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Sequence 7activities, so much the better. They could go off together to buy the ~vening paper, or walk the dog, etc. If children see… |
Sequence 1Cleveland Elementary Course, directed by Miss Stephenson, 1988 Miss Stephenson and trainers Kay Baker and Peter Gebhardt-… |
Sequence 2COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 3impulse towards work." 1 She had noticed that impulse in the work of that first group of children she was asked to… |
Sequence 4the interrelation between the things that he's already noticed and absorbed. He is able to grasp this interrelationship… |
Sequence 5explores the whys and the wherefores of the universe, using the keys given with the elementary environment and employing his… |
Sequence 6chosen by adults are wrong. Moreover, these centers of interest are superfluous, for the child is interested in everything. Do… |
Sequence 7We have to be careful that we recognize that Cosmic Education is not a scheme in which education is divided into subjects of… |
Sequence 8child. He is insatiable for knowledge; he has a hungry mind. If he is impeded in his research, we create unrest and rebellion… |
Sequence 9to be careful that we are not doing the same thing under the guise of Cosmic Education. That is the difficult thing to do,… |
Sequence 10you work on these ex- amples it will just fit to- gether and you'll get at least that much, but you won't stray… |
Sequence 11"Oh, well-you mean, don't give them any?" And I said, "Yes, don't give them any problems… |
Sequence 12development is not to teach a syllabus-not even that so-called sylla- bus that is in your albums-but instead to be able to… |
Sequence 13missed that experience. He knows how to read and write, and has an interest in mathematics, science, geography, and history.… |
Sequence 14is to regard the child's intelligence as a fertile field in which seeds may be sown to grow under the heat of flaming… |
Sequence 15upon earth, that new actor. And to help the child understand and realize the part that he has been called upon to play and… |
Sequence 16portant: because they gave him the possibility of experimenting with food, inventing and making his own clothes, imagining and… |
Sequence 17being is the change agent with regard to the environment, that man has the urge not only to adapt himself to the environment… |
Sequence 18the child is given the foundations for under- standing the number system on which his first calculations will be made. And… |
Sequence 19algebra and geometry in a way that will enable the child later on to make unlimited research. We don't divide the… |
Sequence 20achievements that man has made, the achievements of service offered by creatures one to another. And it is through this… |
Sequence 21one of the things to remark is the beauty of shells. She reminds us that all shellfish might have had the same kind of shell… |
Sequence 22again?" I remember a summer night when such a thought came to me strongly. It was a clear night without a moon. With… |
Sequence 23excitement in Jiving. Those who contemplate the beauty of the earth find reserves of strength that will endure as long as… |
Sequence 24and animals, the story of man-preparation, through fact, through language, through nomenclature, through story, through… |
Sequence 25adolescence and comes to adulthood. As we look around, the social situation at the present moment often seems to be destroying… |
Sequence 26knowledge has been acquired mechanically (just as you might drop potatoes into a sack) and not by a process of integrating… |
Sequence 1NAMTA President Charlotte Kovach-Shea recognizes Margaret E. Stephenson for her Montessori contribution, 1980s 78 The NAMTA… |
Sequence 2INDEPENDENCE by Margaret E. Stephenson I would like to begin by linking independence to this one definition of man: one… |
Sequence 3also think of the child in these terms, too. Life has prepared for him an environment which he has to conquer physically and… |
Sequence 4conquest, measured by the individual potential of each. (The place of group and collective lessons must be seen in the light… |
Sequence 5he achieved independence from it. Work is the answer to this conquest of independence. The first and second planes complete… |
Sequence 1NAMTA Adolescent Colloquium, 1996. Miss Stephenson is fourth from the left, back row. 84 The NAMTA Journal • Vol. 25, No. 3… |
Sequence 2NOTES ON THE MONTESSORI ADOLESCENT by Margaret E. Stephenson I think we have encountered some gems already, which will help… |
Sequence 3Montessori continues in To Educate the Human Potential: The child of six who has been in a Montessori school has the… |
Sequence 4Underlying the Montessori idea of "an aid to life" is her vision of the child as the cosmic agent of… |
Sequence 5which they can write, without tying the study to a syllabus or curricu- lum. I also wonder if the place of the sixth Great… |
Sequence 6Q:To what degree can you take the philosophical realizations of Cosmic Education that take place in the second plane (the… |
Sequence 1Miss Stephenson in the Practice Room, Cleveland Course 90 The NAMTA Journal • Vol. 25, No. 3 • Summer 2000 |
Sequence 2THE ADOLESCENT AND THE FUTURE by Margaret E. Stephenson I have read just recently in a London newspaper the obituary of… |
Sequence 3conscience, are also energies to be organized, to be regu- lated, to be treasured and put to good use in human social life. (… |
Sequence 4importantly, as the protector of the moral and spiritual forces that appear anew in every human being born" (… |
Sequence 5potential energies were still waiting to be set free. She saw, with ever-increasing vividness, that her method for small… |
Sequence 6should be part of all the societies of the world if they were given a chance to be themselves. The child of the first plane… |
Sequence 7through the ages. When the very first child was born, he entered into the heritage of the prepared environment of the universe… |
Sequence 8The sensorial material is a key to the environment, Dr. Montessori said, but only if we present it for the child to use in the… |
Sequence 9But there is another area of man's environment that began to grow from his inception on earth, and which he needs to… |
Sequence 10life of a group and to live it for himself, no longer so closely attached to and dependent upon his own family. The child… |
Sequence 11limited so that they may provide keys to the sensorial exploration of the facts of the world, which are unlimited. In the… |
Sequence 12The four planes of development, as recognized by Dr. Montessori, are four stages, relatively equal in length, in the formation… |
Sequence 13Houses and Montessori elementary schools increase around the world, there will probably come about an increasing demand for… |
Sequence 14he! pin answering questions. But any work that is undertaken for the adolescent, which attempts to implement Dr. Montessori… |
Sequence 15and social problem. This can be summed up in one sen- tence: Schools as they are today, are adapted neither to the needs of… |
Sequence 16ity." Also," a state of expectation, the tendency towards creative work, and a need for the strengthening of… |
Sequence 17In the plan she outlined, Dr. Montessori would have the whole life of the adolescent revolve around the idea of society,… |
Sequence 18Then what about the tendencies of man and their relationship to the construction that goes on in the third plane of… |
Sequence 19and the Montessori elementary classroom have provided the means to the operation of these same tendencies at the first and… |
Sequence 20the stone gatherers and their geological discoveries, through the food gatherers and their botanical discoveries, through the… |
Sequence 21The level of education must be changed at this point. The adolescent's social formation must now begin, and the… |
Sequence 22individual, in particular his moral values, and second, from the point of view of organizing the individual possessed of… |
Sequence 23We have to transform a world with uncertain standards and vague values, with many virtues but no clear philosophy of life,… |
Sequence 24adolescent should work in the country, not as an agricultural la borer but on a study of civilization through its origin in… |
Sequence 25In her discussion of the Erdkinder (Land-Children) and their needs, Dr. Montessori said that it was impossible to give… |
Sequence 26progress characteristic of our times"); and languages, for help in establishing understanding between men. Third,… |
Sequence 27for humanity only if he is recognized as being the product of two earlier planes of development. Dr. Montessori recognized… |
Sequence 28stressed that education for adolescents should address the fact that this is the time when the child matures and becomes a… |
Sequence 29Montessori concluded with these words: "The highest honor and the deepest gratitude you can pay me, is to turn your… |
Sequence 30REFERENCES Gross, Michael. Montessori' s Concept of Personality. Diss. U of Nebraska, 1976. Livingstone, Richard.… |
Sequence 1CELEBRATING MONTESSORI' S GREATWORI<: OUR GIFT FOR THE FUTURE by Annette M. Haines Mario Montessori used to say… |
Sequence 2If we could prepare environments that met the needs of the growing individual, environments that supported the evolution of… |
Sequence 3For optimal development, each successive stage would find its match in an educational environment that meets the needs of the… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 5nature of the human being comes to the forefront. The con- cept of justice is born and thus the intimate connection of… |
Sequence 6Finally, these youngsters would emerge with a sense of mission. They would understand the connection between personal vocation… |
Sequence 7this celebration in Cleveland recognizing the thirtieth anniversary of the founding of NAMT A, I would ask that we again… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 1Kevin Rathunde I O The NAMTA Journal • Vol. 26, No. 1 • Winter 2001 |
Sequence 2MONTESSORI EDUCATION AND OPTIMAL EXPERIENCE: A FRAMEWORK FOR NEW RESEARCH by Kevin Rathunde Dr. Rathunde' s… |
Sequence 3interests (Gardner), focusing on motivation and preparation for life- long learning (Eccles et al.), and many other ideas that… |
Sequence 4escence provides a good context for new research because much of the work that has been done on optimal experience and… |
Sequence 5miliar with the Montessori method will begin to see the connections immediately. After the summary, key points of intersection… |
Sequence 6sights and discoveries that include and expand upon the original material. Such a developmental process has held a prominent… |
Sequence 7ments (see Csikszentmihalyi, Creativity; Csikszentmihalyi & Rathunde, "Development"; and Rathunde,… |
Sequence 8ment from birth to old age. The practical consequence of an extended childhood is that traits associated with childhood are… |
Sequence 9The extended childhood de-emphasized instinctual, pre-wired adaptations to the environment, and in their place-under the… |
Sequence 10social contexts (e.g., schools) can and should be designed in ways that promote children's concentration, interest, and… |
Sequence 11this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude… |
Sequence 12Note the similarity to the following quote from Montessori: "But the child who achieves this change [becomes… |
Sequence 13ply the "normal condition" of childhood, the result of the second embryonic period that takes place outside… |
Sequence 14misunderstood terminology can be partially explained by the fact that Montessori started creating her method during her… |
Sequence 15from flow feeling refreshed and at peace-were clearly manifested by the young girl with the wooden cylinders. Witnessing this… |
Sequence 16is one who has the self- regulativecapacity to move toward optimal experiences by nego- tiating a better fit or synchrony… |
Sequence 17Montessori also referred to the mind-body balance in terms of thinking and acting: "It is essential for the child, in… |
Sequence 18effort rediscovered the instinct of the species. (cited in Standing 147) Elsewhere she elaborated on the link between genius… |
Sequence 19the socialization of psychological complexity) (see Csikszentmihalyi & Rathunde, "Development";… |
Sequence 20How is a context for optimal experience prepared? The teacher must construct the environment so well, so in tune with a child… |
Sequence 21environment is perceived as the medium through which the teacher helps the child to engage attention and concentrate. Just as… |
Sequence 22dose" such that the child is motivated to work in order to "obtain merit from [the teacher)" (cited… |
Sequence 23areas (see also Rathunde, "The Context of Optimal Experience"; Rathunde, "Family Context and the… |