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Sequence 155exist possibilities superior to those we used to know in the child," "these possibilities are subordinate… |
Sequence 156children quite naturally play social games with each other and that all the participants willingly abide by the rules. And in… |
Sequence 157principle requires a commitment from the individual: the commitment of the individual to the group. (From Child- J,ood) 4.… |
Sequence 158plishments. Appreciation he must have; his uncertainty demands constant re-assurance. He should be given every opportunity of… |
Sequence 159environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 160Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 161Camillo Grazzini, late 1990s 154 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 162MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 163COSMIC VISION, PLAN, AND EDUCATION By 1935, Maria Montessori's cosmic vision, her thinking in rela- tion to a cosmic… |
Sequence 164lends depth of meaning to the expression chosen and used by Montessori herself. COSMIC VISION The Montessori vision of the… |
Sequence 165shared direction and a common goal in our work. In stark contrast to this, there is cosmic education, which is for the second… |
Sequence 166shared out.Understood in this way, expressed in this way, the cosmic plan actually consists of an integrated structure or… |
Sequence 167mankind and with mankind alone do we have the psychosphere, for "something new came into the world with man, a… |
Sequence 168and unceasing toil of these agents explain so many of the phenomena with which we are familiar: day and night, summer and… |
Sequence 169Take, for example, the corals. These extract calcium carbonate from the water and, tiny as they are, they build up new land,… |
Sequence 170any lifetime is that which takes the human being from the helpless state of the newborn babe to the child, who not only… |
Sequence 171Nature and, moreover, makes use of them, thus creating new possibilities. His technical skill has harnessed the forces of… |
Sequence 172education wants to prepare the growing child for the task awaiting him in adult life, so that he will feel at ease in his own… |
Sequence 173context of a single force. With these kinds of discoveries, the children come to understand and appreciate the importance of… |
Sequence 174plete one another. "In the cos- mic plan of culture," wrote Montessori in 1949, "all the sciences… |
Sequence 175evolution is the unity of mankind. In the psychosphere there should now only be one civilization. (Unpublished proceedings)… |
Sequence 176And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 177Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 178Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 179Baiba Krumins and Camillo Grazzini, 2002-2003 172 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 180A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 181Thus I indicated that the paper was originally written for the Adolescent Colloquium, which was held in Cleveland and… |
Sequence 182In The Secret of Childhood, Maria Montessori makes it very clear how the adult and the child each have their own work, in… |
Sequence 183About the child, Montessori says that, though the child cannot take part in the adult's work, the child is also "… |
Sequence 1841. ADOLESCENT NEEDS AND MONTESSORl'S ANSWER Knowledge of the adolescent's characteristics, physical and physi-… |
Sequence 185"devotes Himself to manual work and exercises a craft" (Adolescence, Schocken 134). The adolescent Christ,… |
Sequence 186From the restricted meaning of the physical surroundings we have come to the idea of the surrounding conditions, be these… |
Sequence 187Young people from eighteen to twenty years of age Montessori called II die Wuestenkinder, 11 which means II the children of… |
Sequence 188environments are to be found, and these gradually come to be managed by the adolescents together with the adults. Ideally,… |
Sequence 1894. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 190been lacking: the very environment which constitutes the keystone for an Erdkinder community experiment. 5. PAST EXPERIENCE… |
Sequence 191sense of personal responsibility." The very first experiment of this kind, however, was the Junior Republic, founded… |
Sequence 192Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 193source of the social harmony which accelerates individual progress. (Adolescence, Clio 74) Of course, an important part of… |
Sequence 1946. PHILOSOPHY AND PRACTICE All the institutions mentioned earlier, as well as the Erdkinder community itself, incorporate two… |
Sequence 195Therefore, from this point of view, the Erdkinder community is Montessori's instrument, an original and innovative… |
Sequence 196midway between the two positions. It provided remedial measures and brought hope for the future. 9 Also for the Erdkinder… |
Sequence 197psychological maladjustment (mental barriers, timidity) may be ad- mitted ... " (Adolescence, Schocken 119). It… |
Sequence 198In the light of what Montessori herself writes, the problem of training Montessori teachers for working in the Erdkinder does… |
Sequence 199From this perspective, it is completely counter-productive and also contrary to Montessori's thinking to have individuals… |
Sequence 200Another possibility also exists, that is to say, an initiative that could be undertaken in addition to the above. The funds… |
Sequence 201The latter would examine what Dr. Montessori proposes as a program for each subject, even though she really only gives us an… |
Sequence 202Back in 1974, I suggested toMarioMontessori,Jr., that he ask those involved with the Erdkinder experiment to procure the… |
Sequence 203of the individual is different during the different planes of develop- ment, then the Montessori approach must also be… |
Sequence 204Apart from the above, the Erdkinder community does not need specific "Montessori materials" such as there… |
Sequence 205From this point of view, we can also understand the explosion in the supply of computers to children, even to children of a… |
Sequence 206What guarantee, after all, can the Erdkinder community offer parents? There are no existing Erdkinder communities (in the… |
Sequence 207The situation is very different when it comes to adolescents who are disadvantaged or handicapped in any way: if the… |
Sequence 208(e) A "Montessori" syllabus (possibly unjfied/integrated) of the academic curricula adopted by the… |
Sequence 209should ask ourselves whether it is up to us to give life to this great idea of the Erdkinder community, or whether it would be… |
Sequence 210is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 211INTRODUCTION TO MARIO M. MoNTESSORI's uSYNTROPY AND PSYCHOLOGICAL GROWTH" by Camillo Grazzini Syntropy is a… |
Sequence 212nature that relate to a process of dispersion or disintegration and of thereby falling to a lower level of structure and/ or… |
Sequence 213soon as she came to know my theory, the great Maestra used it in support of all her own scientific pedagogy." In… |
Sequence 214The NAMTA Journal 207 |
Sequence 215AMI commemorative painting of Mario Montessori 208 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 216MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 217the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 218Then, together with other Directors of Training, I get into a black Mercedes with dark, lowered curtains. The coffin is… |
Sequence 219The consciousness, therefore, is applied to considering the slightest movements, to controlling actions in every detail in… |
Sequence 220this reason how inhuman can be relations among persons? And further, that his humanity did not come either from weakness or… |
Sequence 221We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 222Mario M. Montessori, 1970s The NAMTA Journal 215 |
Sequence 223Mario Montessori, Baarn, Holland, early 1970s 216 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 224MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 225Thus, in this year's first issue of AMI Communications, Renilde Montessori gives the "acknowledgement of the… |
Sequence 226with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 227Especially during the first fifteen years of the center's existence, Mario Montessori often stayed for lengthy periods in… |
Sequence 228reference but perhaps for an underlying need of absolute certainty and structure. Like early human beings, I am a hunter and… |
Sequence 229In the same AMI Communications cited earlier, I read an interesting article by Professor P. Krishna. In his article, "… |
Sequence 230Before giving a few specific examples or illustrations of those "pearls," I wish to point out some important… |
Sequence 231Figure 1. Montessori representations of chemical elements: the atoms. Perugia, 1956. So, for example, the "sugar that… |
Sequence 232EXAMPLES INVOLVING ARITHMETIC One example for arithmetic is the work with rational and irratio- nal numbers using the insets… |
Sequence 233AN EXAMPLE INVOLVING ALGEBRA: QUADRATIC EQUATIONS WITH ONE UNKNOWN Mario started with the square of a binomial in order… |
Sequence 234Figure 5. A quadratic equation: its geometric representation. Bergamo, 1965. The interesting thing is that with Maria's… |
Sequence 235ASSOCIATION MONTESSORI INTERNATIONALE 0.. M ... RI ... MotlTl!SSORI, P ..... , ........... 1929 -1952 Sr-c,t: .. rillll: t61… |
Sequence 236We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 237Now we all belong to a new era, but it is an era which has been bequeathed to us by Mario Montessori, the man whom we are all… |
Sequence 238The NAMTA Journal 231 |
Sequence 239Mario M. Montessori, Jr. 232 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 240MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 241Above all, Mario Montessori was by nature a true "citizen of the world," like his father and grandmother… |
Sequence 242of the Netherlands. He was following in his grandmother's footsteps, for Maria Montessori was similarly honored in 1950… |
Sequence 243Figure 1. But above all, Mario Montessori was by nature a true "citizen of the world," like his father and… |
Sequence 244The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 245Above and beyond Marconi and Marconi's amazing invention, Maria Montessori is moved by the grandeur of the human being… |
Sequence 246invisible causes of a mysterious kind of communication, that nonetheless transport the actual voice of Man and the thoughts… |
Sequence 247The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 248The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 249Also the London and North Western Railway's train is part of that marvelous "supranature" of which… |
Sequence 250STUDY-CONFERENCE IN STRASBOURG, AUGUST, 1962 by Vera Gander and Camillo Grazzini This year it has been the turn of eastern… |
Sequence 251this globe that revolves in space and on which we live. In the way we Montessorians consider it, the Earth is not divisible… |
Sequence 252The aids for the small child begin with the rough and smooth globe, then go on from the white and blue globe (to visualize… |
Sequence 253This is the program of geography that Maria Montessori has given us to enable the child to master the problems connected with… |
Sequence 254OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |