interpreter of the child; and though she herself has passed on from the scene of her labours her work will still go on."-- Westminster Cathedral Chronicle One of the landmark books in the history of education--and one of the least expensive editions now available--this volume describes a new system for educating youngsters. Based on a radical concept of liberty for the pupil and highly formal training of separate sensory, motor, and mental capacities, the (...) system enabled youngsters to master reading, writing, and arithmetic rapidly and substantially. Included are discussions of scientific pedagogy; discipline; the importance of proper diet, gymnastics, and manual labor; and many other topics. Unabridged reprint of the classic 1912 edition. (shrink)

In this paper, I argue that mental types can overlap. That is, one token mental state can be multiple types. In particular, I argue that a perceptual experience can simultaneously be a belief. This does not imply that belief and experience are type-identical, they merely share some of their tokens. When a subject perceives with content _p_, that content is usually accessible to the subject. By endorsing _p_, whether automatically or consciously, the subject comes to believe that _p_. In this (...) instance, the perceptual experience, while retaining its content and phenomenology, becomes a belief. The possibility of this kind of overlap turns out to have epistemic benefits, especially in the face of arguments by Alex Byrne and Kathrin Glüer. I consider several objections to overlap, including the idea that perception and belief have different kinds of content, that beliefs tend to outlast experiences and differences in phenomenology. (shrink)