| MONTESSORI: p ATHWAYS TO
EDUCATION REFORM, 1907-2007
by David Kahn
Tllis nrticle puts i11to sepnrntenccou11ts n brief… |
| ure and isolation, oppression of people, obstacles to growth and
development. Reform, then, means to change "that… |
| ACT I. THE DRAMA OF SAN LORENZO: LINKING SOCIAL ANO
EDUCATIONAL
REFORM-1907
Montessori con temporaries travel to Rome in… |
| When curriculum is designed for the
inner development of the child, when
materials are developed for the unity of
the hand… |
| Dr. Maria Montessori's first work, Tlte Mo11/essori Method,
was published in English in New York in 1912. It was an… |
| For more than a decade in Barcelona, with the collabora-
tion of her son, Mario Montessori, Dr. Montessori contin-
ued to… |
| short, Montessori's emerging spiritual identity in her work is the
fervor of the reform movement.
Sofia Cavalletti, co-… |
| ACT VI. THE ADOLESCENT, THE FARM, NATURE, AND CIVILIZATION-
THE EMERGING
PLANES OF EoUCATION-1936-PRESENT
Now, for the third… |
| • the development of a personal mission and activism;
• the exercise of virtues, values,andskillsdirected
to human work;
•… |
| the end stage of our reform efforts. Like never before, Montessori
graduates will have experienced the fullest meaning of… |
| trees, and all life that emanates from the natural world (Montessori,
From C!tildhood to Adolescence 19).
This inner… |
| Many of the above-mentioned projects demonstrate a universal
form of community reconstruction through their Montessori schools… |
| The EsF initiative cycle comes back to Montessori's double con-
sciousness of social and educational reform at San… |
| On October 28, 1931, Mahatma Gandhi told Maria Montessori in
a speech at the Montessori training college in London:
You have… |
| Montessori, Maria. "HL1man Solidarity in Time and Space."
Trans. Renilde Montessori. Tl,e Sn11 Re1110… |
| ultimately a responsibility for the preservation of life. This preserva-
tion is our preservation.
Long ago, Dr. Maria… |
| the child she would nominate to step in as the savior, because Dr.
Montessori long recognized that the child nurtured in the… |
| requires courage and is of heroic proportions. Dr. Montessori realized
that the child must be given a vision of the whole to… |
| realize that when landscape is changed, there is a natural impact
on living creatures. More knowledge garnered from which to… |
| very technology that inadvertently has landed us in our ecological
difficulties. The story of language is one of communication… |
| As Dr. Montessori
also said, "If the idea of
the universe be pre-
sented to the child in
the right way, it will do… |
| Inertia, generated by oversimplification,
lack of concern, or trivializing a problem,
is foreign to our children. They are… |
| been in Montessori work for almost half of the century we are celebrat-
ing. Surely r have something to say on the topic, for… |
| Montessori does a bit of mixing of metaphors as she explains the
socialization of the child from zero to twelve. While I might… |
| But in "The Functions of the University," she sees the adolescent
arriving full circle, by age eighteen a… |
| The center circle is titled "Superior" and refers to "evolution" as
the process. Around… |
| personal dignity and justice in order to hold the attraction towards the
center of moral goodness rather than the periphery of… |
| the last plane of develop-
ment-the
eighteen-
to
twenty-four-year-olds.
My
own observations
of a
Montessori high school… |
| For, ultimately, the healthy, balanced personality who has built
herself through work and passion, throughout the four planes… |
| l\lontessori, Mari,1. Fr<>m Child/11md to A,iolt•sct'IICt 19-18.
Trans. -\ M. Jom,ten. Rt•,. ed. Oxford:… |
| UNIVERSAL MORAL DEVELOPMENT:
THE BASIS FOR HUMAN UNITY AND PEACE
by Allyn Travis
Because the elementary years represent t!,e… |
| tant influence on the moral values developed by the child. In Tlte
Absorbe11t Mind, Maria Montessori wrote,
When therefore,… |
| to those that are now
needed to direct the
child's interest to specific
aspects of self-develop-
ment.… |
| If we reprimand the child who is acting inappropriately right at
the moment in front of the child who has asked about the… |
| to do the work better. Once the child figures out how to evaluate his
own work in this way, he will stop going to the teacher… |
| we have had people immigrate to Wisconsin from countries where
parental corporal punishment is permissible. Beating your… |
| poral punishment and eating dinner with one's hands were more
serious offenses than did children in India.
Because… |
| arousing now in the children not only a hunger for knowl-
edge and understanding but also a claim to mental inde-
pendence, a… |
| group meetings but rather think that there should be a class meeting
when it is needed. That cou Id be once a week or once a… |
| antisocial peers. This calls to mind the old ideas of "born criminals"
and "bad seeds,"… |
| Socialization Theory developed by the psychologistJudith Rich Har-
ris in 1998. She says that:
Socialization-acquiring
the… |
| They could read stories to their children for the pleasure
of it, not because it's good for their neurons. (398)
But I… |
| Just the classroom environment itself offers the children a society
in which they have to learn to live and work with others… |
| THE CHILD AND SOCIETY
by Baiba Krumins Grazzini
Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
| complex organization of work and exchange, and by an ever-i ncreas-
ing interdependence of human beings. The other great… |
| Thus she says:
The love of one's environment is the secret of all man's
progress and the secret of social evolution… |
| any human group or culture, be this a Stone Age culture or a modern
Western society, and every single adult clearly does… |
| this fashion, the child really could absorb a rich, surrounding reality
and construct himself at the expense of the… |
| She says:
Let us look for a moment at the recent social advances
man has made. Human beings have acquired many rights
and… |
| ity constitutes one of the great cosmic forces of the universe, a new
cosmic energy, a power of intelligence that can help… |
| The child must always be given work to do with his hands
as he works with his mind, for the child's personality has
a… |
| Thus Maria Montessori says:
The child in our prepared environment does not play. He
works, and greed disappears; he works,… |
| TOWARDS A THEORY OF KNOWLEDGE
FRAMEWORK FOR A
MONTESSORI HIGH SCHOOL
by David Kahn
Tl1e fon11a tio11 of the adolescent… |
| obtains, allocates, supervises, and safeguards the work done as self
help. This work is found either within the school itself… |
| Kahn, David. "Montessori Erdkinder: The Social Evolution
of the Little Community." Tile NAMTA journal 31.l… |
| A BRIEF HISTORICAL PREFACE TO THE TASK
OF CURRICULUM REFORM:
A PERSONAL AND THEREFORE A LIMITED REPORT
by J. A. Wyatt, PhD… |
| Maria Montessori approached the
often
naively
unanticipated
phenomenon of war by looking at
"human peace"… |
| is still somewhat recognizable. In a much earlier period, to be consid-
ered for admission to Harvard, a candidate was… |
| inspire" them to learn. If the answer was negative or uncertain, the
candidate apparently was urged to go into some… |
| older and became filled with the experience of the world of men,
women, power, and wealth and had to navigate and cope with a… |
| OPTIMISM AND HOPE IN A HOTTER TIME
by David W. Orr
Dr. Orr draws a sharp distinctio11 between opti111is111 and hope i11 the/… |
| OVERCOMING CYNICISM AND CULTIVATING
POSITIVE ADOLESCENT ENGAGEMENT
by Kevin Rathunde
Kevin Rnt/111nde, advocate for… |
| This sounds very much like a Montessori perspective, right? He
also thought that this inner nature was vulnerable and could… |
| Instead of just saying intrinsic engagement hea Is cynicism, I want
to try and get further into the process. Why is engagement… |
| intrinsic motivation and engagement? That's how you get a disembod-
ied mind: You cut off the personality from a holistic… |
| you see here the Montessori schools were different. The primary mode
for the Montessori students was feeling intrinsically… |
| with this theory, Stephen Kaplan, suggests that in the modern world
there is an abundance of mental fatigue. l have been… |
| The fact that women in the Nordic nations are about forty percent
of the national legislatures has had a profound effect on… |
| The meeting was crowded with medical people, educators
and teachers. Europe and the world were stil I under the
cloud and the… |
| nities did not become more understanding of the child's
developmental needs, then the goals of helping humanity
develop… |
| In 1950, Mario Montessori wrote about the celebration of his
mother's eightieth birthday: "UNESCO gave a… |
| about the work of the UN by
mirroring its activities and cul-
tivating important life skills
such as negotiation and con-… |
| they can also experience the participatory excitement of learning
how the UN works.
During the conference, our students,… |
| REFERENCES
Barres, Victoria. "Maria Montessori and UNESCO." AMI
Co1111111111icntio11s 2004 (#2-3): 41-44… |
| COMMUNITY VISION OF THE SCHOOL
by Maura C. Joyce
Looking at Maria Mo11tessori's historical persona, Maura foyce focuses… |
| LIBERATE THE CHILD
This morning Lynne Lawrence shared with us the words of Dr.
Montessori and put before usa "call… |
| their natural development. She worked hard to make sure that schools
would not compromise the environment for the child. She… |
| school teacher. Dr. Evans, who has consulted in hundreds of private and
public schools throughout the U.S. and internationally… |
| But by this definition, perceiving
ourselves as distinct is not enough.
Sharing common interests is not
enough. And… |
| "Transitioning to the Second Plane of Development," "Geography
in the Montessori Classroom.&… |
| are very good at our job-to protect the children and aUow them to follow
the laws of human nature. The children are in control… |
| to listen twice as much as you talk." Clear communication about
expectations for all adults is critical. Parents a !… |
| most basic of tools in any community and need to be prevalent in the
Montessori school.
Patience
As we all must exhibit in… |
| THE THOUGHTFUL SCHOOL:
SOCIAL, EMOTIONAL, ETHICAL, AND
COGNITIVE EDUCATION AS THE
SCHOOLWIDE LANDSCAPE FOR LEARNING
by… |