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Sequence 9One other characteristic that's very important is that when people get really involved in something that turns out to be… |
Sequence 10have. Another way of saying this is that the opportunities for action are in balance with the capacity to act. To make it very… |
Sequence 11something, you're probably going to slow down compared to the others. If you are climbing a mountain and you start… |
Sequence 12little defensive self, but you are part of something bigger, larger. If you sing in a choir or play with a group, a symphony… |
Sequence 13The interesting thing is that when those conditions are there, people tend to want to do what they did to get that feeling,… |
Sequence 14whenever a person is doing something which they enjoy doing and they want to do it for own sake, they seem to come up with the… |
Sequence 15skills, then you would be bored. The flow experience seems to occur in that diagonal; in fact, it does occur in the diagonal… |
Sequence 16so forth, and we find that, in fact, most positive experiences of flow occur when both challenges and skills are above their… |
Sequence 17with friends, social situations, or reading for pleasure. Worry and anxiety happen a lot in school; they happen a lot on the… |
Sequence 18flow state. I think you probably have already applied in your mind the notion, "OK, if those are the characteristics… |
Sequence 19they are so remote that they have really nothing to do with this moment, this class, this particular moment of the day. Your… |
Sequence 20,--------------------------------- -- -- When you are working with clay or you are working with paints, with music, etc.,… |
Sequence 21good and bad in your painting-then you will be able to persevere even without external recognition, external reward. But you… |
Sequence 22around. So the teacher doesn't have to beam an average message to the class, which is what happens in normal schools,… |
Sequence 23probably do it quite well, from what I can see, and that's not a problem in your type of schooling. The other thing to… |
Sequence 24loudspeaker and whatever. Children are not allowed to follow the organic development of their interest in a way that is… |
Sequence 25made a miserable passage in the slow part of that movement." He went back to play the second part of the concert and… |
Sequence 26greater in a Montessori than in a regular classroom, where we are afraid of giving kids control. Of course, in the Montessori… |
Sequence 27school system is not promoting lifelong learning, nor does our school system here, the regular school system. What you want… |
Sequence 28If a child, for instance, feels overwhelmed by the challenges present, if he's anxious, he or she is not going to… |
Sequence 29A: That seems to be a very important characteristic of teachers. From what we learned about which teachers students remember… |
Sequence 30periods needs it more than others. I think it's a question of paying attention to the child and realizing that at certain… |
Sequence 31A: That's really difficult because you find, for instance, there have been very good studies that show that if you get a… |
Sequence 32A: It's true that it's very difficult to be in flow all the time. Nobody that I know can be in flow all the time.… |
Sequence 33couple of different angles, one being parent education-that it's new language and a new way to talk about their child,… |
Sequence 1FLOW AND EVOLUTION by Mihaly Csikszentmihalyi PART 1 Now we get to the hardest part, because the first day I talked about… |
Sequence 2Tl'te mist~ken notio11 about complexity is that it means that things get more complicated. But that is not true. In fact… |
Sequence 3have used as a way to characterize what happens to the evolution of life or even before life, over enormously long periods of… |
Sequence 4Many people can be in extremely stimulating situations-in a ski re- sort, with an tndoor swimming pool, and cilll kinds of… |
Sequence 5different things. And yet it's so well integrated that you don't have to work at it. You have to just push the one… |
Sequence 6point A, with no skills practically and with the challenges very low. And then what happens? One of two things can happen.… |
Sequence 7things you could do. One is increasing complexity; the other, going back to your skill level and not taking on the new… |
Sequence 8Unfortunately, there are big differences in kids in terms of how autotelic they are. We have followed, for instance, just… |
Sequence 9And I said, "Well, don't worry. Just go out and stop people in the street and within half an hour you will find… |
Sequence 10are involved in activities that lead to complexity. In some sense, if you spend all your energy just folding sheets, that… |
Sequence 11things that we need to do to survive as a species generally have been programmed into our genetic inheritance as pleasurable… |
Sequence 12like other animals, because that's part of the genetic luck of the draw-we would evolve in some ways-but we wouldn… |
Sequence 13our own sake so that we don't have to put out much work; let others do work for us. These instructions are there, and I… |
Sequence 14forms of life, makes us able to do a lot of different things. It makes us able, for instance, to think of ourselves as a… |
Sequence 15through our consciousness, would never do. It forces us to do things which we would regret, which cause harm to others. It… |
Sequence 16three major sources of obstacles, which I like to think of as psychic entropy, entropy being the general designation for both… |
Sequence 17another egg. Biologists have been saying that our bodies are really just ways for the genes to replicate themselves and… |
Sequence 18increase. We may destroy ourselves; we may disintegrate this planet; we can kill every living thing on it if we don't… |
Sequence 19evolving society around us. That can be done through things like education, through the program you are doing, but also… |
Sequence 20every day and some once a week; some say, "I had one experience like that 20 years ago and that's it."… |
Sequence 21Q: Do you think it's actually possible to directly teach people to make the optimum choice when their skill levels and… |
Sequence 22clergymen from England who started visiting the Alps and wrote up how beautiful and majestic these things were, and they… |
Sequence 1FLOW AND CREATIVITY by Mihaly Csikszentmihalyi PART 1 Thank you. Yes, it's difficult in a way to talk about creativity… |
Sequence 2. . . the notion that people could b~ creative really starts witb the Renaissance, to a certain extent, when Michelangelo… |
Sequence 3the U.S. This poet says, "What happens is the work becomes real. It's an alternative reality that suddenly is… |
Sequence 4question of technique or skill is quite obvious and essential in this kind of practice. The next one is again a poet. I have… |
Sequence 5Phases of the Creative Process In fact, as you probably know, the creative process is usually seen as made up of four phases… |
Sequence 6becomes clear. But the point is that you can't have that insight unless you have prepared for it for a long time. And… |
Sequence 7That lasted for a while. In this century, in addition to artists, we began to think of scientists as creative, which is again… |
Sequence 8The more I thought about it, the more I followed people from early careers to late careers and saw what happened to them, the… |
Sequence 9Figure 1: The Systems Model of Creativity Domain Provides Criteria for Selection Field Selects Novelty ✓ Person Introduces… |
Sequence 10domain of music, and music could be broken down into baroque music, jazz, and who knows how many different subdomains of… |
Sequence 11artists but very few of them go through the selection process that the field has. Why is that? First of all, who is the… |
Sequence 12I said, uoh my God, how can they use the word creative in connection with synchronized swimming?," which to me… |
Sequence 13excavating ruins and describing how to build. The techniques, the skills, the information about building and sculpting were… |
Sequence 14son to follow in his footsteps, but the son decided to join the goldsmith's guild because suddenly being an artist was… |
Sequence 15religion, etc. So the question is, to what extent is the field in your organization open to change? Sometimes a discipline or… |
Sequence 16QUESTIONS ANO ANSWERS Q: As Montessorians, how can we can get our work selected by the culture? A: Obviously, if I had a… |
Sequence 17Q: I just wanted to ask if I understand correctly that Creativity with a capital "C'' would be essentially… |
Sequence 18A: Gatekeepers usually develop historically in very funny ways. You don't know exactly who will be entitled to be a… |
Sequence 19A: I think in this struggle to be the one who defines the future of a domain-that is what we are talking about because once a… |
Sequence 20of years before the Catholic church finally had its act together, so to speak, and said, "This is what it is.&… |
Sequence 21Figure 2: Quality of Experience In the Family QI ,,, Cl) fU .!! '"" e QI > (V <… |
Sequence 22The other half, which I think is rather preferable, all things considered, was made of those with fathers and mothers who were… |
Sequence 23other four pharmacists in town helped him and allowed him to go and work with them after school, so he had the support too of… |
Sequence 24As they grew up in adolescence, almost all of these people felt, of course, marginal, because they did not conform to the… |
Sequence 25interesting is a list distilled from the study of these hundred people. Of course, the first one is familiar; we talked about… |
Sequence 26is, "Oh I am terribly lazy. And I wish I was less lazy because I could accomplish so much more if I wasn't so… |
Sequence 27Most works on creativity emphasize the rebelliousness, the icono- clastic nature of creativity. That is typical of the kind of… |
Sequence 28Every one of the people we interviewed has the same rhythm. It may be a daily rhythm, that is, they work alone from 7 in the… |
Sequence 29But in their private life, it is amazing how bourgeois these people are; they are not taking chances and being different just… |
Sequence 30are male characteristics. Creative men, on the other hand, besides being masculine, also have sensitivity, openness, empathy,… |
Sequence 31Creativity and Flow Now, to bring this and relate it back to flow. Of course, for instance, in the list here, both the first… |
Sequence 32The point is, though, that by learning what goes into flow and what goes into creativity, it's possible to change also… |
Sequence 33extraordinarily Creative people from the middle. Those would be people who have been exposed to the kind of stimulation that,… |
Sequence 34the kind of hardship, the feeling that you conquered it, you survived it. It's really sad that you can't do that. Q… |
Sequence 35I think there are some obstacles to being in flow, for instance ADD, Attention Deficit Disorder, whatever that is in terms of… |
Sequence 36areas but not necessarily across tlie curriculum. How do you balance it, or by balancing it are you interrupting flow? A:… |
Sequence 37but he's not-But I think having that balance, having the piano and chemistry, I think that's a good thing to have.… |
Sequence 1A MONTESSORI JOURNEY OF SELF by Eduardo J. Cuevas Eduardo Cuevas' luncheon talk explores the experimental nature of… |
Sequence 2a greater meaning of the thought being conveyed. Thus dissecting the title, by way of a mind map, I came to the message I am… |
Sequence 3covery, an interpretation, and an approach-a dynamic understand- ing of the child-and not a recipe. Too often our students… |
Sequence 4need today is not for a greater number of intelligent people, or gifted people, but for deep people. How do we become deeper… |
Sequence 5REFERENCES Foster, R. (1978). Celebration of discipline. New York: Harper & Row. Krishnamurti, J. (1953).… |
Sequence 1NORMALIZATION by Eduardo J. Cuevas In a brief, direct essay about normalization summarizing the thematic focus of his… |
Sequence 2concept of normalization is central to our understanding, and imple- mentation, of Montessori education. Let us first define… |
Sequence 3expression of spontaneous activity conducive to self-construction, was seen as a vital component in this transformation.… |
Sequence 4work (even as the child), and that he would then be capable of solving the social problem. What we look upon as "… |
Sequence 1THE PREPARED ENVIRONMENT by Eduardo J. Cuevas In this summary of his workshop session, Eduardo Cuevas explores what really… |
Sequence 2presently dealing with. The notion expressed in this statement seems to me to be of the greatest importance since the adult in… |
Sequence 3We are so worried about losing control that we do not allow for that space of time where it seems to us that the child is… |
Sequence 4adult and the children, as these expressions of the spirit pour out of their daily experiences of togetherness-their oneness… |
Sequence 1CHARACTER AND MORAL DEVELOPMENT by Johnnie Denton Ms. Denton's summary of her workshop session on character development… |
Sequence 2Some children even at six or seven had an evident desire to be tactful, courteous, generous in their willingness to see the… |
Sequence 3feelings. Coles tells the story of an eight-year-old girl who refused to participate in a spelling bee, despite her teacher… |