| THE FOURTH MONTESSORI
ADOLESCENT COLLOQUIUM:
CONSOLIDATING THE WHOLE THIRD PLANE
by David Kahn
The goal of our inspired… |
| the Montessori principles originating on the farm, the full spectrum of
modified prepared environments cannot be seen for… |
| the fact that full human consciousness does not present itself until
mid-adolescence.
As the adolescent becomes fully… |
| -----------------------------------
--
A NEW "HORME"
Hor111e is the Greek goddess personifying energetic… |
| in early adolescence. Walking through autumn leaves, smelling them
burning, a certain kind of corduroy, certain colors of… |
| DEVIATIONS
SEEN AS NORMAL;
A SECOND POSSIBILITY FOR NORMALIZATJO
The teen years are dreaded by many parents, teachers,… |
| Montessori talked of the young child as being a "spiritual em-
bryo." In a sense, the adolescent is… |
| EARLY CHILDHOOD PRINCIPLES:
AN Aro To ADOLESCENT PRACTICE
by Linda Davis
W/ien Lindn Davis noticed striki11g parallels… |
| Of course, ultimately, we all have the words of Maria Montessori
to turn to in our quest for understanding.
To start, I… |
| to eat and drink to stay alive. Working up the triangle that Maslow
created, thenextmost fundamental need is physical safety,… |
| And, following from that, with language comes the ability to
develop and express complex thought.
How does this relate to… |
| hear a baby's cries in the next room and ignore it, saying, "Oh, babies
cry. They'll outgrow it."… |
| Ps1co-AruTMtr1cA AND Ps1co-GEOMETRiA
by Benedetto Scoppola
Tlie introduction of the psycho-disciplines tlirougli Professor… |
| to the Montessori-Pierson Estates, that gave me the possibility to do
this very interesting (at least for me!) work.
Let me… |
| •
Figure 7
Figure 8
corresponding rhomboids, and doing the same with the red one, it
is clear that the sguare built on the… |
| I made some experiments, in cooperation with Annamaria Capitani,
and I checked that this is true. If you make two identical… |
| THE UNITY OF COSMIC EDUCATION:
INTEGRATING THE SUBJECT AREAS
THROUGH A SYNTHETIC VIEW OF THE
NATURAL WORLD
by Greg… |
| How does all of this relate to the idea that "our usual compartmen-
talization of knowledge into those branches of… |
| The Story of God W/10 Hns No Hn11ds is the first of what Montessori
elementary teachers know as the Crea t Stories-A
series… |
| • One category of living creatures that the universe contains is
the human being.
• Human beings have brought language and… |
| awareness is the perception that we are a part of something. Montessori
was awed by the child's innate connection to the… |
| immediate. Blake gave the imagination the name "translucence." It is
the ability to see and to see beyond,… |
| And those who have been rushed forward into experience of
social struggle, into war, in to hatred, into pol itica I… |
| The fundamental freedom-the freedom of the individual-
is necessary for the evolution of a species for two reasons:
(1) it… |
| Yet Montessori also believed this to be a perilous time. She writes,
"It is just because this is the time when the… |
| tion; see the gifts, the accomplishments, the possibilities
that emerge from social collaboration; and experience
what social… |
| to show them the "human capacity to solve problems and ... [the
capacity] of the spiritual source of life to overcome… |
| REFERENCES
Blake, William." Auguries of Innocence." 1803.
Blake, William. So11gs of /1111oce11ce n11d of… |
| EXPERIENCES IN NATURE:
RESOLUTE SECOND-PLANE DIRECTIONS
TOWARD ERDKINDER
by Gerard Leonard and Kathleen Allen
Gerard… |
| cycle. This is so vitally important because this experience is the most
direct way for a child to access the laws of nature,… |
| .-----------------------------
child's right to explore the natural world. Of the forest Dr. Montessori
eloquently wrote… |
| These words are simple and deep, but clear enough for an older
elementary child to grasp.
Other areas of creative endeavor in… |
| of biology and nature study, to have heard of their particular life-
changing experiences, and to experience their original… |
| This type of work is the same done by great researchers and
naturalists in the field. Jane Goodall has kept meticulous notes… |
| years and most are already represented in our classroom materials.
One large area of biology study that may not be as… |
| book of Nnture Study (1911) is still in print today and is a great resource
for teachers. 4 Both Professor Bailey's and… |
| SCIENCE AND MATHEMATICS:
WHAT Is FORMED IN THE ELEMENTARY
THAT BLOSSOMS IN THE THIRD PLANE
by Peter Gebhardt-Seele
Peter… |
| look, how do they feel, and what is their name? If J am six to twelve
years old, what is important is the cosmos, the totality… |
| Next is liquids and gases: everything that has to do with pressure,
volume and pressure (you know, the product of volume and… |
| languages too), philosophy, religion, natural science-biology
and so
forth-and history.
This seems to be a huge body of… |
| arms around and used an angry voice, and I would have made her feel
terrible about herself.
She would have wagged her tail (… |
| Montessori conceived of the approach that came to be called
indirect preparation.
If you visit a Montessori primary classroom… |
| patterns that have been absorbed are related to the patterns and
process of cubing, and then to calculation of cube roots.
In… |
| Moral development and awareness come from within a child's
normal social experience. It may need to be guided and… |
| Daniel Goleman speaks of five dimensions of emotional intelli-
gence, characterized by twenty-five emotional competencies. Two… |
| comes of their studies, they are met with a mixture of alternative,
complementary, and unrelated studies, provided by their… |
| reptiles, insects, and birds into the campsite of a group of early
humans. What, Swim me asked, would be the likely response… |
| Twelve years into this adolescent work, reflecting on what I have
come to understand about Montessori principles, what I have… |
| knowledge upon which further knowledge and understanding are
based. We must not give everything, but strive to know what is… |
| And do those elefftents of social organization
change from
the first sub-plane of twelve to fifteen to the second sub-plane… |
| offered to humanity in solving dilemmas and facing challenges. The
natural, psychic gifts of humans-mathematics,
language,… |
| PEDAGOGY OF PLACE:
DEEPENING ERDKINDER PRINCIPLES
WITHOUT THE f ARM
by Pat Ludick
Pedagogy of Place is now a standard of… |
| a school; we're a nice school, but we are not a comm unity that learns,
that learns and grows together in all that we do… |
| DEEPENING ERDKINDER PRINCIPLES
WITHOUT A FARM:
PEDAGOGY OF PLACE IN A NEIGHBORHOOD
by Jacqui Miller and Barbara Fox
Arbor… |
| Farm
Hostel
Garden
To serve. to sell,
Shop
Coffee House
to eat
Market
Pizza Day
Produce, Crafts
Lunch Service
Baked… |
| Just as we've recognized the need for occupations to support the
work of them icroeconomy, we've identified the need… |
| ing the second year of our program, a student with a passion for marine
biology set up a fifty-gallon marine reef aquarium.… |
| We can't lose sight of the progression from concrete to symbolic to
abstract. I think that Montessori really acknowledges… |
| Part of my responsibiUty, even though we extensively use technol-
ogy, is to decide if a certain technology is appropriate,… |
| problems or thirty geometry problems, when they've already mastered
it and understand it after doing three or four. It… |
| GLIMPSING MATURITY:
CHARACTERIZING THE
FIFTEEN- TO EIGHTEEN-YEAR-OLD
by Gena Engelfried
ft is essential to Montessori high… |
| quickly obsolete? Continued observation, communication, and re-
search will help unravel this and other mysteries surrounding… |
| Figure 1. Timeline of mathematics. Graphic by David Waski.
primary tracking mechanism used in our schools today. It has bad… |
| r Algebra
:ZO,o Puactcrus
Arithmetic
Geometry
7
~on•
Polyp.al Nufnti.-
P,cti.qon,, • GcomW"1c Th.co.-,.;… |
| Specia 1 things happen when you begin to look at mathema ties
from Montessori's construct. You have a triangle, which is… |
| basically trapped in a desk, and three words could change it. T believe
that education is an invitation, not an imposition,… |
| HIGH SCHOOL HUMANITIES:
SOCIAL SCIENCES, HISTORY, AND
METACOGNITION
by James Moudry
Jn111esMoudry puts thegrowing111odem… |
| My training is primary, and my work before adolescent was in the
Children's House. As Chris Kjaer was saying, "… |
| So what do you have? For the adolescent, it's them at the center.
This is the healthy egocentrism. But it is never just… |
| Whnt follows are three nrtic/es intended to give 1111 overview of
Montessori High School's vision, 111et!todology, n11d… |
| Whole formative
synthesis,
because it represents the total of
the disciplines that translates into
to the "… |
| · To give our pupils respect for and confidence in the powers of
their own mind.
• To extend that respect and confidence to… |
| The integration
with the sciences
and math would
be through quan-
titative analyses,
e.g., visitors to the
museums, while… |
| c. The Study of the History of Humanity (as a whole)
(scientific discoveries, geographical explorations, envi-
ronment and… |
| logical capacities for information storage and retrieval, the stu-
dents are equipped, trained, and encouraged to utilize… |
| The better the connection to all the institutions of University
Circle through different pursuits of the disciplines, the more… |
| Where am I going? How do lfulfill my needs? Who am I in relation to
the collective?, etc.) and are the equivalent of the… |
| IMl'LEMENTING
WHOLE FORMATIVE SYNTHESIS IN THE HUMANITIES
When Montessori alludes to both "scientific and… |
| e) John F. Kennedy and the Cuban Missile Crisis
f) Jimmy Carter as non-governmental statesman
g) Eleanor Roosevelt and social… |
| EDUCATION AND PEACE:
CURRICULUM INTEGRATION AT
MONTESSORI HIGH SCHOOL
by Regina Feldman
Tl,e following text explores… |
| "new child," the "spiritual embryo," endowed with inner wisdom,
independence,
dignity,… |