| 'A
Vol. 18, No. 3 Summer 1993
Montessori Frameworks
for Adolescence
The Adolescent and the Future
by Margaret E.… |
| WHAT IS NAMTA?
The North American Montessori Teachers' Association
provides a medium of study, interpretation, and im-… |
| THE NAMTA JOURNAL
VoL 18, No. 3 • SUMMER 1993
MONTESSORI FRAMEWORKS
FOR ADOLESCENCE
e In affiliation with the Association… |
| ario Montessori Jr. died on February 25.
1993. Apart from his superb practice as a
psychologist. Dr. Montessori was a gra-… |
| MONTESSORI FRAMEWORKS
FOR ADOLESCENCE
if
THE OVERVIEW
THE AooLESCENT
AND nrE FUTURE… |
| THE OVERVIEW |
| Margaret E. Stephenson |
| THE AooLESCENT AND THE FUit.JRE
by Margaret E. Stephenson
Miss Stephenson presents adolescence in a definitive theorectl… |
| not require examinations and tests? And looking again worldwide, are we
not faced with a picture of drugs, drink, suicides,… |
| Dr. Montessori expressed her hope "for a normal development, that
fortunately does not depend on what we attempt to… |
| discovered a key with which to unlock the immense constructive powers
of the human being, powers that were capable of changing… |
| were the first small children of the San Lorenzo Quarter experiment called
"the new children"? It took Dr.… |
| These two territories became the properties of the societies and
nations of man, as time went on, and the story of man was… |
| The sensorial material is a key to the environment, Dr. Montessori said, but
only if we present it for the child to use in the… |
| Around six, the child un-
dergoes a greattransfor-
mation. He is now no
longer satisfied with the
society of his family and… |
| The child still needs a prepared environment for his work and
activities. Dr. Montessori warns us: "Education between… |
| At the second plane of development we have the same formula to use
as at the first-the psychological characteristics of the… |
| logical characteristics and each needs a prepared adult to help the
individual help himself.
The four planes of development… |
| product of a Casa dei Bambini and a Montessori elementary class which
have followed vigorously Dr. Montessori's formula… |
| not want to make mistakes about the adolescent program, great care must
be taken in implementing it.
If Dr. Montessori was… |
| do they give all the special physical care that is necessary during
the period of adolescence. Thus not only do they not corre… |
| Dr. Montessori reminds us that the child at the third plane experiences
difficulty in maintaining concentration during study.… |
| social life which may endure for years. Such defects in social
adjustment may have dangerous consequences for the indi-… |
| with society; it would offer the control of error and the possibility of
repeated activity.
The working of the human… |
| of the race. And we have the adolescent to prove otherwise to us. "If we
gave the world to the small child,"… |
| And moreover, she suggested a program, as she had done for the first
and second planes of development.
To some extent we have… |
| to studying. In order for the adolescent to acquire social
experience, society must build the right sort of environment for… |
| constructive instincts that as yet have neither been recognized
nor put to use .... Might not this goal be reached by changing… |
| But Or. Montessorl's pri-
mary concern for the ado-,
lescent was that he should
be allowed a life of activ-
ity and… |
| contacts. Running the shop would necessitate a study of commerce and
exchange, of supply and demand, of the rules of book-… |
| 3. Theoretical knowledge and practical experience to make the
individual a part of civilization of the day.
First, she… |
| presented the child of the first plane with the world, and the child of the
second plane with the universe.
What Dr.… |
| gives individuals infinite possibilities for
growth and improvement and constitutes
the starting point of man's complete… |
| achieving the development of the human personality, rather
than the narrower one of providing culture only, then a close… |
| Sir Richard Livingstone had argued that education must be not just
vocational but also social and spiritual. Much earlier, Dr… |
| The NAMTA Journal
31 |
| John McNamara |
| DESIGNING FOR THE NEEDS OF ADoLESCENTS:
AN INTERVIEW WITH JOHN MCNAMARA
by David Kahn
Ibis interoiew focuses on Mr. McNamara… |
| What are the new frameworks and Montessori telling us? Mathematical
reasoning, problem solving, communication, and connections… |
| role
changes from that of
dispense
nowl-
e'clge to
of a
source of interesting
ideas, challenger of
. .
.
of… |
| The how it is to be done
remains· constant, Ver-
balization, materials for
development, point of
arrival, the three-period… |
| the tools of the future. The technology and the knowledge explosion are
changing education.
The how it is to be done remains… |
| We must avoid placing limits on what a child will want to learn and
digest by utilizing formalized curriculum scope and… |
| purpose of what they are to do. Reading enhances the imagination,
conveys the heritage of the past, increases appreciation for… |
| APPENDIX: McNAMARA's CREDo FOR A
MONTESSORI AnoLESCENT EDUCATION
1. Each adolescent is a unique individual with his or… |
| 10. We must provide large blocks of uninterrupted time for
adolescents to work on the satisfactory completion of their
tasks… |
| 19. Young adolescents are also young adults. They have to be
treated accordingly; most importantly, they have to be given
a… |
| The NAMTA Journal
43 |
| MONTESSORI AooLESCENT EDUCATION:
TOWARD AN EMERGING FRAMEWORK
by David Kahn
Mr. Kahn summarizes his understanding of major… |
| Existing Schools
BuffaJo
Dallas-Ft. Worth
Minneapolis
(Bennett Parkj
/Daggettj
!Sewardf
Years In Operation
or Projected… |
| Proposed Schools
Cincinnati
Denver
Prince George's
St. Paul
County, MO
Years In Operation
or Projected
Fall, 1994… |
| or no documentation available. There is no governing standard or
consensus of design. Teaching personnel who are sensitive to… |
| economic maintenance, social life that emerges from real collective
enterprise (From Childhood to Adolescence, pp. 100-109).… |
| The danger of textbooks is that their similitude, their averaging of
information, their limited scholarship, and their lack of… |
| Areas
ap;,;tions
and Activities
COLUMN ONE
COLUMN TWO
COLUMN THREE
ACQUISITION OF
DEVELOPMENT OF ENIAAGEP UNDERSTANDING… |
| The Paideia model is clearly compatible with Montessori, both
stressing presentation and coaching. The Paideia chart goes on,… |
| • c::
I,) 0
;·;
I,) •
...
,, c::
·- QI
0• QI ..
a.
CII
.: .
.c= c.,•-
• .ii:
OCI)
(J
..
....
• .ii: c::
• o… |
| Grade 7 (Continued)
• C
Judaism, Ch.ristianity, Islam
U.S.A. Government
USSR
U 0
Electoral Process Derived From… |
| The Twelve Philosophical Organizing Centers (Webs)
1. Existence and Essence:
What makes something itself?
2. Conflict and… |
| being? What makes a culture a culture? What makes a story a story? The
philosophical question can provide a basis for an… |
| Auxnary Readings
Fifty-seven reasons not to have a nuclear war• Asher
Images for Survival
A chance to live
International… |
| focused around a broad series of extensions from field experiences,
allowing for collaboration and problem solving.
The mini-… |
| Schaefer referred to the "learning laboratory" as the workshop for
master and apprentice. A humanities… |
| assignments. Unless departmentalized team teaching is thoroughly orches-
trated, work surges and student overloads in homework… |
| HISTORY, CMcs, GEOGRAPHY, AND
ECONOMICS
1. What is the democratic ideal? How, when, why, and where has it
arisen in the… |
| 3. Economic Development-How have societies organized themselves
economically? What conditions have caused changes in the ways… |
| Early Years of Exploration and Settlement in America
I. Ideas to Investigate for Reports
a. Europeans who reached North… |
| Science Skits
There are many discoveries in science that were, at the time, subject
to intense debate among scientists, and… |
| productions, music performances, etc., originate with and are managed
primarily by the students.
But even with the flow of… |
| between the specialists in order to get an overview of each individual
student. The generalist approach is entirely necessary… |
| Assessment
Interestingly enough, with all the alternative assessment now in
process outside of Montessori education, a good… |
| generalizations and integrative structures. Most programs are worked
empirically with different segments evolving into an… |
| test our Montessori principles, and continue to build our educational
wisdom, preparing Montessori for its pivotal role for… |
| TowARD A VISION
OF ADOLESCENCE |
| Larry Schaefer
72
The NAMTA Journal • Vol. 18, No. 3 • Summer 1993 |
| A MONTESSORI VISION OF ADoLESCENCE
by Lawrence Schaefer, PhD
Dr. Schaefer's developmental outlook for the adolescent… |
| Lake Country School is a city school (in south Minneapolis), and for
obvious reasons our program is not Erdkinder-it is a… |
| Th&i;young' child de-
mands, "Help me to
doit myself.n:rheado-
lescent demands,
"Help me to… |
| What we need today is "the discovery of the adolescent." We need to
know what their potential is, what they… |
| There are, I think, five major characteristics of early adolescence, and six
commanding needs.
First, it is a social age. In… |
| Third, ii is an age of boundless energy. Teenagers are constantly going,
talking, moving, acting, working, playing, planning,… |
| possibilities, and potentials of life clash with the present and the past, with
the real, with the might-have-beens, with… |
| this vision to sustain us, to nourish us throughout our life. It is this
vision that defines our great tasks in life. The… |
| and look for birds' nests." How foolish be is, his father thought. He'll just
tire himself out. But the son… |
| back the cork. "Ah, do let me out! Ah, do let me out!" the Spirit cried out
very piteously. "No,… |
| The son took the axe to the goldsmith, who tested it, laid it on the
scales, and said, "It is worth 400 taters.&… |
| live well. Each adolescent must face his Spirit in the Bottle. And the spirit
(human nature) is powerful and dangerous. But if… |
| THE AMfiluCAN AnoLESCENT: FACING A
"VORTEX OF NEW RISKS"
1bis definitive statement, released fouryears ago… |