| AMI Journal 2017 - 2018
page 161
The Development of Values: A Life Cycle Approach
This paper was presented at the seminar of… |
| AMI Journal 2017 - 2018
page 159
idealistic and wants very badly to fix the broken parts of
our world, so they are drawn to… |
| AMI Journal 2017 - 2018
page 157
Each of these powers has its own special interest and this form
of sensitivity is so lively… |
| AMI Journal 2017 - 2018
page 155
Strategies to Support Concentration
This talk was presented at the NAMTA conference titled… |
| AMI Journal 2017 - 2018
page 153
period for acquisition of language, including syntax,
is to give psychological “impressions… |
| AMI Journal 2017 - 2018
page 151
necessary means of physical life” (Secret of Childhood 37).
Observe a tiny baby or a very… |
| AMI Journal 2017 - 2018
page 149
preparation that allows the Montessori child to learn from
the “inside out.” At each step,… |
| AMI Journal 2017 - 2018
page 147
related to the original encoding—i.e., what was first
learned. Thus, the Montessori… |
| AMI Journal 2017 - 2018
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references
Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown,
1982.… |
| AMI Journal 2017 - 2018
page 143
The child does work which is not important for the world but
which is important to him. It… |
| AMI Journal 2017 - 2018
page 141
The Erdkinder may be the perfect “holding environment,”
prepared especially for the… |
| AMI Journal 2017 - 2018
page 139
that floats by poses a risk to the little one, the young
person also has decreased stamina… |
| AMI Journal 2017 - 2018
page 137
Montessori, of course, talked of the farm, living and
working on the land. But she had… |
| AMI Journal 2017 - 2018
page 135
the cure
As a remedy for the many deviations of modern childhood,
Montessori said we must… |
| AMI Journal 2017 - 2018
page 133
Montessori: Now More Than Ever
Like everything in the universe, the human child is created… |
| The Totality of Montessori
page 132
notes
1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent
Mind.” The San Remo… |
| AMI Journal 2017 - 2018
page 131
conference, we come together from around the world to
Sydney, Australia, to celebrate the… |
| AMI Journal 2017 - 2018
page 129
The physical environment of objects and the
psychological environment of the non-teaching… |
| AMI Journal 2017 - 2018
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The Totality of Montessori
introduction
I have been asked today to begin this conference… |
| AMI Journal 2017 - 2018
page 125
“When a child concentrates,” she said, “his character
is changed. It is as though he had… |
| AMI Journal 2017 - 2018
page 123
The Power of Montessori’s Positive Psychology in an Expanding Universe
This talk was… |
| The Positive Psychology of the Adolescent Becoming Adult
page 122
over again. By 1946, she is totally sure of herself and… |
| AMI Journal 2017 - 2018
page 121
adolescent needs relevant work with a clear purpose: real
work such as cooking, cleaning,… |
| Part Three
The Positive Psychology of the Adolescent Becoming Adult
Introduction by David Kahn
1. The Power of Montessori’s… |
| AMI Journal 2017 - 2018
page 119
are endowed’36 —this is the study, the science of peace
Montessori asks us to create.… |
| AMI Journal 2017 - 2018
page 117
Once they have reached this level, the children no longer
act thoughtlessly, but put the… |
| AMI Journal 2017 - 2018
page 115
references
Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973.
Fuller, R.… |
| AMI Journal 2017 - 2018
page 113
its life—and its own task to perform in a mutual service
relationship. This service is… |
| AMI Journal 2017 - 2018
page 111
sensory integration so critical for abstract learning. The
child at the second plane of… |
| AMI Journal 2017 - 2018
page 109
and soil; how the roots reach down into the earth and the
leaves turn upwards towards the… |
| AMI Journal 2017 - 2018
page 107
observation skills
“Train the eye”, said Dr Montessori. What the eye
perceives is directly… |
| Science and the Montessori Casa dei Bambini
Some years ago in Toronto a battle raged around the merit or demerit of colouring… |
| AMI Journal 2017 - 2018
page 105
materials of the region. They have enjoyed the flowers and
would take some into their… |
| AMI Journal 2017 - 2018
page 103
“fish,” “bird” (see Figure 1). This way of dividing the world
provides the most information… |
| The Casa dei Bambini: Paths to Culture
page 102
within him that light which is called intelligence” (240).
Montessori gives… |
| AMI Journal 2017 - 2018
page 101
only enjoy what she described as “the privilege and good
fortune of becoming its assistants… |
| AMI Journal 2017 - 2018
page 99
references
Fuller, R. Buckminster. Synergetics. New York: Macmillan, 1975.
Montessori,… |
| AMI Journal 2017 - 2018
page 97
language
The three-year-old comes into the Casa dei Bambini with
his or her language… |
| AMI Journal 2017 - 2018
page 95
Reading, Writing, and Mathematics:
Explored and Discovered Rather Than Taught
introduction… |
| AMI Journal 2017 - 2018
page 93
nourished and looked after, but regardless, to be trusted
to unfold according to its own… |
| AMI Journal 2017 - 2018
page 91
in the manner described, with sessions spaced at one-half
hour intervals. (I am beginning to… |
| AMI Journal 2017 - 2018
page 89
(2) Language development takes place in a series of overlapping
stages. The explosion only… |
| AMI Journal 2017 - 2018
page 87
auditory stage: listening
Auditive and spoken language are two different
developments.… |
| AMI Journal 2017 - 2018
page 85
gift of man, an invention of his creative spirit which, as
a fundamental discovery, lies at… |
| AMI Journal 2017 - 2018
page 83
under six is decisive. Whatever abilities the child constructs
will remain incarnate in him… |
| AMI Journal 2017 - 2018
page 81
The Formation of Mind:
Language, Learning, and Logic in Early Childhood
This speech was… |
| AMI Journal 2017 - 2018
page 79
claim of innate linguistic capacities and that “efforts to
account for the mysteries of… |
| AMI Journal 2017 - 2018
page 77
The Acquisition of Spoken Language: The Nebula Hypothesis
Dr Montessori’s views on the child… |
| AMI Journal 2017 - 2018
page 75
attention to the fact that we mustn’t place floor mats over
the line. Because, like any… |
| AMI Journal 2017 - 2018
page 73
notes
1. Montessori, Maria, The Discovery of the Child, Ballantine Books,
New York, 1967, p… |
| AMI Journal 2017 - 2018
page 71
Cajal and his associates, in the early part of the last century,
presented evidence that… |
| AMI Journal 2017 - 2018
page 69
breathing.7 The newborn has also inherited a number of
basic reflex action patterns, some of… |
| AMI Journal 2017 - 2018
page 67
In an attempt to see science, geography, history, music,
and art into one whole picture of… |
| Part Two
Prepared Paths to Culture: Beginning Passages of Ascent
Introduction by David Kahn
1 The Development of Movement… |
| AMI Journal 2017 - 2018
page 63
references
Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom
Behavior: Its… |
| AMI Journal 2017 - 2018
page 61
Montessori offers a model of developmental planes
creating evolving cognitive structures… |
| Universal Interest Levels in Early Childhood
page 60
the education par excellence.” (1892/1985, p. 95.) Montessori,
who… |
| AMI Journal 2017 - 2018
page 59
Thus the primary quality of early development
which sets it apart from later learning is “… |
| AMI Journal 2017 - 2018
page 57
references
Archibald, D. A., & Porter, A. C. (1990). Mandated Testing and
Topdown… |
| Montessori and Assessment
page 56
at all for the tests and of the half that did, no more than
several periods a year were… |
| AMI Journal 2017 - 2018
page 55
question #10: the montessori progr amme is
new in the public schools. can you think of
new… |
| AMI Journal 2017 - 2018
page 53
the survey
Below is a summary of responses to the eleven survey
questions.
question #1: in… |
| Montessori and Assessment:
Some Issues of Assessment and Curriculum Reform
introduction
This study investigates the impact… |
| AMI Journal 2017 - 2018
page 51
references
Bowles, S. & Gintis, H. Schooling in Capitalist America. New York:
Basic… |
| AMI Journal 2017 - 2018
page 49
Children have the right, just as adults have the right,
to be treated as ends rather than… |
| AMI Journal 2017 - 2018
page 47
1. Confusion. Disconnecting and unrelating everything results
in an incoherent understanding… |
| AMI Journal 2017 - 2018
page 45
Equal Opportunity and the Montessori Magnet School
No man is free
who is not master of… |
| Optimal Developmental Outcomes
page 44
references
The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
| AMI Journal 2017 - 2018
page 43
continually opening new careers, and at the same time closing
or revolutionizing the… |
| AMI Journal 2017 - 2018
page 41
configured in human, geological, and cosmic terms.
Human consciousness strives to understand… |
| AMI Journal 2017 - 2018
page 39
The Third Plane of Development (12 - 18)
David Kahn
introduction
Since Maria Montessori’s… |
| AMI Journal 2017 - 2018
page 37
It is worth emphasizing the interplay of the cognitive
and moral realms. Montessori states… |
| AMI Journal 2017 - 2018
page 35
knowledge is placed within the context of all that it is
possible to know: “Knowledge,… |
| AMI Journal 2017 - 2018
page 33
the schools with sensorial objects, which constitute motives
for activity, thus leading to… |
| AMI Journal 2017 - 2018
page 31
The Second Plane of Development (6-12 years)
Kay Baker
Thinking about human development… |
| AMI Journal 2017 - 2018
page 29
The activities young children are most enthusiastic about
are those that are necessary for… |
| AMI Journal 2017 - 2018
page 27
thought, internal equilibrium, and sustained interest.”
The practical activities focus… |
| AMI Journal 2017 - 2018
page 25
routine of life itself, by the little decisions of daily living
begun in early childhood. “… |
| AMI Journal 2017 - 2018
page 23
• patience and the ability to share
• respect for others
• a willingness to abide by rules… |
| AMI Journal 2017 - 2018
page 21
Thus, the apparent passivity of the infant belies the
profound work in which the infant is… |
| AMI Journal 2017 - 2018
page 19
in regard to the adolescent) were clearly hypothetical.
Regardless, she believed these ideas… |
| AMI Journal 2017 - 2018
page 17
references
Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown,
1982.
Grazzini… |
| AMI Journal 2017 - 2018
page 15
second plane
Researchers from UCLA, the National Institute of Mental
Health, and McGill… |
| AMI Journal 2017 - 2018
page 13
Embodying the Montessori Challenge as a Totality:
Understanding Refinement Across the Planes… |
| AMI Journal 2017 - 2018
page 11
be effective, it must be done slowly and exactly, step by step,
and with a minimum of words… |
| AMI Journal 2017 - 2018
page 9
cycle of activity
Little children, when engaged in an activity which interests
them, will… |
| AMI Journal 2017 - 2018
page 7
Unfortunately, traditional schooling often works to create
inequalities. Deeply ingrained… |
| Foreword
This journal is a testimony to Annette Haines. Annette,
who died in July 2017, was a leader in the Montessori… |
| AMI Journal 2017 - 2018
page 4 |
| AMI Journal 2017 - 2018
page 3
Guest Editor: David Kahn
Editorial Board
Kay Baker PhD, AMI director of training at the… |
| Part Three: The Positive Psychology of the Adolescent Becoming Adult
Introduction by David Kahn
The Power of Montessori’s… |
| AMI Journal 2017 - 2018
page 1
Table of Contents
a nnet te ha ines: spok esperson for montessor i va lues, schola rship, a… |