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Sequence 33itself according to the shape of that world. The logical process of structuring the personality must orient that personality… |
Sequence 34At birth all babies are pretty much alike; babies everywhere babble at six months, walk around twelve months, and talk around… |
Sequence 35Moreover, some unexpected tastes emerge from the social life of a Montessori classroom. The children come to prefer one… |
Sequence 36to Montessori' s plan, around the age of two and a half or three, children would enter a Casadei Bambini or Children… |
Sequence 37activity, children seem refreshed and satisfied. They demonstrate "higher social impulses" (Montessori,… |
Sequence 38• Children choose their own activities after they have been introduced to a certain material or procedure. • Since there is… |
Sequence 39ognize each other as individuals and "have a reciprocal feeling for each other's worth" (Montessori,… |
Sequence 40Conclusion Social outcomes of the first phase of life (birth to three) include: • individuation, the "birth"… |
Sequence 41an "animating human spirit" driven to take human form "in or- der to act, to express itself in… |
Sequence 42fear of disturbance by an unreasoning creature, combined with a proprietary sense where objects are concerned that might be… |
Sequence 43If the environment is warm and safe, however, and if adults deal "sweetly and kindly" with them (Montessori… |
Sequence 44active experience upon their surroundings was permitted, and where free exercise of their powers could nourish their minds.… |
Sequence 45improves: Digestion gets better, nightmares disappear, "greediness subside[s]" (Montessori, Absorbent Mind… |
Sequence 46those which are termed acts of obedience" (Montessori, Spontaneous Activity 104). To ensure a continuation of such… |
Sequence 47children; it is a technique human beings use to live together harmoni- ously. As such, it is a form of adaptation to social… |
Sequence 48• internalization of ethical behavior patterns, empathic attitudes, religious and positive cultural values, etc. In the next… |
Sequence 49to think lies at the heart of our very humanity (Stephenson, "First Plane" 21). The creation of intelligence… |
Sequence 50speech reflects the characteristic intonation, pronunciation, or dialect of a region. The infant memory, Montessori said, is… |
Sequence 51But at two and a half or three, the little child's mind is in a state of "heavy chaos" (Montessori,… |
Sequence 52assist them in sequencing, classifying, and organizing their impres- sions into frameworks for learning. Montessori believed… |
Sequence 53Absorbent Mind 104). Through the repetition of such experiences, perception, thought, and expression are integrated (… |
Sequence 54surable experience, neither frustrating nor burdening" (Mario M. Montessori, "Psychological Background&… |
Sequence 55The unconscious absorbent mind, paired with the sensitive peri- ods, creates the very mind of the human being in the first… |
Sequence 56opment. As she remarked, in the embryos of mammals, "the first organ to appear is the heart" (Secret 14) and… |
Sequence 57Mario M. Montessori, "Psychological Background" 17). They "become like the things they love&… |
Sequence 58At this later stage, children continue to be led towards maturity by the unconscious intelligence of the sensitive periods,… |
Sequence 59detaches himself from the world in order to attain the power to unite himself with it." (Montessori, Absorbent Mind… |
Sequence 60thing, saying: I did it all alone, you did not think I could have done that; I did it better today than yesterday" (… |
Sequence 61• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 62Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 63Montessori, Mario M.,Jr. Education for Human Development. NY: Schocken, 1976. Montessori, Renilde. "Human Education… |
Sequence 64DcM:IK.cfYI 9>0101'1Ll:Ulble o. RerwePenclill0n 60 The NAMTA Jouma/ • Vol. 25, No. 2 • Spring 2000 |
Sequence 65DEVELOPING A POSITIVE VISION FOR THE WHOLE SCHOOL by Sharon L. Dubble Dr. Dubble features one of the pivotal methodologies… |
Sequence 66The current challenge is to create a more cohesive, integrated school. As we enter a new century, Montessori schools are… |
Sequence 67In many cases, the pattern mirrors the way Dr. Montessori herself gradually broadened and connected her understanding of the… |
Sequence 68hances and expands the potential of the whole school community. The root of evaluate is value-and the process of evaluation… |
Sequence 69The Cycle of Evaluative Inquiry Ac:t"um/V~ 'Refl,ect"t,0t1,t Figure 1 In our schools we often short-… |
Sequence 70Child/Child with Teacher Montessori classrooms have many materials with a built-in control of error to encourage the natural… |
Sequence 71those observations, the teacher begins to see patterns of behavior in a child or in him- or herself. Recording observations (… |
Sequence 72the head of the school. The administrator not only acts as sounding board but also actively engages the teacher in a… |
Sequence 73create greater understanding of the program as a whole. For example, a parent has donated money to build a large climbing… |
Sequence 74space differently. Although all wish there were more space, individual teachers have a more comprehensive view of the outdoor… |
Sequence 75<lures, and plans. She guides, but does not control, the school's development. • The administrator leads by… |
Sequence 76Larry and Patricia Schaefer 72 The NAMTA Journal • Vol. 25, No. 2 • Spring 2000 |
Sequence 77A VISION OF CHILDHOOD TO ADOLESCENCE: THE SCHAEFER TRILOGY I nterpreting the changes in children as they progress toward… |
Sequence 78Maria Montessori 74 The NAMTA Journal • Vol. 25, No. 2 • Spring 2000 |
Sequence 79THE GENIUS OF MONTESSORI HISTORY by Larry Schaefer This keynote will focus on two things: Maria Montessori and her pedagogy… |
Sequence 80her powerful imagination, and her quick intuitive insights (that make up her unique feminine mind); but also ethnic "… |
Sequence 81- Maria Montessori's science background was deep and multidi- mensional. In 1907, she was thirty-seven years old, highly… |
Sequence 82But pedagogy ... has disdained to accept any contribution from anthropology; it has failed to see man as the mighty wrestler… |
Sequence 83This documented history was so absorbing that the chil- dren became entirely possessed by the situations. They started… |
Sequence 84We must present the human story, and this goal is the central and overarching history theme of any Montessori adolescent… |
Sequence 85In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the… |
Sequence 86The Greek word cosmic has four complementary and interwoven meanings. On its basic level, it means order and harmony; then… |
Sequence 87The third thing we should understand is that elementary children were full partners in the creation of cosmic education. The… |
Sequence 88photons, electrons, and their antiparticles. There were some protons and neutrons. But the universe was in chaos-particles… |
Sequence 89What make-believe story can generate greater drama, greater ex- citement, a greater sense of significance-the bigness of it… |
Sequence 90are in fact metal-poor and certainly devoid of life. Only spiral galaxies like the Milky Way and its neighbor in Andromeda are… |
Sequence 91were there many even at first?). This pathetically tiny cell soon became trillions upon trillions of bacteria, and it is the… |
Sequence 92The utter amazement of this life form, bacteria, their greatness, their generosity, their Herculean and transforming labors,… |
Sequence 93a dramatic and attention-grabbing sequence of headings and subhead- ings: Paleozoic Era, Mesozoic Era, ... Cambrian Period,… |
Sequence 94worries me because history as we know it is linear. Our past is an essential part of us, an anchor of huge importance. It… |
Sequence 95moment in time for all time. It is time that has significance for all times and all people. It is a moment in time to be… |
Sequence 96[Interview with Donald Brownlee]. [Minneapolis] Star Tribune February 5, 2000. Jaynes, Julian. The Origin of Consciousness in… |
Sequence 97gogy as Applied to Child Education in "The Children's Houses." 1909. Trans. Anne E. George. New York:… |
Sequence 9894 The NAMTA Joumal • Vol. 25, No. 2 • Spring 2000 |
Sequence 99EMERGING ADOLESCENCE: FINDING ONE'S PLACE IN THE COSMOS by Patricia Schaefer Our society tends to view a child emerging… |
Sequence 100If the seeds are sown in the elementary years, they take root in the place of the adolescent years. The important… |
Sequence 101serve in their immediate community, for the social motivation is paramount. They want to help, to be needed, and they will… |
Sequence 102their highest potential. We must always keep in our minds and hearts the image of the citizens of the universe, the child at… |
Sequence 103adolescent so easily observable. For we are a small Montessori school of three hundred children, some thirty of w horn are… |
Sequence 104numinous dynamics of our solar system" (31 ). The word numinous is the key here,for it means filled with a sense of… |
Sequence 105and the beginning phase of adolescence. But first we must always be mindful that this work is based on a cosmology, and the… |
Sequence 106George Washington holding the flame of democracy alive among his shoeless army. Threads weave through time to grand parents… |
Sequence 107Nora: Anyway, I was about halfway there (or so I thought), when I discovered that I was completely lost. Not only had I… |
Sequence 108and it rains for a million years. The rains create the oceans, lakes and rivers. The water and wind start slowly grinding me… |
Sequence 109Erica: I am so lucky to be living, and living in such a great place. Studying the Hubbell Telescope though has made me think… |
Sequence 110Bob, and others in the class got to be familiar with his adventures. Due to demand, Shal reproduced his cartoons and later… |
Sequence 111as their favorite place. This going out beyond the walls of the class- room has satisfied a need they have to explore, to… |
Sequence 112becomes the steward of rooted plants in the garden. Here the task is more defined. The light needed is probably more grounded… |
Sequence 113gain a certain wisdom. Larry refers to it as human-heartedness (the Chinese concept). So while the elementary child thinks,… |
Sequence 114events, and people. The point of origin of the universe is indeed in each of them, in this place and they play it out in a… |
Sequence 115with the gifts of its mission of free- dom, its colorful history of different peoples, its art and literature that tell that… |
Sequence 116112 The NAMTA Journal • Vol. 25, No. 2 • Spring 2000 |
Sequence 117ENCOUNTERING POSITIVE VISION ON THE THIRD PLANE by Larry Schaefer Youth is, after all, just a moment, but it is the moment,… |
Sequence 118other and staff in positive ways. They get up in the morning at 6:30 or 7:00 a.m., and lights are out at 10:00 p.m., when they… |
Sequence 1196. Every student is expected to be part of the evening meeting and discussion. There are always three parts to this meeting.… |
Sequence 120perceptive questions they ask, and how quickly they respond to challenges and get involved. 2. THEATER COMPANY Every year… |
Sequence 121the reality of the noble and the ignoble, and the power of human joy and suffering. They are wonderfully intuitive. They work… |
Sequence 122debate taught me how on fire their minds could get and what powerful thinkers they were-or at least powerful arguers-how full… |
Sequence 1237. Could a person whom no one liked still be likable? 8. Are there truly bad people, truly good people? An evil person? What… |
Sequence 124Jn the morning they set up their business, and in the afternoon they sell. The mall closes at 6:00 p.m. Who were the… |
Sequence 125There are at least five unique powers of this developmental level, ages twelve, thirteen, and fourteen. 1. It is an age of… |
Sequence 126Here is a brief portrait of the graduates of Lake Country School at age fourteen. These graduates are very sought after by… |
Sequence 127Every staff person at Lake Country School will tell you that they have met the noble adolescent. Every adolescent guide who… |
Sequence 128REVIEW OF THE GREAT WoRK BY THOMAS BERRY by Gerard Leonard Thomas Berry's latest book, The Great Work, is a very… |
Sequence 129for creative transformation. The great danger for the human species in the present moment of grace is that: If the outer… |
Sequence 130tale," a vast geographical panorama, and shows how the different cultures and civilizations have variously expressed… |
Sequence 131The NAMTA Journal 127 |
Sequence 132THE GREAT 128 The NAMTA Journal • Vol. 25, No. 2 • Spring 2000 |