| Thus the Montessori School of Bergamo offers an educational and
scholastic approach that extends over a span of twelve years.… |
| BERGAMO, ITALY: TWENTY YEARS OF
MONTESSORI ACTIVITY
by Camillo Grazzini
The origins of the "Maria Montessori School… |
| Of the many things that I have heard and read during the days
following Gianna Gobbi's death, I particularly like what a… |
| OBITUARY: GIANNA GOBBI
by Camillo Grazzini
On January 29, in her eighty-third year, Gianna Gobbi suddenly,
unexpectedly,… |
| This is the program of geography that Maria Montessori has given
us to enable the child to master the problems connected with… |
| this globe that revolves in space and on which we live. In the way we
Montessorians consider it, the Earth is not divisible… |
| Also the London and North Western Railway's train is part of that
marvelous "supranature" of which… |
| The very same Lusitania, on a similar return voyage from North
America only sixteen months later (May 7th, 1915), would be… |
| The very same Lusitania, on a similar
return voyage from North America
only sixteen months later (May 7th,
1915), would be… |
| invisible causes of a mysterious kind of communication,
that nonetheless transport the actual voice of Man and the
thoughts… |
| Above and beyond Marconi and
Marconi's amazing invention,
Maria Montessori is moved by
the grandeur of the human being… |
| The montage that Mario Montessori fashioned is made up of three
elements: two Italian banknotes bearing respectively the… |
| of the Netherlands. He was following in his grandmother's footsteps,
for Maria Montessori was similarly honored in 1950… |
| In the same AMI Communications cited earlier, I read an interesting
article by Professor P. Krishna. In his article, "… |
| Thus, in this year's first issue of AMI Communications, Renilde
Montessori gives the "acknowledgement of the… |
| We all begin to converse. I recognize, among many others, J.
Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
| this reason how inhuman can be relations among persons? And
further, that his humanity did not come either from weakness or… |
| Then, together with other Directors of Training, I get into a black
Mercedes with dark, lowered curtains. The coffin is… |
| soon as she came to know my theory, the great Maestra used it in
support of all her own scientific pedagogy."
In… |
| should ask ourselves whether it is up to us to give life to this great idea
of the Erdkinder community, or whether it would be… |
| From this point of view, we can also understand the explosion in
the supply of computers to children, even to children of a… |
| of the individual is different during the different planes of develop-
ment, then the Montessori approach must also be… |
| Landerziehungsheime or "education homes in the country." For ex-
ample, the one for youths from twelve to… |
| sense of personal responsibility." The very first experiment of this
kind, however, was the Junior Republic, founded… |
| In The Secret of Childhood, Maria Montessori makes it very clear
how the adult and the child each have their own work, in… |
| Thus I indicated that the paper was originally written for the
Adolescent Colloquium, which was held in Cleveland and… |
| Lastly, in December, 1951, on the occasion of the third anniversary
of the Declaration of the Rights of Man, UNESCO invited… |
| And also: "This solidarity between human beings, which projects
itself into the future and is sunk in the remotest… |
| evolution is the unity of mankind. In the psychosphere
there should now only be one civilization. (Unpublished
proceedings)… |
| MARIA MONTESSORI'S COSMIC VISION,
COSMIC PLAN, AND COSMIC EDUCATION
by Camillo Grazzini
INTRODUCTION
Some time ago I… |
| principle requires a commitment from the individual: the
commitment of the individual to the group. (From Child-
J,ood)
4.… |
| children quite naturally play social games with each other and that all
the participants willingly abide by the rules. And in… |
| ing nature, and Man. It also means to understand the "cosmic task" of
each element and of each force in the… |
| does not become great until man, given the courage and
strength, uses it to create. If this does not occur, the
imagination… |
| tacked what she saw as general abuses of this human faculty: sixty
years ago (in The Advanced Montessori Method) she denounced… |
| In The Absorbent Mind, Maria Montessori writes:
The picturing, or conjuring up, of things not physically
present depends on a… |
| A. The World of the Abstract: The Age of Why
In From Childhood to Adolescence, Dr. Montessori writes that this
child
has… |
| Thus the developmental life of Man is a sequence of births, of the
emergence and disappearance of potentialities, of the birth… |
| relation to that of zero to six and that of twelve to eighteen. This
relationship to the preceding period and to that… |
| would have to use a scale); New Guinea's square would have a side
of900 km; and Great Britain's only 500 km (aJI to… |
| A lake, on the other hand, belongs to the hydrosphere and specifi-
cally to kinds of "pooled" or "… |
| CONTRASTING LAND AND WATER FORMS:
THE METHOD IN PRACTICE
by Camillo Grazzini
INTRODUCTION
In the Children's House and… |
| An example that can help clarify this is one given by Maria
Montessori herself when she writes:
[In the first period, there]… |
| INTRODUCTION TO uKEYS TO THE WORLD:
THE SECOND PLANE OF EDUCATION"
by Camillo Grazzini
Forty-three years ago,… |
| The Child, Society and the World: Unpublished Speeches and
Writings
This book (Clio Press) includes a lecture given by Maria… |
| summed up in the request "help me to think by myself." This new-
found need for mental (and moral)… |
| language in all its various aspects or all of the math, and how the fifth
album with its old identity tag was simply a working… |
| These further developments were subsumed under sensorial, lan-
guage, and arithmetic/math
(the existing areas) wherever… |
| During the 1930s, given all the work and materials developed for
both the Children's House and the Elementary, Maria… |
| to this further exploration are not set by the number of different fields
of learning or knowledge, but by the psychology of… |
| other hand, why is it that a few prisms keep their original
colors?
• How should we set about representing (by means of loose… |
| MARIA MONTESSORI AND ALGEBRA:
THE BINOMIAL THEOREM
by Camillo Grazzini
translated from Italian by Irene Fafalios
A boy of… |
| THE MONTESSORI APPROACH TO
MATHEMATICS
by Carnillo Grazzini
Camillo Grazzini, prominent Montessori curriculum developer and… |
| ill
fi9. •
equilottrol 1rian9I<
fig. 2
acutt•a09ltJ iSO<tel,s 1rion9le
\
\
\
\
\
\
f,9.3
OCUl<… |
| Montessori, Maria. Spontaneous Activity in Education. 1916.
Trans. Florence Simmonds. New York: Schocken, 1965.
Vol. 1 of The… |
| Montessori, Maria. From Childhood to Adolescence. 1948.
Trans. The Montessori Educational Research Center.
New York: Schocken… |
| Moreover, "the human per-
sonality is essentially one dur-
ing the successive stages of
development," and… |
| 1929); Edouard Claparede (with "individualized" education, 1921);
Roger Cousin et (with the teamwork method… |
| Philosophy of the Winnetka Curriculum, 1926); and those of two of
Montessori's pupils: Makinden (Individual Work System)… |
| and the bottom drawing illustrates what society has to offer the
developing individual.
I. The Bulb: Montessori's… |
| only because it is presented in the Bergamo courses. The second chart,
the second pictorial representation devised by Maria… |
| developing human being, 1 and it explains and justifies the constant
Montessori idea of the importance of education as a &… |
| THE FOUR PLANES OF DEVELOPMENT
by Camillo Grazzini
Camillo Grazzini presents two charts designed by Maria Montessori to… |
| But this cosmic vision belonged not only to Maria Montessori; it
belongs to the whole of our Montessori movement. It imparts a… |
| Starting in the 1950s and continuing throughout the 1960s and the
first half of the 1970s, AMI organized elementary study… |
| context provided by the psychological planes of development, it was
easier to see the materials as part of a whole rather than… |
| Camillo, being the veritable Montessorian he is-for the above and
many other reasons- will find it highly irksome to see… |
| AN INTERVIEW WITH CAMILLO GRAZZINI:
CELEBRATING FIFTY YEARS OF
MONTESSORI WORK
Camillo Grazzini is without a doubt Mario… |
| BERGAMO HARVEST
"Tit is is our destiny to sow! To sow everywhere, wit/tout ceasing, never to
harvest."
-… |
| • The sequences of teacher training unfold step by step, showing
how theory shapes methodology and methodology requires
the… |
| CAMILLO G RAZZINI:
INNOVATION WITHIN MONTESSORI THEORY
AND METHODOLOGY
by David Kahn
Visiting Bergamo, Italy, last summer… |