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Sequence 55WORK by Annette M. Haines Dr. Haines touches on the work of adaptation of the infant, the work of the "psycho-… |
Sequence 56thrown out of that garden, cursed "to till the ground from whence [ they were] taken" (Genesis 3:23), the… |
Sequence 57mind they gave suggestions, inspiration, problems. And these are for the mind what cold and hunger are for the body. (20)… |
Sequence 58Unfortunately, adolescence is a period of life when society puts its young people in a hold· ing pattern. The frustration… |
Sequence 59cient history, astronomy, geology, and chemistry-in other words, a cosmic curriculum. The work of the child at the second… |
Sequence 60philosophical, addressing questions of nature and the universe and analyzing causality in the natural world and the cosmos.… |
Sequence 61HUMAN AS COSMIC AGENT In the cosmic tales told to the children at the elementary level, the animals, the rocks and plants,… |
Sequence 62Whereas the other creatures simply conserve the environment, human beings have the power to modify it. We modify the trees,… |
Sequence 63society which for us have been unsolvable" (Reconstruction in Educa- tion 14). But this is truly utopian dreaming… |
Sequence 64"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 65The NAMTA Journal 59 |
Sequence 66Joen Bettmann 60 The NAMTA Jou.ma/ • Vol. 28, No. 2 • Spring 2003 |
Sequence 67TRUE WORK: DISCOVERING THE PATH TO SELF-PERFECTION THROUGH THE PREPARED ENVIRONMENT by J oen Bettmann Ms. Bettmann… |
Sequence 68THE PATH TO NORMALIZATION Is THROUGH Wo«K It is easy to be overcome by standards, expectations, and assess- ments; our whole… |
Sequence 69And each time that such a [phenomenon of] polarization of attention took place, the child began to be completely transformed… |
Sequence 70I'd like to share an anecdote that emphasizes the importance of freedom of choice. A child who was preoccupied about her… |
Sequence 71room, as though this was her "base." Eventually the sewing basket was available, which was what she… |
Sequence 72Knowledge can best be given where there is eagerness to learn, so this is the period when the seed of everything can be sown… |
Sequence 73THE MISNOMER OF "SCHOOLING" CHILDREN What is a Casa? How do we fall prey to defining our "… |
Sequence 74Presentations as "Presents" No matter how many years we have been practitioners, for the child, each… |
Sequence 75And in another passage: It is just as if we were standing on the edge of a Jake, looking without much attention at the shore… |
Sequence 76texture, weight, dimension; the sequence of the function of word exercises where every new function builds upon the child… |
Sequence 77been created, the guide takes back the pen and begins recording dots. After the guide has recorded a few addends, she invites… |
Sequence 78questions, we often give the idea to the child to stop what he is doing and put away an activity. The thought of discontinuing… |
Sequence 79pa per letters, and the words for the sensorial attributes. In spite of this, I started noticing how the children were… |
Sequence 80As a daily procedure in one Casa, the children line up to walk to the park. The guide quietly counts to see that all the… |
Sequence 81A distinction must be made between work and forced labour. The outer appearance may be the same, but the former is of a… |
Sequence 82[Order] is a vital need at a certain age, in which disorder is painful and is felt as a wound in the depths of the soul, so… |
Sequence 83The objects surrounding the child should look solid and attractive to him, and the house of the child should be lovely and… |
Sequence 84and ready will. (T'1e Discovery of the Child, Costelloe trans- lation 315) We know that we cannot learn to dance without… |
Sequence 85ment; by acting on her environment, the small child is creating herself. All areas interlink: Observing the child who works on… |
Sequence 86and instruction. However much the environment corre- sponds to the needs of the child, by so much will our roles as teachers… |
Sequence 87plus the botany cabinet with three drawers plus at least six puzzle maps plus the fraction insets with the ten frames.… |
Sequence 88memorization of puzzle words, or math facts, our goal should be to hear the child asking questions such as these: "… |
Sequence 89environment. He is self-directed, self-disciplined, and ready for the larger world. But he is not alone. We look to the entire… |
Sequence 90Montessori, Maria. The Secret of Childhood. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1936. Montessori, Maria… |
Sequence 91The NAMTA Jouma/ 85 |
Sequence 92Mlhalyi Csikzsentmihalyi 86 The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
Sequence 93THE EVOLVING NATIJRE OF WORK by Mihaly Csikszentmihalyi Beginning with a definition of work built around a systems view of… |
Sequence 94In all organisms, the major task is to produce more calories than what you consume and be able to pass on your genes to the… |
Sequence 95hunters in the Kalahari could be said to be "working" about three hours a day. That's about how much… |
Sequence 96upset if they are given any kind of gift, which is what anthropologists used to do originally when they visited. They left… |
Sequence 97with agriculture, it was possible now for some people to say, "OK, I don't have to farm,I don't have to… |
Sequence 98teenagers-wake up, and they help out, and then the husband goes fishing or hunting for mushrooms, and then he comes back and… |
Sequence 99she meets on the way, about the rocks, about the animals she sees, the birds. She lives in a universe that is familiar and… |
Sequence 100Now we are probably entering a kind of fourth period, which is defined as the pe- riod of the knowledge worker, where we can… |
Sequence 101time they are their grandparents' age, look like their parents do now, but not like their grandparents. In other words,… |
Sequence 102that division of labor also made possible the exploitation of labor. Hunter-gatherers could not really exploit each other.… |
Sequence 103were kind of rocks from which people chipped off little pieces, Ii ttle shards of rock. These pieces were mostly used to… |
Sequence 104Now we are probably entering a kind of fourth period, which is defined as the period of the knowledge worker, where we can… |
Sequence 105symbolic system.But they don't have to be in the offi~e; they don't have to even know whom they work for face-to-… |
Sequence 106feel-you know, how happy they are, how cheerful, how concentrated. In this particular study, the one with teenagers, we asked… |
Sequence 107are not particularly happy kids. Kids who say that what they do is more like play most of the time are much more happy, open,… |
Sequence 108Q. Does it matter if students work with joy in all areas, or is just one area enough? A. I think if you look at the whole… |
Sequence 109never called work anything that they themselves originated. That is the typical way in which kids learn about what's work… |
Sequence 110ideas on the role of a school community in taking a more active role in leading the way? A. Well, I noticed that out there in… |
Sequence 111the third world, which replicates on a global scale what used to be the struggle within society in the nineteenth century. We… |
Sequence 112Q. In Montessori we talk about the uninterrupted work time and we recognize that the adolescent needs time for self-reflection… |
Sequence 113have that prejudice. But I think so-called normal children, who, as you know, are not normal, don't know that. They think… |
Sequence 114THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 115The three of us essentially sat down one day at the beginning of the year and said, "Well, how would we want to… |
Sequence 116Also interesting was that those who deal with the news, that is, the reporters and editors, feel completely beleaguered and… |
Sequence 117Hippocratic Oath that every medical student takes after graduating from medical school and there are certain accepted… |
Sequence 118The social controls are the ones that bring pressure from the social environment and expect you to do good work, so they are… |
Sequence 119to provide any kind of alternative to these old traditional ways of development. Then there is this fourth category, which is… |
Sequence 120it? Is it really good work by the standards of tradition? How is it related to my personal standards? Is not an easy thing to… |
Sequence 121In a way, of course, you are fortunate because, of all the professions we have looked at, teachers are the least ambivalent… |
Sequence 122Of course, all of these three need to be done with joy and engage- ment. You know, if the kids don't enjoy doing it, if… |
Sequence 123discovered that you can tum a light switch on and off. It was incredible how long he spent, with this kind of amazing light in… |
Sequence 124be the trend in the future? Are we going to see a breakdown of comm u n ities¾further breakdown of communities? A. In our… |
Sequence 125learn and do a lot, but of course most farm kids don't expect to be farmers. They want to go so mew here else, so even… |
Sequence 126You know, children who grew upon farms used to learn that. They knew that if they didn't get up at four or five in the… |
Sequence 127The NAMTA Journal 121 |
Sequence 128122 The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
Sequence 129SCHOOLS DISCOVERING THEIR COSMIC TASK by Terry N. Ford This is a very honest account of n school's trinls nnd errors as… |
Sequence 130When I was in junior high school almost forty years ago, I wanted more than anything to work with children. I was inspired by… |
Sequence 131nism. This red-baiting took its toll on our new teacher, who felt personally attacked and resigned just before school started… |
Sequence 132knew that my job was to create a supportive, stimulating learning community for my students, yet I found that in trying to do… |
Sequence 133own spirits is finding a safe learning environment, where it's possible to notice our rough edges and try out some new… |
Sequence 134our school, unbeknownst to me, was relationships between the school director (me) and the teachers. "Oh, yes, she… |
Sequence 135Based on the great results we were seeing from our program, about ten years ago we started looking at how to provide this… |
Sequence 136But before I tell you about our next approach I'd like to add a footnote: Dallas is fortunate to have two public… |
Sequence 137they did it with ninety-eight percent efficiency. The spacecraft would be headed to the moon, but it wasn't quite on… |
Sequence 138teachers who are at different stages of development. So perhaps a first- year teacher would benefit from being mentored by an… |
Sequence 139There came a point in the development of our schools when two trusted staff members sat me down and said, "Terry, you… |
Sequence 140As for our schools' cosmic task, the State of Texas has given us permission to open up to six charter schools. Our big… |
Sequence 141REFERENCES Ferguson, Stan. What Parents Need to Know About Children. Dallas: Ludie Press, 2002. (Available through the web… |
Sequence 142136 The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
Sequence 143WORKING WITH p ARENTS: BUILDING THE SPIRIT THROUGH COLLABORATION by Barbara Gordon Barbara Gordon's common-sense… |
Sequence 144Don't get discouraged with a child. Re- member that the child that comes each morning is not the same as the one that… |
Sequence 145your best is. That's all I ask." We never discussed it again. Five years later Ann came home and asked, &… |
Sequence 146Don't get discouraged with a child. Remember that the child that comes each morning is not the same as the one that left… |
Sequence 147The NAMTA Journal 141 |
Sequence 148Victor Sidy 142 The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
Sequence 149BUILDINGS THAT NURTURE by Victor Sidy Using principles of Frank Lloyd Wright and Maria Montessori, Victor Sidy has created a… |
Sequence 150I began with origins. I enjoyed the etymology of the word education (from Latin educare, "to draw out"). I… |
Sequence 151solving the enigma of what makes for nurturing buildings in the context of Montessori education. As a result of the Frank… |
Sequence 152Figure 2. Outdoor pavilion, St. Alcuin Nature Campus. Figure 3. Pedestrian bridge, St. Alcuin Nature Campus. 146 The NAMTA… |
Sequence 153Figure 4. Nature-study hut, St. Alcuin Nature Campus. With generous funds from certain parents of students at the school, we… |
Sequence 154• buildings that, in their materials and structure, can teach lessons ("pedagogy of place"). As an example… |