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Sequence 97you had been there, you would have seen those four normalizing characteristics as I was taking the pictures. My camera with… |
Sequence 98a lesson you prepared and gave, new material you made-or it might be something new like a redecorating project, going on a… |
Sequence 99place where the work will take place. One prepares oneself for the activity. In the second step there is the doing of the… |
Sequence 100What Does Normalization Look Like? Now we are ready to look at the four characteristics that are a signal that the process of… |
Sequence 101this power unmistakably. They practise it daily for years. (The Absorbent Mind 217) Sociability. The fourth characteristic of… |
Sequence 102The process of normalization is similar to what Piaget calls self- initiated activity (cited in Ginsburg & Opper). It… |
Sequence 103"Beauty is attractive to children just as it is to adults." "Beauty gives the materials a sense of… |
Sequence 104contain them so that they don't do too much damage to the work of the others. It's easy to dis- count the theory… |
Sequence 105next step of our development of Montessori's ideas, where we will put normalization at the center of our practice, then… |
Sequence 106time. Most of the children of the world live out their days going back and forth between the two states of being. It requires… |
Sequence 107"I'd never thought about [attracting children to the material] as my main activity, but it really is. Everything… |
Sequence 108"No, I'm not the most vital part of the classroom environment at all. In fact, I love the whole idea of being… |
Sequence 109The true nature is like gold-waiting underground to be discovered and brought to light. After many episodes of normalization… |
Sequence 110Montessori, Maria. The Montessori Method. Trans. A. George. 1912. New York: Schocken, 1962. Montessori, Maria. The Secret of… |
Sequence 111EVOLUTION OF ADOLESCENT BEHAVIOR by Mihaly Csikszentmihalyi Mihaly Csikszentmihalyi states that "growing up"… |
Sequence 112responsible for many of the no- torious pathologies of this stage of life. The bad news is that this conflict will not go… |
Sequence 113TURMOIL Reality of Turmoil The argument whether the Sturm und Orang (storm and stress) of the teenage years is a natural and… |
Sequence 114Our species would have become extinct long ago if individual humans had not been at their most active mentally, physically,… |
Sequence 115Ever since the "agricultural revolution," cultural evolution has tended to reduce the opportunities for… |
Sequence 116In summary, adolescent psychosocial disorders are to a large extent ea used by teenagers being genetically primed for be-… |
Sequence 117with extraordinary rapidity among the affluent and the privileged. These behaviors are driven by the need to relieve a boring… |
Sequence 118OBSTACLES TO ENJOYMENT We have seen that in a very general sense the structural sources of conflict in adolescence consist of… |
Sequence 119It is true that when parents have ex- cessively high expectations of their children, stress and anxiety may re- sult.… |
Sequence 120tion" as its idealistic advocates preferred to call it, is still not a viable option in terms of either health,… |
Sequence 121Absence of Control and Power The obstacles previously listed imply that adolescents have little control over their lives.… |
Sequence 122ties? Is he or she integrated at all in the adult world? How much control over life does he or she have? It is likely that… |
Sequence 123REFERENCES Aries, P. Centuries of Childhood. New York: Vintage, 1962. Csikszentmihalyi, M. Flow: The Psychology of Optimal… |
Sequence 124THE IMPORTANCE OF ENGAGEMENT: A PRELIMINARY ANALYSIS by Jeremy Paul Hunter Jeremy Hunter's paper reveals for the first… |
Sequence 125... education researchers have shown that someone who experiences in- terest in a topic also demonstrates more complex… |
Sequence 126does not experience interest (e.g., Iran-Nejad & Cecil). If interest en- hances the learning process, it should be of… |
Sequence 127resented by over 27,000 "beeps"-were included in the final sample. These "beeps" captured… |
Sequence 128form of parental affection. A child who is affirmed by his or her parents, given care and warmth, is likely to become more… |
Sequence 129(ii" _, ~ 1.5 ~ > 1.0 w a: 0 g .s ~ I- z 0.0 w ::::; LJJ (!) -.5 <( (!) z w -1.0… |
Sequence 130w ...J ~ 1.5 a: D ~ D I.O D D D w D D a: 0 0 0 Cl Cl 0 Cl II 0 ~ i 0 0 0 (.) .5 0 II Cl 0 0 en… |
Sequence 131oo ...... ---- .... _,,..,....,..,._--...,.----------, $0 ••• ········•· ••••••• •• " H 20 • • -·· Ya U'… |
Sequence 132and a sense of control open the door to and become enhanced by engagement with the world. FAMILY RELATIONSHIPS In addition… |
Sequence 133ships. In answering the question "Is your day-to-day family life disor- ganized and unpredictable?," 33% of… |
Sequence 134Figure 5. Sell-Estimated Chances for Future Family Happiness These differences are significant at p<.00006. ,.t,/ch… |
Sequence 135likelier to have more rewarding relationships with their mothers and fathers than the bored. This should not be surprising,… |
Sequence 136Maslow, Abraham H. The Farther Reaches of Human Nature. NY: Viking, 1971. Montessori, Maria. The Secret of Childhood. Trans.… |
Sequence 137132 The NAMTA Journal • Vol. 24, No. 1 • Winter 1999 |
Sequence 138A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 139FOREWORD When I was asked to prepare a blurb for this presentation, I decided it was important to give some background… |
Sequence 140INTRODUCTION Before considering Erdkinder specifically, let us recall what Montessori says about work, the adult's work… |
Sequence 141This work is completely different and therefore the laws and character- istics of the work are completely different. Instead… |
Sequence 1421. ADOLESCENT NEEDS AND MONTESSORl'S ANSWER Knowledge of the adolescent's characteristics, physical and physi-… |
Sequence 143The Erdkindercommunity, then, is Montessori's answer to the vital needs of adolescence. This an- swer is actually a set… |
Sequence 144Montessori also speaks of the environment in a more inclusive sense when she speaks of a trinity made up of the child, the… |
Sequence 145The one element that is absolutely fundamental and irreplaceable, that we absolutely cannot renounce as far as the… |
Sequence 146order to make it bear fruit; the earth as the countryside where we can live in conditions that are healthy for both body and… |
Sequence 147better still, to the value of work in general, "with its wide social connotations of productiveness and earning power… |
Sequence 148Certainly more than twenty years of the" urban compromise" in the United States represents a noteworthy… |
Sequence 149in other words, who had been deeply scarred by the war, injured in both body and soul. 6 Other types of institutions have… |
Sequence 150community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
Sequence 151Obviously these past experiments that were undertaken by Montessori's contemporaries can be used as a source of ideas, so… |
Sequence 152exploratory investigation be undertaken. Information and documenta- tion could be gathered on the main institutions for… |
Sequence 153. . . the Erdkinder community is Montessori's instrument, an origi- nal and innovative instrument, for preventing the… |
Sequence 154formidable rival nominations backed by the Anglo-Saxon world: the International Red Cross and the Bernadotte Foundation.… |
Sequence 1558. WHICH ADOLESCENTS? If it is true that Montessori education is based on planes of devel- opment which are quite distinct… |
Sequence 156The Erdkinder community team of adults or experts is made up of teachers, both living in and also coming in from outside, and… |
Sequence 157. . . what needs to be set up is not an Erdkinder teacher training center, but a single permanent organizing committee for… |
Sequence 158America, however, until quite recently, was looking for a way to set up an AMI Montessori center and/ or course for Erdkinder… |
Sequence 159Then, as Montessori informs us: "Study need not be restricted by the curricula of existing secondary schools and… |
Sequence 160does not hinder study, but even makes it possible to study better" (Adolescence, Schocken 104). The research into… |
Sequence 161United States), a few of the more significant ones could be selected. On the basis of this documentation, it would be possible… |
Sequence 162Montessori also refers to materials for mathematics when she says, "Because of this vital importance of mathematics… |
Sequence 163What guarantee, after all, can the Erdkinder community offer parents? There are no existing Erdkinder com- munities (in the… |
Sequence 164tradition of sending adolescents to boarding school. Therefore parents might well ask why they should send their sons and… |
Sequence 165Of course, the difference between the ideas of traditional education and those of the Montessori approach arises essentially… |
Sequence 166(b) An outline of a plan for setting up the boarding/residential school, including the student hostel, the farm, the… |
Sequence 167In other words, what is needed now is a single integrated plan, both for each component aspect of the Erdkinder community and… |
Sequence 168REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:… |
Sequence 169Montessori, Maria. The Secret of Childhood. Bombay: Orient Longmans, 1936. "Progressive Education."… |
Sequence 170This summer NAMTA will facilitate a l!rassroots sharlnl! event bY a variety of adolescent Practitioners with formal lectures… |
Sequence 171The Montessori Farm School View from Northwest The Montessori Farm School View from Southwest 166 The NAMTA Journal • Vol.… |
Sequence 172THE ERDKINDER STORY: IN THE BEGINNING by Laurie Ewert-Kroeker and David Kahn This informal paper summarizes the recent work… |
Sequence 173story, is clearly touched by the Montessori ideas-whether they have ever heard ofMaria"Montessori or not, whether or… |
Sequence 174CONCLUSION 1: ADOLESCENTS MUST LIVE ON THE LAND Camillo Grazzini and Baiba Krumins G. write in an article appear- ing in this… |
Sequence 175The adolescent is a social embryo, so your prepared environ• ment must be what society is all about, in the context of the… |
Sequence 176But the above interaction with the land could be any environmental project, not specifically Erdkinder. Looking to previous… |
Sequence 177• Do people in our society give adolescents the respect Maria suggested? • Does anyone outside of the Montessori teaching… |
Sequence 178now to find out how to do it, from people who set up farms. You must take time now to look in books. You are the makers of… |
Sequence 179NARRATIVE! THE OCCUPATIONS ON THE LAND The first ten-day visit to the farm entailed a multitude of activities with… |
Sequence 180• measured stumps and mapped specific trees on a graph while listing stump densities • cut trails, cut trees and brush and… |
Sequence 181is necessary to consider not only the active occupations but the need for solitude and quiet, which are essential for the… |
Sequence 182ongoing relationship between humans and the land, told in relation to our own unfolding story on the farm, could be a… |
Sequence 183history flow chart touching classical civilizations, the Middle Ages, the Renaissance and Enlightenment, and the Industrial… |
Sequence 184Tonight is our last night here. We made a bonfire and then we went on a hike. First we walked to the marsh and I felt the most… |
Sequence 185Open up to nature And enter Yet another world THE FUTURE CHALLENGE: FORMING A NEW CONSCIOUSNESS There needs to be a &… |
Sequence 186Pendleton, Renee, comp. & ed. The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher… |
Sequence 187Roger A. Hart 182 The NAMTA Journal • Vol. 24, No. 1 • Winter 1999 |
Sequence 188CHILDREN'S PARTICIPATION: INVOLVING YOUNG CITIZENS IN COMMUNITY DEVELOPMENT AND ENVIRONMENTAL CARE by Roger A. Hart As… |
Sequence 189Unfortunately, children's great en- ergies can also be manipulated by the social issue of the moment, and this is often… |
Sequence 190participants in environmental issues in their own communities. We need them to think as well as act locally while also being… |
Sequence 191Many would argue that on the question of protection of children this is too strong a statement and that in many cases children… |
Sequence 192Probably the most dramatic impact of the participatory ar- ticles of the CRC is the way they are being used in some coun-… |
Sequence 193citizenship and, more specifically, a sense of local responsibility rather than simply providing a short-term solution to a… |
Sequence 194of children's rights. Families are often highly authoritarian structures. Many parents fear that" children'… |
Sequence 195reflection on this issue, and the CRC is a superb base document for this reflection. THE DEVELOPMENT OF CHILDREN'S… |
Sequence 196and nature from anthropology to correct this and so the follow- ing comments must be read with that bias in mind. Paramount… |