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Sequence 66unfortunately I was unable to find the millionaire to fi- nance it. It was so visionary and also so revolutionary that it… |
Sequence 68Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 69Mr. Grazzini did recognize the contribution of urban programs 1 over twenty years in learning about the adolescent from the… |
Sequence 73With the advocacy of the Erdkinder, the adolescent work slowly gravitates to a unique context for the third plane of education… |
Sequence 74programs supported by experience, a long-term experience. We will establish guidelines only through a natural process that… |
Sequence 83positions to understand something they were not able to before-that is, by giving them the opportunity to work through for… |
Sequence 84------------------------------- ----- ment is connected with all parts of learning. A student wrote to me when she was in… |
Sequence 98is 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 101we should set forth large challenges whose fulfillment requires both the commitment and development of the individual and of… |
Sequence 103SCIENCE STUDY FOR THE ERDKINDER: PHILOSOPHICAL CONSIDERATIONS by David Ayer David Ayer's reexamination of the… |
Sequence 104"[Education] must aim to reform humanity so as to permit the inner development of human personality and to develop a… |
Sequence 105human mission is to understand and manipulate the natural world in order to bring into being a higher state of peace and… |
Sequence 106exchange on the farm "appears to be a kind of 'supercreation' due to the labor of civilization .... This is… |
Sequence 107This basic principle of Montessori education at all levels under- scores the importance of a deep understanding of Montessori… |
Sequence 114years of creativity, experimentation, study, and refinement. That's where we are now in the adolescent work-guided by… |
Sequence 119premise: Socialization is central to who we are as human beings. It's the reason for our big brains. My second premise… |
Sequence 125NATURE EXPERIENCE AND EDUCATION by Kevin Rathunde Kevin Rathunde turns his research lens to the task of finding out the… |
Sequence 128out in the wilderness, is good for self-esteem and competence. There are dozens and dozens of studies that say nature… |
Sequence 131learning in schools that are cutting out recess, in schools that are saying, "We are so worried about evaluation and… |
Sequence 132ive teachers, free choice, and positive interaction with peers. But I think nature experience, and the integration of the… |
Sequence 133Q. It occurs to me that there is continuing pressure on Montessori schools to de-nature their environments and place more… |
Sequence 137"THE SCHOOL WHERE THE CHILDREN LIVE" by David Ayer and Elise Huneke Stone Da.vid Ayer and Elise Huneke… |
Sequence 139OUTCOMES AND EFFECTS OF BOARDING DAVID AYER What does it mean for the students to have boarding as part of their experience… |
Sequence 141parents ... ?" "No," they would reply, impatience creeping into their voices, "it's… |
Sequence 142What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 149How MY STUDENTS SEE THEIR ADOLESCENT EXPERIENCE AND TURN OUT IN LIFE by John McN amara The chorus of letters written to… |
Sequence 151I want to finish the chapter. I want to understand the point of the essay-I want to learn. Another student wrote: Thank you… |
Sequence 155... I guess that unless you experience the atmosphere you can't understand what it's like to go to school here.… |
Sequence 159MONTESSORI THEORY: V ALORIZATION by Jenny Hoglund Personality, mental and moral independence, the law of maximum effort,… |
Sequence 160Education must help the child to develop his or her personality. In The Formation of Man, Montessori writes that "we… |
Sequence 161With the small children, Dr. Montessori found that this right kind of work, an activity that engages the child's whole… |
Sequence 163tionships and experiences, and it is therefore only in the community that the child's potentialities can be realized.… |
Sequence 164ing importance" ("Principles and Practices" 13). And elsewhere, "This 'value of the… |
Sequence 165be freed from the overwhelming influences of home and school. He needs a special environment, a prepared environment, that… |
Sequence 182O 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 183widely and well known period of developmental life, from a Montessori point of view; the period which constitutes the start of… |
Sequence 187As 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 189they would guide the younger adolescents. All the objections I heard about having the fifteen- to eighteen-year-olds, had to… |
Sequence 191Montessori emphasizes the importance of these adolescents being protected and prepared, so that they can become strong, so… |
Sequence 192Plane, and it often does take spiritual strength to follow your own calling. This is certainly the case when your friends and… |
Sequence 193If I could just clarify a couple of other things, I think we have to make a distinction between development and learning. We… |
Sequence 197scientifically, spiritually, and socially in each of us. Brian Swimme explains this phenomenon in The Hidden Heart of the… |
Sequence 200COSMIC EDUCATION: SOME MEANS TO AWARENESS In Montessori education we base our approach to children on what their needs are.… |
Sequence 203But Montessori history goes back before humans, to their roots, as it were. As Carl Sagan was fond of pointing out, we are all… |
Sequence 204rated and land was channeled by streams for its drainage, rivers have been bearing to oceans quantities of calcareous matter… |
Sequence 207moved by the importance of this work, and in so doing, we touch the children. Always. We groan, we moan in the difficulty of… |
Sequence 208What we must come to understand is the link between this phe- nomenon and the course of history. Montessori saw children as… |
Sequence 212COSMIC EDUCATION THROUGH THE LENS OF SCIENCE It is fascinating to note that the children will frequently latch on to a… |
Sequence 213other. For this power is the quintessential one for the probing of not only science, but history, geography, mathematics, and… |
Sequence 215Let us begin with the microcosm, the baby who listens, even in utero, to the sounds about him or her. She absorbs these sounds… |
Sequence 219COSMIC EDUCATION THROUGH THE LENS OF MATHEMATICS AND GEOMETRY There is something terribly simple, yet terribly profound in… |
Sequence 223CONCLUSION The phrase "preparation for life" has been used to describe Montessori education. I prefer… |
Sequence 230------------------------- -- First of all, we have to help development. This means that we never abandon the children, never… |
Sequence 232all 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 234being ardent scholars and enthusiastic learners. It's a plane where the children are very strong mentally (as well as… |
Sequence 235is organized, and really, if you think about it, that has to be so. Firstly, ·because they' re looking for mental… |
Sequence 242holistic and centered. The centering axis of cosmic education (which Montessori herself identifies as Man in the Universe)… |
Sequence 245geography, etc., allowing practical experience in addition to studying books. For this type of school, secondary school… |
Sequence 259To KNow THE PLACE FOR THE FIRST TIME: WHY THE YOUNG ADOLESCENT BENEFITS FROM THE DEVELOPMENT OF THE PEDAGOGY FOR THE OLDER… |
Sequence 262The Four Planes of Development bon1e· 3 9 15 21 Figure 1. The Four Planes of Development (cited in Grazzini 7) working… |
Sequence 263planes, according to Montessori' s 1950 "Four Planes of Development" diagram (Figure 1), that are… |
Sequence 266To authentically embrace and implement Montessori pedagogy, at all levels, is a great opportunity for both faculty and… |
Sequence 270have Montessori's insights, our own observations, and the indomi- table spirit of youth to guide us. What does… |
Sequence 272dence on others, or cynicism and criminality). And all of the dangers that spring from the very nature of man become still… |
Sequence 273The "valorization of personality" discussed by Montessori (64) is essential here. Montessori links this… |
Sequence 274local school farm. At twice the price of regular eggs, the student took a risk in the development of the product and invested… |
Sequence 277see possibilities for their talents and interests that may have remained untapped and unacknowledged. As the fifteen- to… |
Sequence 278The adolescent project continues, as does the path of human development. Montessori says, "The intimate vocation of… |
Sequence 281THE ROLE OF THE SPECIALIST by Baiba Krumins Grazzini This article touches on the roles of specialist and generalist as… |
Sequence 283needs, but the children's needs. One last point worth noting, perhaps, is that, if we examine the evolution of Montessori… |
Sequence 284from the whole to the detail and also from the detail to the whole. This reciprocal process leads to a fuller understanding of… |
Sequence 285soon. But when it comes to the older children, above all, it's a question of an exactness of understand- ing. And that… |
Sequence 286was set aside for considering the third plane of development, and this was done in the form of an adolescent panel comprising… |
Sequence 287tutes a long initiation into adulthood, that adolescent development has to do with becoming an adult. But what we have to… |
Sequence 288adolescents are being prepared for entry into society, it's not enough to have teachers-do you know what I mean? They… |
Sequence 289be in residence, and the specialists must always be the ones that come in from outside. I understand that there's a… |
Sequence 291says is so important when she speaks about mixed ages and required numbers. If Montessori says that we can have as many as… |
Sequence 292Then,ofcourse, you think: butwhatabout theadolescents?Where are they going to get their vision of the whole? From the… |
Sequence 295STAFFING THE MONTESSORI HIGH SCHOOL: WHAT' s So SPECIAL ABOUT THE SPECIALIST? by Gena Engelfried This article presents… |
Sequence 300specialists, for appropriate challenges in the staging areas of the adult world. One of the roles of the secondary-level… |
Sequence 301THE MONTESSORIAN Completing our group of faculty is the trained Montessorian. This individual is one who has Primary and/ or… |
Sequence 309These false perceptions, combined with the "silo approach" and an overemphasis on developing skill and speed… |
Sequence 310the occupations. We believe that the time has come for the same care to be paid to the development of adolescent mathematics… |
Sequence 314understand the mathematical concepts behind these mathematical tools. Montessori wrote this in her 1935 paper "The… |
Sequence 315tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 317COMPREHENSIVE HEALTH AND WELL-BEING FOR THE MONTESSORI HIGH SCHOOL by Clare Boyle INTRODUCTION The study of health and… |
Sequence 329THE HIGH SCHOOL, NOBLE CHARACTERISTICS, AND PEACE by Guadalupe Borbolla Guadalupe Borbolla's humanities outline goes… |
Sequence 331The term transcendence means to go beyond the world of experience into a different level of consciousness. It refers to the… |
Sequence 339THE MONTESSORI POTENTIAL AT THE GROVE SCHOOL by Gena Engelfried This short article presents a composite of the… |
Sequence 344dable task. The need for facilities, general funding, staffing, and the increasing demands of the post-secondary community all… |
Sequence 347HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 348from these Montessori sources, and he concludes the latter section as follows: Indeed, Montessori goes so far as to say:… |
Sequence 349ally speaking, horrors of all kinds. And who are the human beings who are actually presented in this particular story of… |
Sequence 354literally means "men without a face"; the faceless human beings, in other words, whose features we do not,… |
Sequence 355to both appreciate the diversity and also see what is common to all, what we all do share that makes us all belong to this… |
Sequence 358it, then surely we can feel nothing but wonder at how much humanity has achieved in such a short space of time. And when we… |
Sequence 360have the power to create you also have the power to destroy-but they couldn't have carried out that role, they couldn… |
Sequence 361interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 363HISTORY: IN GENERAL AND IN PARTICULAR AN INITIAL LOOK AT MARIA MONTESSORI IN A CLASSICAL CONTEXT by John Wyatt John Wyatt… |
Sequence 365There are, of course, other classical figures that a cursory study by a somewhat seasoned eye can discover in Montessori'… |