| inquiry, and sharing ideas help us make predictions about ages and
stages. We learn about the multitude of possible roles to… |
| TIMELESS DEDICATION:
MONTESSORI FROM THE DEPTH OF THE
SOUL
by J oen Bettmann
Joen Bettman.n 's touching article… |
| humankind. There fails to be room for hypocrisy or double standards
in how we treat our young compared to how we treat our… |
| will make discoveries rather more voluntarily in a gracious
setting than in an ugly one. (The Child in the Family 43)
And in… |
| The child makes us more clear
and precise.
Analysis, precision, clarity,
and exactness are essential so
that the child has… |
| an adult, knowing that he was not able to lift the bucket over the ledge.
I always ask, when I tell this story, at what point… |
| When the child begins to show interest in one of these
[exercises of practical life], the teacher must not interrupt,
because… |
| The child demands that we in
To be truly growing means that
the Montessori village rally around
we are stretching ourselves… |
| participation in determining the content of life .... ("Happi-
ness Revisited" 71-72)
Whal does it mean to… |
| You and I have been, as it were, seduced by something
attractive and deep in the child. Not only in those beautiful… |
| DR. MARIA MONTESSORI AND THE CHILD
by Mario M. Montessori
Mario Montessori's view of the child as spiritual essence… |
| depressed, and one may feel the need of that solace for strength when
depressed. But the wine itself does not feel the need… |
| She was expecting this, too, until she received the impact of the
spirituality of the child and left everything to follow it… |
| What impressed Dr. Montessori most was
the spirituality of the child. They were
completely independent as far as their
own… |
| them, and they had no time for churches and things of that kind-my
goodness, no. Dr. Montessori herself was not particularly… |
| Dr. Montessori also noticed that every time the teacher put away
the material with which they worked, the children went after… |
| children, "I can write, I am writing." All the other children went
around to look at this child writing, and… |
| One time a lady came, dressed in black. She had lost her husband and
she came there just to sit down. A little child went to… |
| She was not the only one impressed. As soon as this phenomenon
became known, the press came, because the press is always there… |
| Spirituality, being an essence, is not felt. A child feels physical and
psychic hunger, but spiritual hunger in a child is not… |
| Yet I come to London, and every blessed child speaks good English.
Who taught them? Where were the professors, the books, the… |
| came to our school when he was about three years old, and had never
seen an elephant in procession. He often asked, "… |
| something like language:
Certainly the child does not
realize that he studies a lan-
guage, it is something which
he learns… |
| at all, it is a very natural thing that will disappear by itself even if you
don't send your child to a Montessori school… |
| The mother was shocked, she had never thought about that. We teach
the children not to lie, but we lie, almost every day, one… |
| distinction, they feel the need of learning. Then you can teach them the
Commandments, religion, and things like that. And… |
| normal surroundings and thus something that satisfies the spirit.
That is all. It is not so much what is in the children, it… |
| A. No, first of all, you will not find armaments and things of that
kind in a Montessori school. Ifl found them, I would say… |
| FINDING THE SPIRITUAL THREAD IN
MONTESSORI WORK
by Pat Schaefer
Pat Schaefer's autobiographical essay is about her own… |
| She herself used this metaphor of a weaving, but she began her
understanding with the metaphor of an embryo.
It was once said… |
| The key that again opened my spiritual vision quest here was the
role of "calling" within me, the teacher (… |
| I am reminded of Stephen Covey's four human needs: to live, to
love, to learn, and to leave a legacy. Certainly, our… |
| words and phrases to create a, hopefully, well-formed and meaningful
string of words. Grammar is like a foreign language for… |
| It was Montessori's genius to understand that our psyche or mind
develops after birth. Psychic development, she said, is… |
| linguistics, "the induction of latent [language] structure ... is more
reminiscent of the biological development of… |
| "Mamie, what is Anna saying?"
"She's telling you she cut celery at school."
I said… |
| the child's natural sensitivity has not been interfered with, Montessori
says, he absorbs written language "in… |
| nouns, etc. Even though the child is exploring with his reasoning
mind, we also realize that the six- to twelve-year-old is… |
| Montessori, Maria. The Montessori Elementary Material.
1916. Trans. Florence Simmonds. Madras, India:
Kalakshetra, 1965. Vol… |
| A PATH FOR THE EXPLORATION OF WRITING
AND READING
by Muriel Dwyer
Connecting the Montessori idea of exploration and… |
| must be practical, which means that we must go back to the beginnfog
of life.
Why am I speaking of this? How does it affect… |
| I am sure you have all heard of the sensorial games. What is their
purpose? It is sad that one so seldom sees them in action.… |
| If you agree that the work of the directress is to prepare for and put
the child in contact with the environment, how do we… |
| and size? I'm sure, from what I know about stones, that they're not
uniform in color, and what about the surfaces of… |
| • Gaining the assurance to share news: You know your little
groups of sharing news are very important. It's not always… |
| this is the thing, isn't it? It's just getting to know the picture of
something. They know the sounds. It's… |
| ROSALIE: I'm almost finishing a course in dyslexia. So if you'd like
I will answer as well as I can for someone who… |
| God and the child have a unique
relationship, particularly before the
age of six. In the context of religious
formation, the… |
| have a vital interchange with other cultures and traditions.
Only if we are firmly rooted in our tradition will we be able
to… |
| elevated to a new status in a
religious context. The signs
and symbols, the scripture
and liturgy, the presentation
of the… |
| In the worship of God, we bring our whole lives with us,
even that activity in which we use and enjoy the goods of
this world… |
| can provide an alternative to modern uncertainty. So the Montessori
movement depends on a faith tradition not only to augment… |
| purpose of education is to make known the 'workings' of reality so that
the person can enter into and live it. This… |
| based on the same objectives as found on the proficiency tests, and
each school was evaluated in a number of areas, including… |
| 19. The proficiency curriculum was random and outside a
setting of history. There was no place for children to hang their… |
| 27. It reduced thinking skills from broad-patterned to domain-
specific thinking.
28. It placed our school in a… |
| presented with items of knowledge because we think they
have to understand it and to learn it. (77)
For over ten years in our… |
| North Avondale Montessori Elementary School 2003 School
Report Card. Columbus: Ohio Department of Education,
2003.
Sixth-… |
| that he or she has the necessary capabilities to function, thrive, and
contribute to the community? Can education "… |
| told" (Kohn paragraph 5). Extrinsic inducements are used as a way to
"instill values," rather than… |
| well as the life of the community. Even worse, she may not be able to
function effectively in her day-to-day activities and… |
| young. But once the baby is grown, this love disappears-the
grown
animal goes off on his own in the world. In human life, we… |
| What constitutes a suitable environment? Although the specific
needs vary according to the period of the child's… |
| says, "his character is changed. It is as though he had taken off a mask"
(Education for a New World 121).… |
| inely spiritual life by working. The real natuxe of the human being is
exposed through work-what Montessori called normality.… |