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Sequence 274local school farm. At twice the price of regular eggs, the student took a risk in the development of the product and invested… |
Sequence 275~ ('> ~ ~ ~ t .: ~ ~ N ~ The Montessori Adolescent in High School Characteristics of the Older… |
Sequence 276peoples, of the intermarriage of races, and the assimilation of special cultures. The wars and conquests of empires should be… |
Sequence 277see possibilities for their talents and interests that may have remained untapped and unacknowledged. As the fifteen- to… |
Sequence 278The adolescent project continues, as does the path of human development. Montessori says, "The intimate vocation of… |
Sequence 279The NAMTA Journal 271 |
Sequence 280272 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 281THE ROLE OF THE SPECIALIST by Baiba Krumins Grazzini This article touches on the roles of specialist and generalist as… |
Sequence 282music and art, on the one hand, and totally ignoring the fact that there are children who are interested in exploring physics… |
Sequence 283needs, but the children's needs. One last point worth noting, perhaps, is that, if we examine the evolution of Montessori… |
Sequence 284from the whole to the detail and also from the detail to the whole. This reciprocal process leads to a fuller understanding of… |
Sequence 285soon. But when it comes to the older children, above all, it's a question of an exactness of understand- ing. And that… |
Sequence 286was set aside for considering the third plane of development, and this was done in the form of an adolescent panel comprising… |
Sequence 287tutes a long initiation into adulthood, that adolescent development has to do with becoming an adult. But what we have to… |
Sequence 288adolescents are being prepared for entry into society, it's not enough to have teachers-do you know what I mean? They… |
Sequence 289be in residence, and the specialists must always be the ones that come in from outside. I understand that there's a… |
Sequence 290out of a hat. It's thought that hunting bands were made up of about thirty people; apparently, the number couldn't… |
Sequence 291says is so important when she speaks about mixed ages and required numbers. If Montessori says that we can have as many as… |
Sequence 292Then,ofcourse, you think: butwhatabout theadolescents?Where are they going to get their vision of the whole? From the… |
Sequence 293The NAMTA Joumal 285 |
Sequence 294Gena Engelfried with students 286 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 295STAFFING THE MONTESSORI HIGH SCHOOL: WHAT' s So SPECIAL ABOUT THE SPECIALIST? by Gena Engelfried This article presents… |
Sequence 296It is quite obvious that the necessity for such specialization exists and must be considered, but only as a means, as a… |
Sequence 297successful specialist shows the young adult that the world is what they make of it, and inspires him or her to go out and do… |
Sequence 298The adolescent is looking for a model for adulthood. He or she literally wants to know how to grow up. The details of… |
Sequence 299we are also expected to meet and exceed state standards and meet the entrance requirements of the nation's increasingly… |
Sequence 300specialists, for appropriate challenges in the staging areas of the adult world. One of the roles of the secondary-level… |
Sequence 301THE MONTESSORIAN Completing our group of faculty is the trained Montessorian. This individual is one who has Primary and/ or… |
Sequence 302the Montessorian ensures that they are exposed to the coursework and experiences that will give them the skills they need to… |
Sequence 303REFERENCES Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria.… |
Sequence 304.._ .,..._....,.....:,._, 1--- ._ __ J._-- ·- •ONfr-- .._._..... ,__....,_II_,,____ ·-- An Historical Timeline of… |
Sequence 305A H1sTORY/D1scovERY APPROACH TO MATHEMATICS by Christopher Kjaer and Michael Waski The following two articles represent… |
Sequence 306In the summer of 2005, several adolescent practitioners gathered in Hiram, Ohio, to begin work on developing a curriculum in… |
Sequence 3071. The "Silo Approach" to Mathematics Education Imagine for a moment the typical day of a middle or high… |
Sequence 308or no relevance to the students in the class. Usually these applications appear in the form of the dreaded story problem. It… |
Sequence 309These false perceptions, combined with the "silo approach" and an overemphasis on developing skill and speed… |
Sequence 310the occupations. We believe that the time has come for the same care to be paid to the development of adolescent mathematics… |
Sequence 311It is of the utmost importance that our work be carefully derived from Montessori principles and be consistent with the needs… |
Sequence 312In the paper "Recovering Motivation in Mathematics: Teaching with Original Sources," Reinhard Laubenbacher… |
Sequence 313development of concepts and ideas from mathematician to mathema- tician, we can investigate the manner in which different… |
Sequence 314understand the mathematical concepts behind these mathematical tools. Montessori wrote this in her 1935 paper "The… |
Sequence 315tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 316Clare Boyle 308 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 317COMPREHENSIVE HEALTH AND WELL-BEING FOR THE MONTESSORI HIGH SCHOOL by Clare Boyle INTRODUCTION The study of health and… |
Sequence 318Human beings have an enormous effect on the outcome of the future of the earth and its inhabitants. The adolescent's… |
Sequence 319concerns related to student perceptions versus the reality of health behavior choices. Peace education is reflected in… |
Sequence 3202. Significant changes in the health and psychology field throughout time. 3. A specified period in time related to health… |
Sequence 321THE SYLLABUS Timelines of Human Beings Personal Health Disease and Prevention Preventable Hereditary Prevention/Risk… |
Sequence 322Exercise Comparisons Documentation & Compari- son, Cultural & Ethnic Current & Historical Testing (… |
Sequence 323Stress Management Human Rights War & Peace Self-Worth Talents Establishing Strengths Need for Utilization… |
Sequence 324Types & Treatment Asthma Cystic Fibrosis Musculoskeletal Anatomy Function Components Physiology Disease &… |
Sequence 325Gestalt Adolescent Psychology Pavlov Nature vs. Nurture Skinner Operant Conditioning Dewey Open School Erickson Eight… |
Sequence 326• Diet Wars (PBS, Frontline video) • Jamie Lee Curtis in More, September 2002 Mediascope.org (Body Imaging) Physical… |
Sequence 327understand how something moves from one part to the next, e.g., the flow of digested material through the digestive system or… |
Sequence 328Students learning about native pottery in Xochicalco, Mexico 320 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 329THE HIGH SCHOOL, NOBLE CHARACTERISTICS, AND PEACE by Guadalupe Borbolla Guadalupe Borbolla's humanities outline goes… |
Sequence 330First and Second Dimensions The first and second dimensions aie subjects that encompass academic materials required in the… |
Sequence 331The term transcendence means to go beyond the world of experience into a different level of consciousness. It refers to the… |
Sequence 332they have been able to integrate knowledge and experience gained, for the benefit of mankind. Therefore, Cuentepec, the… |
Sequence 333• A sense of belonging · A sense of justice • A sense of history • A sense of responsibility -Commitment • Ownership •… |
Sequence 334General Objectives: • Internalize social values. · Reinforce moral training. • Diagnose the needs and problems faced by the… |
Sequence 335• How to interview, as seen by Humberto Eco and Jose Bleger. · The social anthropology ofNahua groups in Morelos, accord- ing… |
Sequence 336• Where to get the manure for the oven. • How to transform the clay into different types of utensils and pieces of art. •… |
Sequence 3371. For a successful closing of circles and the opening of new ones. 2. For them to have the necessary energy and vitality to… |
Sequence 338Gena Engelfried with students 330 The NAMTA Journal • Vol. 31, No. l • Winter 2006 |
Sequence 339THE MONTESSORI POTENTIAL AT THE GROVE SCHOOL by Gena Engelfried This short article presents a composite of the… |
Sequence 340dents in the equivalent of ninth through twelfth grade, but the school has since expanded to two adjacent campuses. The Farm… |
Sequence 341Grove encourages self-construction for the good of humanity on several levels. Opportunities at the high school include: •… |
Sequence 342curriculum while the twelve- to fifteen-year-olds explore the world from their own familiar place. Students at the farm… |
Sequence 343UNIQUE HIGH SCHOOL OPPORTUNITIES • College preparatory curriculum with post-secondary program visits and explorations •… |
Sequence 344dable task. The need for facilities, general funding, staffing, and the increasing demands of the post-secondary community all… |
Sequence 345Montessori, Maxia. From Childhood to Adolescence. 1948. Trans. A.M. Joosten. Rev. ed. Oxford: Clio, 1996. Stephenson,… |
Sequence 346338 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 347HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 348from these Montessori sources, and he concludes the latter section as follows: Indeed, Montessori goes so far as to say:… |
Sequence 349ally speaking, horrors of all kinds. And who are the human beings who are actually presented in this particular story of… |
Sequence 350civilization, in which the environment, thanks to the works of man, has done so much to make our lives enjoyable. But… |
Sequence 351umph of universal peace, telling them that "history is the teacher of life." (4) ("History is the… |
Sequence 352This very grand story is a story of evolution: from the evolution of the universe and the earth, to the evolution of life, to… |
Sequence 353Now what about humanity itself? As we know, at a certain point in the story, we focus on that very. special form of life to… |
Sequence 354literally means "men without a face"; the faceless human beings, in other words, whose features we do not,… |
Sequence 355to both appreciate the diversity and also see what is common to all, what we all do share that makes us all belong to this… |
Sequence 356mental point of view; because, if this is a time of sensitivity for the use of the imagination, the children have to use that… |
Sequence 357work with their hands; but also, because of those special minds, they learned to satisfy their needs indifferent ways over… |
Sequence 358it, then surely we can feel nothing but wonder at how much humanity has achieved in such a short space of time. And when we… |
Sequence 359the earth, in relation to the duration of the earth's existence. And how did it happen? We come back once again to human… |
Sequence 360have the power to create you also have the power to destroy-but they couldn't have carried out that role, they couldn… |
Sequence 361interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 362John Wyatt 354 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 363HISTORY: IN GENERAL AND IN PARTICULAR AN INITIAL LOOK AT MARIA MONTESSORI IN A CLASSICAL CONTEXT by John Wyatt John Wyatt… |
Sequence 364continuum of human history and to some degree, more or less, a product of her time and education and her medical training. A… |
Sequence 365There are, of course, other classical figures that a cursory study by a somewhat seasoned eye can discover in Montessori'… |
Sequence 366all cases, the empirical method of observation ideally demands that every child who has existed, is existing, or will exist… |
Sequence 367revelation of a potency. Montessori says, "It is of paramount impor- tance to see the beginning of things" (… |
Sequence 368And the moving enigma with potential future encounters with disasters to whom she refers is what is set loose in a Montessori… |
Sequence 369Maria Montessori comes out of a classical and medieval tradition that simply understands, as she did, that to exist fully as… |
Sequence 370Yet, any knowledge grasped by a human mind naturally carries with it a margin of error because there is always more to know… |
Sequence 371example of Marie Curie, "who felt only annoyance when some univer- sity wanted to interrupt her work on radium to… |
Sequence 372a child. Just as Frank Lloyd Wright declared that architecture must be a constant breaking out of the traditional structure of… |
Sequence 373If history is the "remembered and documented past," then what is simply unknown in this type of approach is… |