| MONTESSORI: INTELLIGENCE AND THE
HUMAN SPIRIT
by David Kahn
In the first article of this Journal issue, Robert Sternberg of… |
| MONTESSORI:
A MODERN APPROACH TO INTELLIGENCE
by Annette M. Haines
Annette Haines' comprehensive review of Montessori… |
| because it is easy to make errors of judgment in a chaos" (Spontaneous
Activity in Education 114, emphasis in… |
| mostly unconscious. But, as Maria Montessori said, "the unconscious
kind [of mentality] is not necessarily inferior.… |
| distinction between things but of distinction of the relationship between
things, so that it perceives an environment as a… |
| Order
So, from a Montessori perspective, the development of intelligence
is made possible by the special proclivity of the… |
| We must be quick because our species, homo sapiens, having at-
tained a certain level of intelligence, is now, in the words of… |
| Action. Ed. K.H. Pribram. Middlesex, England: Penguin
Books, 1969.
Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
| The organization of this discussion of successful intelligence is
that first I'm going to do an introduction, which I… |
| We want to be sure that we don't have these kinds of low expec-
tations for kids. It's true in every domain. There… |
| The way you find success in life,
whether you're a child or an adult, is
to figure out the things you do well
and make… |
| the things that children need to learn from early on. They need to work
and play with other children, to be socialized, and to… |
| are very good at the analytical skills or the creative skills but are
frustrated because they can't make things work for… |
| become worse at, there are other things that you may become better at.
So what you want to do is capitalize on the things you… |
| taught by Spanish speakers and given to Spanish speakers in a
Spanish-speaking country, so I decided I needed to learn Spanish… |
| ing. Montessori talks a lot about the importance of classification skills.
Much of her system is based on the development of… |
| designing, inventing things, imagining what could be, supposing
things. Three of these things are selective encoding,… |
| What I learned is that helping kids find the thing they love to do
is really hard. It's usually not the first thing, not… |
| So let me move on to practical skills, which are using what you
learn, applying what you learn, implementing what you learn.… |
| career in psychology?" What is getting an A in an education course on
classroom management going to have to do with… |
| world stuff like fish racks, which they use in their lives, they learned
better (Sternberg, Lipka, et al.). So we've done… |
| wisdom. And wisdom involves putting together everything I've said
today. It's about the use of your successful… |
| child's development. That is to say, we can look at behaviors since we
have seen that intelligence is revealed in… |
| When whatever the child encounters
fits into this fundamental order of
attributes, a stable equilibrium
ensues within the… |
| creates an economy of time and strength, less fatigue, and a greater
quickness of response.
Classification of Attributes… |
| and, above all, of an 'external activity' which expresses itself in work"
(210).
It is the concentration… |
| MONTESSORI IMPLICATIONS OF BRAIN
RESEARCH
by M. Shannon Helfrich
Shannon Helfrich lends clarity to the connection of brain… |
| Dr. Maria Montessori began her professional work in 1896 at the
Orthophrenic School in Rome. The essence of the work done… |
| In June, 1996, a large group of neuroscientists and educators met
in Chicago to correlate all the current brain research.… |
| phase in the development of the psyche and is reflected in the begin-
ning work of the sensitive periods.
The brain knows… |
| warm, consistent care so that they can form secure attachments to
those who care for them.
Children who receive consistent,… |
| so much enthusiasm that they become incorporated into
his very existence. The child absorbs these impressions not
with his… |
| objects and exercises, which one might l.ook for in vain at
a later age. (cited in Standing 120)
We might ask ourselves,… |
| Dr. Montessori wrote in The Absorbent Mind, "Man possesses
creative sensitivities instead of hereditary models of… |
| homes and health clinics, our early childhood centers and
classrooms, America's schools and human service institu-
tions… |
| EIGHT MONTESSORI INSIGHTS
by Angeline Stoll Lillard
Here follows a small excerpt from Angeline Li/lard's new book… |
| The model of the school in Montessori education is also different.
Rather than being modeled on the factory, a Montessori… |
| (2) that learning and well-being are improved when people have
a sense of control over their lives;
(3) that people learn… |
| been an explosion of fascinating research on the connection between
movement and cognition that speaks to Dr. Montessori'… |
| with how we know the very best learning takes place. Rather than
memorize facts chosen by a faraway state legislative body,… |
| In Montessori primary classrooms, children may often work alone
by choice, but in elementary classrooms children are rarely… |
| how bridges are designed. This approach, sometimes referred to as
"situated cognition" reflects a movement… |
| FURTHER MONTESSORI INSIGHTS
Dr. Montessori also forecast other current ideas in developmental
psychology not reviewed here.… |
| THE WISDOM OF LOVE: A MONTESSORI
JOURNEY ON THE SEA OF LIFE
by David Kahn
David Kahn's essay provides insight into how… |
| Montessori writes about the child, but this message applies to also
to adults:
His intelligence becomes whole and complete… |
| THE CHILD IN THE FAMILY:
THE JOURNEY CONNECTS
WITH FAMILY LIFE
Back from Bergamo training in America, my wife and I met our… |
| The role of the school in the family, the child in the family, is that
Montessori education depends on parent awareness.… |
| being ready for the present and prepared for the changing personality
of the future. The adolescent is the changing… |
| We study evolution in stages-the Cambrian evolution, the Or-
dovician evolution, the Devonian evolution. The elementary child… |
| Creation was waiting for human creatures so that its
components could achieve the purpose for which they
were created, so… |
| ADOLESCENT: SLAVE TO THE PRE-COLLEGIATE
OR INDEPENDENT
LEARNER LOOKING AT THE WHOLE OF LIFE?
But, having studied the… |
| uniqueness into a richer idea of society and what we can achieve as
humanity.
REFERENCES
The Adolescent Colloquium: Summary… |
| be a long life, and that the very precious period of formation comes but
once. We have busied ourselves with setting up ever-… |
| We expend
tremendous en-
ergy in our ef-
fort to keep up
the appearance
of handling our
stress
and
maintaining
some… |
| Science is once again leading us, although it seems to take a very
long time for organizations and individuals to act upon… |
| And Mario Montessori, Jr., her grandson, and once president of the
International Psychoanalytical Association, told us at an… |
| I would like to take a moment to acknowledge NAMTA, and its
officers past and present. NAMT A has, it seems to me, offered to… |
| THE CHILD AS SPIRITUAL TEACHER FOR THE
ADULT
by Linda Kaiel
Linda Kaiel conveys spiritual meaning with direct descriptions… |
| a nod of the head, a wink, and a "good garsun [boy in the Irish]" or
"good gearrchaille [girl],… |
| As Montessori teachers, we carefully "hold" the prepared envi-
ronment as an ordered and inviting space; we… |
| spiritual transformation takes place for many parents, and they have
seen enough that they can keep the faith, so to speak,… |
| I remember well my joy in seeing her setting tiny tables with plates
and napkins for snack at about fourteen months. I had… |
| There is no doubt that this Montessori experience transforms our
children deeply as learners and as human beings.
So what is… |
| · The organization of the work.
And last but by no means least,
• The ability of the teacher to observe the phenomenon and to… |
| "Where's your mother? Get her over here, and her friends
too. They'll never see a fire like this again.… |
| Also, am I interested, am I finding new points of interest for myself,
and am I modeling such deep work? Dr. Montessori… |
| paper with a dexterity and skill I couldn't imagine of a two-year-old.
I saw a flicker of the flame of a possible great… |
| This past February, an article entitled "Worried Sick" appeared in
Connecticut Magazine (Steele). The… |
| in every skill imaginable, sports team schedules for eight- and nine-
year-olds that would put the best of us in the emergency… |
| the fields or exploring the woodlands, playing around the old castles
with no adult in sight. My grandfather had a sixth sense… |
| I take a great interest in the children's grandparents. Once asked,
they love to talk or write about their grandparents… |
| in the Milwaukee Public Schools. Rochester, NY: AMI/
USA, 2003.
Edison, Charles. Edison Experiments You Can DO. New
York:… |
| MONTESSORI WITHOUT BORDERS
by Silvia C. Dubovoy
Based on her contact with the United Nations and Educateurs sans Frontieres… |
| these articles, which I include in my talk (" Aims of the Association
Montessori Internationale").
•… |
| As a response to fulfill the aims, Educateurs sans Frontieres (EsF)
became Article 17 in the Articles of Association of AMI as… |
| life, and I have had several opportunities throughout these years to
work in this area.
In one occasion, during the time that… |
| as this has given me the opportunity to connect with other people with
the same vision. AMI is an affiliated nongovernmental… |
| •Weare united by our struggle to make the world a better place
for all.
• You call us the future, but we are also the present… |
| • Live as someone who makes a difference, accepting that you
may not understand how or why.
• Live in the present without… |
| Love and Knowledge cannot be separated: "Man must be edu-
cated. It is true that education can create a better kind… |
| minds and our efforts in making this world a better world for the
children.
Millennium Goals of the United Nations:
1.… |