| THE UNFOLDING DRAMA OF THE
MONTESSORI ADOLESCENT IN AMERICA
by David Kahn
ACT ONE: IN THE BEGINNING
Since the late 1970s,… |
| emerged with prominent Montessori educators of the suburbs and
cities deciding to move into the "third plane"… |
| National Erdkinder Consortium, a clearing house for Erdkinder devel-
opment founded by Gang. Three previously unpublished… |
| The Prepared Environment: Beyond the Classroom,
Pedagogy of Place
Although the Montessori junior high programs were very… |
| · It paraphrased Montessori on the psychological characteris-
tics of the adolescent.
• It emphasized the development of the… |
| ing examples of spontaneous discipline through visiting ex-
isting Montessori adolescent programs, consolidating past… |
| that is to bring the developing human through optimal prepared
environments for every stage of development. The Farm School is… |
| nomic marketplace, egocentrism, pseudostupidity, and social insen-
sitivity are not rewarded but are quickly extinguished. The… |
| 3. Adults were trustworthy, showed interest in youth, were
friendly and nice, had a good sense ofhumor, and took time to… |
| universal put-downs, the hurtful and sometimes brutal teasing (that
we pass off by saying, "I was only joking&… |
| THE CULTURE OF CIVILITY:
THE COHESION OF THE SOCIAL COMMUNITY
by Pat Ludick
Comparing the common characteristics between… |
| This is indeed an important gathering and interrelationship: the
coming together of Montessori guides and trainers who are… |
| The teachers must have the greatest respect for the young
personality, realizing that in the soul of the adolescent,
great… |
| Comparison: Normalization and Valorization
Normalization
Valorization
The young child who is
The adolescent whose… |
| The crucial point of the whole question is the manner in
which he considers the child, and this cannot depend on
external… |
| I am reminded of the truth of these comments every year. The fact
is that adults, in general, don't like this age. Many… |
| TOWARD KEY EXPERIENCES
FOR THE ADOLESCENT
by John Long
In the evolution of the urban Montessori adolescent programs, the… |
| after hour,day after day, is a prison sentence. They need activity. They
need to be up and down. They need to do physical work… |
| adolescent, too, is constructing herself. Her psychic development is to
articulate a personal vision. Her motto is "… |
| need to write biographies of
historical
characters,
of
grandparents, of people they
meet doing various projects.
They… |
| ness, dependence on others, a cynical outlook, and even criminality.
How is right social adjustment to be achieved?… |
| tive on human growth led her to think in terms of development of the
personality. For the young child, she spoke of the… |
| The adolescent who realizes his own value displays joy, selfless-
ness, optimism, confidence, dignity, self-discipline,… |
| Experience for the sake of experience is not the goal. It is not the
intent to merely make education fun. Experiences are a… |
| They build upon one another. Every ending is a new beginning.
They must be understood as a whole-they must be correlated. They… |
| CHARACTERISTICS AND NEEDS OF
ADOLESCENTS: A COMPARATIVE STUDY
compiled by John Long
Almost every Montessori secondary… |
| RUFFING MONTESSORI SCHOOL PEACE
CURRICULUM: AN INFORMAL NARRATIVE
by John Long
John Lang's implementation of a peace… |
| Near the end of the war I leaned toward the Japanese side.
And when the war ended I was sad. I was sad and relieved.
I was… |
| the readings. They were given in-class work time of up to an hour
during several class periods to complete this work.… |
| DESIGNING FOR THE NEEDS OF
ADOLESCENTS:
AN INTERVIEW WITH JOHN McNAMARA
by David Kahn
John McNamara's classic… |
| And what about the role of computers and calculators? I have
always used state-of-the-art computers. This past year I have… |
| The how it is to be done remains constant: verbalization, materials
for development, point of arrival, the three-period lesson… |
| HELPING THE ADOLESCENT PERSONALITY
by John McNamara
John McNamara, who represents almost twenty-five years of adolescent… |
| of manhood and becomes a member of society. If puberty
is on the physical side a transition from an infantile to an
adult… |
| questions, "What do adolescents need?" and "How do we meet these
needs?" Over the years I… |
| I really have no way of knowing what you are feeling right
now as you wait to be handed your diploma, but in
addition to some… |
| REFERENCES
Montessori, Maria. From Childhood to Adolescence. 1948.
New York: Schocken, 1973.
Montessori, Mario. The Human… |
| I should like to summarise just the principal events of this
period, though to do so is to speak of such infinitesimal
things… |
| THE PEDAGOGY OF PLACE
by Pat Ludick
Pedagogy of Place as presented in Pat Lu dick's article looks at pedagogy
of place… |
| of our young people. In designating the parameters of a farm as the
place in which adolescents find stability and a myriad of… |
| Pr.ut JJ: 71,,e, eau ~ .M~
g~
11 . .Jl~P~
DR. MONTESSORI' s THIRD LECTURE
GIVEN AT THE MONTESSORI CONGRESS
IN OXFORD… |
| A NEW EDUCATION
FOR THE SECONDARY SCHOOL
A PUBLIC LECfURE GIVEN AT UTRECHT,
JANUARY 18, 1937 (ORIGINAL IN FRENCH)
by Maria… |
| TWENTY-EIGHTH LECTURE OF THE
TWENTY-THIRD INTERNATIONAL
MONTESSORI COURSE
AMSTERDAM, JANUARY-JUNE, 1938
DELIVERED MONDAY,… |
| ERDKINDER:
THE EXPERIMENT FOR THE EXPERIMENT
Interview with Margaret E. Stephenson and
A.M. Joosten
The followi11g… |
| The parents have to accept that you cannot
give guarantees for one year. We can guaran-
tee that we will get the child to a… |
| Joosten: It is a kind of in-service training for a regular institution,
so not like we have the pre-primary and primary people… |
| you are not good at waiting. How can you be? We are, in Europe,
suffering from the defects of old age, and that is why we… |
| tessori children, to one day be able to have a Montessori Erdkinder. But
be very active. It is better to do something than… |
| Joosten: The only thing is that you should assume obligations to the
families and the children over periods of time, so that… |
| Joosten: The seventh leg is someone who really wants to do it. But
it's not enough to want to. That is where we have to… |
| they will be accepted. I think it is not-I am not good at defining
personal qualities.
Joosten: Let me try. They should be… |
| that it is not the full answer for setting it up, but the land is one of the
things. If you get money, you will definitely… |
| Joosten: Scientifically speaking, then already you do not have your
experiment.
Erdkinder Atlanta: It would be better to keep… |
| good as its criteria and the controls and the people executing the
experiment must have clarity of vision. But anyone's… |
| Joosten: I don't think there is a yes or a no. Is it either or? There is
a blend. We can't go outside to an… |
| Joosten: Some have disappeared and others have come in, etc. But
whatever they use, whatever you see being used, will be a… |
| foosten: But that's elementary material.
Erdkinder Atlanta: So we don't have all the elementary material.
Joosten:… |
| The urban school that functions as a prerequisite to Erdkindercan
continue to foster the same Montessori. attitudes that have… |
| There is a quantum leap from childhood to adolescence, most
dramatic when Montessori literature evokes a residential farm… |
| Farmer, be a free man among men, but a slave to the soil.
Kneel and bow down to it every day. Nurse its furrows and
then even… |
| fruitfulness of a community. Montessori feels that this chance to work
in a community of peers improves the students'… |
| The Montessori
Erd-
The Montessori Erdkinder, insofar as it
kinder concept is far from a
is a home away from home for the… |
| bands of children left behind from various invasions. Lots
of children lost their parents because they were either
killed or… |
| The multi-age emphasis of Boy's Town is also important to the
theme of love and fraternity within an adolescent community… |
| Insofar as the Montessori Erdkinder is in loco parentis, we must
provide common moral aims for the community. And although… |
| farm life. The arts, music, history, geography, biology, chemistry,
physics, literature, and the humanities can be derived… |
| CHILDREN OF THE EARTH
by Jan Koning and Fred Kelpin
Jan Koning and Fred Kelp in' s interest in and commentan; about the… |
| The first objective is reached through experience with music,
language, and "travaux artistiq11es" (drawing… |
| After the Second World War, several secondary Montessori schools
were founded in Germany. In general, they followed the same… |
| MONTESSORI HIGH SCHOOL
by H.J. Jordan
Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual
framework… |
| teaching be continued in a secondary school. Plans were devised to
open a Montessori high school in Amsterdam and my father… |
| For all that, I thought it must be possible to apply certain funda-
mental principles of the Montessori method to secondary… |
| indulge in free activities according to their own interests and at their
own tempo. Moral strength is not increased by mutual… |
| exams in mind there is a somewhat stricter working-program which,
to conform to exam requirements, candidates are obliged to… |
| The most important festivals in the school are the days of the
communal Christmas dinner, arranged by the children themselves… |
| WHY NOT CONSIDER ERDKINDER?
by Peter Gebhardt-Seele
Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |