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Sequence 5Figure 6. Drawing, Community Montessori School, New Albany, IN 2. Objects Are Prominent A primary purpose of the interior… |
Sequence 7Figure 9. Interior with straw bale walls, Prairie Hill Leaming Center, Roca, NE 5. Express Each Classroom Most Montessori… |
Sequence 9many levels (extensions), be self-correcting (flexible), and be open- ended (creative). It should teach care of and respect… |
Sequence 12• an international network of training and study centres dedicated to the propagation of Montessori's teachings and the… |
Sequence 13on Montessori's interpretation of intelligence by Kay Baker, Annette Haines, Kevin Rathunde, and Shannon Helfrich. This… |
Sequence 33V. EDITORIAL CONCLUSION Montessori schools are as good as their teaching personnel. The good news is that the Montessori… |
Sequence 34alike must target the care and longevity of the Montessori teacher, which not only creates security and elicits commitment… |
Sequence 2prepared environment is a critical factor at every level of Montessori education, in this Colloquium, the adolescent's… |
Sequence 11accomplishment, nobility, and humanity, but we know that the high school environments our graduates are going to are… |
Sequence 13The connection between the young adolescent and the period of Maturity ought to be at the center of our work with the… |
Sequence 14on a collective basis. The farm's profits, if any, are, for the most part, sown back into the students' next group… |
Sequence 17university or to pass the examinations required to obtain diplomas" (124). It is here that the Colloquium turns to a… |
Sequence 19a sense of wonder and awe. The interest evoked can be deep, passionate, lasting, and the desire to find out more is driven… |
Sequence 20elementary children, it seems to me quite natural that specialists then become the residents for the adolescents .... What… |
Sequence 21I do have one more thing that I need to say, something that is really quite important. Montessori says that, at the beginning… |
Sequence 25AlsoNAMTAis pleased to acknowledge its Journal editorial team, in particular Renee Pendleton and Katherine Wilson, for their… |
Sequence 2ESTABLISHING THE ERDKINDER APPENDICES AS AN AUTHORITY by Baiba Krumins Grazzini Baiba Krumins Grazzini was chosen to open… |
Sequence 3First of all, and as far as I'm concerned I am pointing out what's very, very obvious, whenever we set up Montessori… |
Sequence 4only when we're thinking of the third plane as a plane of education (which is where Montessori is telling us what we must… |
Sequence 5Yet we also have to interpret what Montessori says in the light of all her works, of everything that we can find, of her… |
Sequence 6eighteen years" (124). This, then, is an example of where one version of the Appendices cou Id eliminate the need for… |
Sequence 8criticism which does not stem from experimentation or even reflection. People just reacted against and criticized. I found a… |
Sequence 9Traditional teachers, more particularly those who have taught for many years, may find life as Montessori students very… |
Sequence 10gracious,' they will say, 'is that all there is in the Montessori method?"' (40-41) A time constraint… |
Sequence 11should like to quote from an article called "The Four Planes of Devel- opment" by Camillo Grazzini. The part… |
Sequence 4The restrictions and the rules that we have come up with for the running of the program are there to ensure that the triangle… |
Sequence 5adolescent, so it naturally has to be one of the fundamental elements of an adolescent program. The second element Montessori… |
Sequence 8I know this seems a little structured, but in trying to guarantee that all students have the opportunity to have all four… |
Sequence 9and biking and hiking and all of those possible ways of being active in the world with your body and exploring a healthy… |
Sequence 3and minute care as is given to the baby. ("Dr. Montessori's Third Lecture" 177) At adolescence we have… |
Sequence 5between manual work and what they called academic work. They said, "We like to have a lesson first thing in the… |
Sequence 1ENVISIONING THE WHOLE THIRD PLANE: MONTESSORI ERDKINDER AND URBAN ADOLESCENT PROGRAMS HELP EACH OTHER by David Kahn David… |
Sequence 2unfortunately I was unable to find the millionaire to fi- nance it. It was so visionary and also so revolutionary that it… |
Sequence 4Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 5Mr. Grazzini did recognize the contribution of urban programs 1 over twenty years in learning about the adolescent from the… |
Sequence 9With the advocacy of the Erdkinder, the adolescent work slowly gravitates to a unique context for the third plane of education… |
Sequence 10programs supported by experience, a long-term experience. We will establish guidelines only through a natural process that… |
Sequence 8positions to understand something they were not able to before-that is, by giving them the opportunity to work through for… |
Sequence 9------------------------------- ----- ment is connected with all parts of learning. A student wrote to me when she was in… |
Sequence 5is no doubt it was difficult, but that is for the best, for it is, of course, the challenges that teach. We could not get the… |
Sequence 8we should set forth large challenges whose fulfillment requires both the commitment and development of the individual and of… |
Sequence 2SCIENCE STUDY FOR THE ERDKINDER: PHILOSOPHICAL CONSIDERATIONS by David Ayer David Ayer's reexamination of the… |
Sequence 3"[Education] must aim to reform humanity so as to permit the inner development of human personality and to develop a… |
Sequence 4human mission is to understand and manipulate the natural world in order to bring into being a higher state of peace and… |
Sequence 5exchange on the farm "appears to be a kind of 'supercreation' due to the labor of civilization .... This is… |
Sequence 6This basic principle of Montessori education at all levels under- scores the importance of a deep understanding of Montessori… |
Sequence 13years of creativity, experimentation, study, and refinement. That's where we are now in the adolescent work-guided by… |
Sequence 4premise: Socialization is central to who we are as human beings. It's the reason for our big brains. My second premise… |
Sequence 2NATURE EXPERIENCE AND EDUCATION by Kevin Rathunde Kevin Rathunde turns his research lens to the task of finding out the… |
Sequence 1"THE SCHOOL WHERE THE CHILDREN LIVE" by David Ayer and Elise Huneke Stone Da.vid Ayer and Elise Huneke… |
Sequence 3OUTCOMES AND EFFECTS OF BOARDING DAVID AYER What does it mean for the students to have boarding as part of their experience… |
Sequence 5parents ... ?" "No," they would reply, impatience creeping into their voices, "it's… |
Sequence 6What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 1How MY STUDENTS SEE THEIR ADOLESCENT EXPERIENCE AND TURN OUT IN LIFE by John McN amara The chorus of letters written to… |
Sequence 3I want to finish the chapter. I want to understand the point of the essay-I want to learn. Another student wrote: Thank you… |
Sequence 7... I guess that unless you experience the atmosphere you can't understand what it's like to go to school here.… |
Sequence 2MONTESSORI THEORY: V ALORIZATION by Jenny Hoglund Personality, mental and moral independence, the law of maximum effort,… |
Sequence 3Education must help the child to develop his or her personality. In The Formation of Man, Montessori writes that "we… |
Sequence 4With the small children, Dr. Montessori found that this right kind of work, an activity that engages the child's whole… |
Sequence 6tionships and experiences, and it is therefore only in the community that the child's potentialities can be realized.… |
Sequence 7ing importance" ("Principles and Practices" 13). And elsewhere, "This 'value of the… |
Sequence 8be freed from the overwhelming influences of home and school. He needs a special environment, a prepared environment, that… |
Sequence 2O 6 12 18 2A ~I 3 9 15 21 Figure 1. The Four Planes of Education. The first creative plane is zero to six; that… |
Sequence 3widely and well known period of developmental life, from a Montessori point of view; the period which constitutes the start of… |
Sequence 7As we have seen, adolescence on that chart (Figure 1) is a divided plane but, in the case of adolescence, there is a problem I… |
Sequence 9they would guide the younger adolescents. All the objections I heard about having the fifteen- to eighteen-year-olds, had to… |
Sequence 11Montessori emphasizes the importance of these adolescents being protected and prepared, so that they can become strong, so… |
Sequence 12Plane, and it often does take spiritual strength to follow your own calling. This is certainly the case when your friends and… |
Sequence 13If I could just clarify a couple of other things, I think we have to make a distinction between development and learning. We… |
Sequence 4scientifically, spiritually, and socially in each of us. Brian Swimme explains this phenomenon in The Hidden Heart of the… |
Sequence 7COSMIC EDUCATION: SOME MEANS TO AWARENESS In Montessori education we base our approach to children on what their needs are.… |
Sequence 10But Montessori history goes back before humans, to their roots, as it were. As Carl Sagan was fond of pointing out, we are all… |
Sequence 11rated and land was channeled by streams for its drainage, rivers have been bearing to oceans quantities of calcareous matter… |
Sequence 14moved by the importance of this work, and in so doing, we touch the children. Always. We groan, we moan in the difficulty of… |
Sequence 15What we must come to understand is the link between this phe- nomenon and the course of history. Montessori saw children as… |
Sequence 19COSMIC EDUCATION THROUGH THE LENS OF SCIENCE It is fascinating to note that the children will frequently latch on to a… |
Sequence 20other. For this power is the quintessential one for the probing of not only science, but history, geography, mathematics, and… |
Sequence 22Let us begin with the microcosm, the baby who listens, even in utero, to the sounds about him or her. She absorbs these sounds… |
Sequence 26COSMIC EDUCATION THROUGH THE LENS OF MATHEMATICS AND GEOMETRY There is something terribly simple, yet terribly profound in… |
Sequence 30CONCLUSION The phrase "preparation for life" has been used to describe Montessori education. I prefer… |
Sequence 2------------------------- -- First of all, we have to help development. This means that we never abandon the children, never… |
Sequence 4all the other things that I mentioned. We have to know what's valid for all the planes as well as what changes from one… |
Sequence 6being ardent scholars and enthusiastic learners. It's a plane where the children are very strong mentally (as well as… |
Sequence 7is organized, and really, if you think about it, that has to be so. Firstly, ·because they' re looking for mental… |
Sequence 14holistic and centered. The centering axis of cosmic education (which Montessori herself identifies as Man in the Universe)… |
Sequence 17geography, etc., allowing practical experience in addition to studying books. For this type of school, secondary school… |
Sequence 2To KNow THE PLACE FOR THE FIRST TIME: WHY THE YOUNG ADOLESCENT BENEFITS FROM THE DEVELOPMENT OF THE PEDAGOGY FOR THE OLDER… |
Sequence 5The Four Planes of Development bon1e· 3 9 15 21 Figure 1. The Four Planes of Development (cited in Grazzini 7) working… |
Sequence 6planes, according to Montessori' s 1950 "Four Planes of Development" diagram (Figure 1), that are… |
Sequence 9To authentically embrace and implement Montessori pedagogy, at all levels, is a great opportunity for both faculty and… |
Sequence 3have Montessori's insights, our own observations, and the indomi- table spirit of youth to guide us. What does… |
Sequence 5dence on others, or cynicism and criminality). And all of the dangers that spring from the very nature of man become still… |
Sequence 6The "valorization of personality" discussed by Montessori (64) is essential here. Montessori links this… |
Sequence 7local school farm. At twice the price of regular eggs, the student took a risk in the development of the product and invested… |
Sequence 10see possibilities for their talents and interests that may have remained untapped and unacknowledged. As the fifteen- to… |
Sequence 11The adolescent project continues, as does the path of human development. Montessori says, "The intimate vocation of… |
Sequence 1THE ROLE OF THE SPECIALIST by Baiba Krumins Grazzini This article touches on the roles of specialist and generalist as… |
Sequence 3needs, but the children's needs. One last point worth noting, perhaps, is that, if we examine the evolution of Montessori… |
Sequence 4from the whole to the detail and also from the detail to the whole. This reciprocal process leads to a fuller understanding of… |
Sequence 5soon. But when it comes to the older children, above all, it's a question of an exactness of understand- ing. And that… |