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Sequence 174next to adolescents and sharing standaxds and ethics and ideas. Then, when the valorized personality is ready to move out in… |
Sequence 175to other environments who seem transformed to us, but are not quite finished "becoming." We also know that… |
Sequence 176the abstraction of it on a large scale to be convincing and comprehen- sible. A culture of responsibility toward one another… |
Sequence 177What I often hear from our graduates, ones whom I consider "valorized," are statements like: "I… |
Sequence 178often recognize what a great human being he was, watched him become a master sailor in the summers, saw his desire to serve… |
Sequence 179The NAMTA Journal 171 |
Sequence 180172 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 181WHAT TO EXPECT FROM THE THIRD PLANE USING THE PLANES OF DEVELOPMENT CHART AS A BASIS OF THEORY by Baiba Krumins Grazzini… |
Sequence 182O 6 12 18 2A ~I 3 9 15 21 Figure 1. The Four Planes of Education. The first creative plane is zero to six; that… |
Sequence 183widely and well known period of developmental life, from a Montessori point of view; the period which constitutes the start of… |
Sequence 184problems of one plane during a completely different plane. Thus normalization, which means a return to the path of normal… |
Sequence 185old child, the reality he wants to understand now is huge. Remember that's why he needs the imagination, and so on,… |
Sequence 186I THE A PLANES OF DEVELOPMENT! I THE <BULB> I ~~ ,flNALlTYI 1ai l~~~ mi ~ ~ MAE!] coc:9 ,.MQ,t;Hf~SORI)… |
Sequence 187As we have seen, adolescence on that chart (Figure 1) is a divided plane but, in the case of adolescence, there is a problem I… |
Sequence 188BKG: Yes. DK: Well, that's a problem for all of us. So could you elaborate on the mystenJ and what your guided intuition… |
Sequence 189they would guide the younger adolescents. All the objections I heard about having the fifteen- to eighteen-year-olds, had to… |
Sequence 190We're hoping for individuals to develop way beyond us. How can we even tell what the outcomes could or would be, if… |
Sequence 191Montessori emphasizes the importance of these adolescents being protected and prepared, so that they can become strong, so… |
Sequence 192Plane, and it often does take spiritual strength to follow your own calling. This is certainly the case when your friends and… |
Sequence 193If I could just clarify a couple of other things, I think we have to make a distinction between development and learning. We… |
Sequence 194The Lenses of Cosmic Education 186 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 195THE LENSES OF COSMIC EDUCATION by Pat Schaefer & Larry Schaefer Pat and Larry Schaefer's metaphorical treatment… |
Sequence 196This being said, the albums of my two Montessori trainings, by Margaret Elizabeth Stephenson for primary and by Camillo… |
Sequence 197scientifically, spiritually, and socially in each of us. Brian Swimme explains this phenomenon in The Hidden Heart of the… |
Sequence 198cosmic point of view, is about inspiring, not teaching, and about formation, not information. For this the adults must feel… |
Sequence 199"Just listen with your heart, and some day you will know," I answered. THE RUBRIC: THE USE OF PASSAGES FROM… |
Sequence 200COSMIC EDUCATION: SOME MEANS TO AWARENESS In Montessori education we base our approach to children on what their needs are.… |
Sequence 201,--------------------------------~ I will conclude with the Great River Story-the culmination of six stories told on the… |
Sequence 202comes together. Maria Montessori uses the metaphor of the Great River to initially illustrate how each function of a society… |
Sequence 203But Montessori history goes back before humans, to their roots, as it were. As Carl Sagan was fond of pointing out, we are all… |
Sequence 204rated and land was channeled by streams for its drainage, rivers have been bearing to oceans quantities of calcareous matter… |
Sequence 205One side of evolution deals with the satisfaction of vital needs, defence, survival of the species and growth by… |
Sequence 206This is the phenomenon we call the "normalized class." It is so unique that I think we often take it for… |
Sequence 207moved by the importance of this work, and in so doing, we touch the children. Always. We groan, we moan in the difficulty of… |
Sequence 208What we must come to understand is the link between this phe- nomenon and the course of history. Montessori saw children as… |
Sequence 209Man too, like all beings, has the two purposes, conscious and unconscious. He is conscious of his own intellectual and… |
Sequence 210• Activities around basic land and water forms (i.e. lakes and islands of the world, colored red on blank maps): • lakes and… |
Sequence 211To form an idea of the economy of our cosmic house-hold it is of help to go back much further in geological epochs than the… |
Sequence 212COSMIC EDUCATION THROUGH THE LENS OF SCIENCE It is fascinating to note that the children will frequently latch on to a… |
Sequence 213other. For this power is the quintessential one for the probing of not only science, but history, geography, mathematics, and… |
Sequence 214Let us each reflect on this concept for a moment in this passage from To Educate the Human Potential: One side of evolution… |
Sequence 215Let us begin with the microcosm, the baby who listens, even in utero, to the sounds about him or her. She absorbs these sounds… |
Sequence 216grammar boxes) and in the analysis of the structure of sentences in sentence analysis. If this work is started early enough… |
Sequence 217the teacher's expectations, and the importance of giving the right presentations to the right ages. The little ones… |
Sequence 218great Italian poet, Dante, has said: "La somma sapienza e il primo amore," or "The greatest wisdom… |
Sequence 219COSMIC EDUCATION THROUGH THE LENS OF MATHEMATICS AND GEOMETRY There is something terribly simple, yet terribly profound in… |
Sequence 220• The Greek word cosmos means to order and arrange, and so learning the power of number is basic to Cosmic Education. •… |
Sequence 221really 'hard' addition, a 'really' hard multiplication," or "Give me the ultimate… |
Sequence 222We need the help of numbers for painting the imaginative picture, and if statistics be not available we can speak in terms of… |
Sequence 223CONCLUSION The phrase "preparation for life" has been used to describe Montessori education. I prefer… |
Sequence 224As an aid to life as you face it whether in your role of teacher or parent, I would like to offer a simple guide for how to… |
Sequence 225What? When you focus through the lens of what, always the elements of patterns and measurement enter. Calculating, trying to… |
Sequence 226move based on what you discern. It is the question of "why?" whose answer is most difficult but yet fairly… |
Sequence 227Koch, Kenneth. Rose, Where Did You Get That Red? Teaching Great Poetry to Children. New York: Random House, 1973. Montessori… |
Sequence 228220 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 229THE ROLE OF THE DISCIPLINES FOR COSMIC EDUCATION by Baiba Krumins Grazzini Baiba Krumins Grazzini continues to discuss… |
Sequence 230------------------------- -- First of all, we have to help development. This means that we never abandon the children, never… |
Sequence 231If the groups are too small, there's a pressure for conformity, which doesn't allow the differences to emerge or to… |
Sequence 232all the other things that I mentioned. We have to know what's valid for all the planes as well as what changes from one… |
Sequence 233we have to look at the relevant psychological characteristics. The first thing that we have to think of is, what kind of… |
Sequence 234being ardent scholars and enthusiastic learners. It's a plane where the children are very strong mentally (as well as… |
Sequence 235is organized, and really, if you think about it, that has to be so. Firstly, ·because they' re looking for mental… |
Sequence 236sense in the second plane, it is really important for the children to have experienced love and security during the first… |
Sequence 237fore, we deal with all of them, but not in the way we would have done them at school. They're abso- lutely necessary… |
Sequence 238Universe and the Earth, and what the earth is made up of, and how the earth functions in its various parts, etc, it all sounds… |
Sequence 239greatest whole and we pass from one whole to another; in other words, we find wholes within wholes. This sequencing must not… |
Sequence 240supernature came about through human work. As humans worked in order to satisfy their needs, so they gradually built a… |
Sequence 241have to dois to recognize this, and help the children to see this. We may have to build solidarity from a psychological point… |
Sequence 242holistic and centered. The centering axis of cosmic education (which Montessori herself identifies as Man in the Universe)… |
Sequence 243belong to the human nation, to humanity, if you keep hearing how horrible and disgusting human beings are? We want the… |
Sequence 244convinced when they saw some sugar transform itself into a fuming mass of the blackest coal under their eyes, after sulfuric… |
Sequence 245geography, etc., allowing practical experience in addition to studying books. For this type of school, secondary school… |
Sequence 246REFERENCE Montessori, Mario M. "Keys to the World: The Second Plane of Education." Summary of lectures,… |
Sequence 247The NAMTA Journal 239 |
Sequence 248240 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 249HUMAN DEVELOPMENT AND THE ADOLESCENT by Ann Jordahl with an introduction by Linda Davis Parallelism of the first and third… |
Sequence 250question they are asking is 'Who am I? Where do I fit in ?111 The "Who am I?" question needs to be… |
Sequence 251difficult to be conscious. Literally, from zero to three, it's not possible, at first. I'm not sure it's always… |
Sequence 252to them about what the We force is. It's not just physical We. And where did we come from, and where are we going after… |
Sequence 253into the Toddler rooms and the oldest ones are allowed to go into the Parent-Infant class. They spend approximately a month… |
Sequence 254themselves are experiencing another period of absorbent mind which, they feel, functions the same way it did when they were… |
Sequence 255this, but by now many of them say it as well: "This is where you come from." When the students hear this,… |
Sequence 256do, but we only have one. Ultimately in human development, we talk about types of intelligence, about learning styles, gender… |
Sequence 257as we came into the hospital room. My father said, "Mary, I'd like you to meet my daughter and tell her about… |
Sequence 258James Moudry 250 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 259To KNow THE PLACE FOR THE FIRST TIME: WHY THE YOUNG ADOLESCENT BENEFITS FROM THE DEVELOPMENT OF THE PEDAGOGY FOR THE OLDER… |
Sequence 260From here (current understanding of the young adolescent) the only way to get there (full understanding of the young… |
Sequence 261vision of mathematics for the twelve-to-fifteen. And that would be good. It would cast light from a new direction onto the… |
Sequence 262The Four Planes of Development bon1e· 3 9 15 21 Figure 1. The Four Planes of Development (cited in Grazzini 7) working… |
Sequence 263planes, according to Montessori' s 1950 "Four Planes of Development" diagram (Figure 1), that are… |
Sequence 264(Grazzini 7). By looking to these patterns of development we can see that it is vital to understand the whole of the… |
Sequence 265children stay for the three years, there can be pressure regarding the transition to first grade at another school. In… |
Sequence 266To authentically embrace and implement Montessori pedagogy, at all levels, is a great opportunity for both faculty and… |
Sequence 267The NAMTA Journal 259 |
Sequence 268Gena Engelfried 260 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 269WHEN Is IT TIME TO GRow UP? CONTRASTING NEEDS AND CHARACTERISTICS OF THE TWELVE- TO FIFTEEN-YEAR-OLD AND THE FIFTEEN- TO… |
Sequence 270have Montessori's insights, our own observations, and the indomi- table spirit of youth to guide us. What does… |
Sequence 271Qualities of Adolescents (First and Second Sub-Plane) a continuum with marked diff-'CeS depending on gender and… |
Sequence 272dence on others, or cynicism and criminality). And all of the dangers that spring from the very nature of man become still… |
Sequence 273The "valorization of personality" discussed by Montessori (64) is essential here. Montessori links this… |