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Sequence 203Philosophy of the Winnetka Curriculum, 1926); and those of two of Montessori's pupils: Makinden (Individual Work System)… |
Sequence 204In her 1951 lecture, Montessori expresses it thus: No one believes that the forces within the child can act alone, such that… |
Sequence 205were new methods, part of all those new methods which, to use Montessori's words, "continue to crop up."… |
Sequence 206Discontinuity, however, is to be found not only in relation to the education provided by the state or public sector, but also… |
Sequence 207tional void" for the first plane of development (First lecture), for those years that are so vital for the… |
Sequence 208But what about that "man"? What kind of "man" is he? Not necessarily the kind of… |
Sequence 209period (mainly colored red but already showing a transition to green) as the "construction of the conscious mind&… |
Sequence 210The "Energies" of Infancy In the lecture that Montessori gave with the help of this second chart (Second… |
Sequence 211will develop into a perfect individual but that remain hidden from sight, insofar as a bulb is typically subterranean. A bulb… |
Sequence 212that for maturity proceeds horizontally. This brings us to another observation about Montessori's second representation:… |
Sequence 213and the bottom drawing illustrates what society has to offer the developing individual. I. The Bulb: Montessori's… |
Sequence 214tion, traditional teaching, where the teacher is the "cause" and the educated child is the "effect… |
Sequence 215I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ~ iFINAUTYI 18 ~ 11AHJ ~ ~~;:::::::==:;:::!::=:=lccc::9… |
Sequence 216and normal process of development with its spontaneous manifesta- tions that have to be respected if the goal is to be reached… |
Sequence 217The Four Planes We have seen how the old idea of linear development, according to which there is no change of form but only a… |
Sequence 218This is the time, says Montessori, "when the social man is created but has not yet reached full development"… |
Sequence 219The planes of development are necessarily also interdepen- dent, for the human being is always a unity. An earlier plane… |
Sequence 220three to six years of age as the" embryonic period for the formation of character" (The Absorbent Mind).… |
Sequence 221The child's hands, guided by his intelligence, begin to do jobs of a definitely human type. This child is always busy… |
Sequence 222Thus, during the first three years of life, a part of life which is forgotten by the very individual who experienced it, the… |
Sequence 223The "Red Plane" of Infancy The plane of infancy, zero to six, is the one of fundamental importance for the… |
Sequence 224triangle represents the closing of a stage of life, in preparation for the opening of a new stage of development with its new… |
Sequence 225I. The Triangles: Montessori's Geometric Image of the Rhythm of Development In a manuscript written by Montessori about… |
Sequence 226only because it is presented in the Bergamo courses. The second chart, the second pictorial representation devised by Maria… |
Sequence 227developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 228THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 229Lena Gitter and Camillo Grazzini 26 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 230from the perspective of the details, which lend a depth of understand- ing to the whole. This threefold integration ensures… |
Sequence 231instruction but to give future generations a richer culture, a culture of a vast kind, far more than that which young people… |
Sequence 232ees need to understand fully the principles of geology, biology, and history. They need a good general background so that by… |
Sequence 233Maximum effort finds its origin with the power of the absorbent mind, the acquisition of language, the order of the… |
Sequence 234But this cosmic vision belonged not only to Maria Montessori; it belongs to the whole of our Montessori movement. It imparts a… |
Sequence 235Starting in the 1950s and continuing throughout the 1960s and the first half of the 1970s, AMI organized elementary study… |
Sequence 236Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 237Mario had "pearls," which still today remain inaccessible and incomplete. One such item was "an… |
Sequence 238In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 239context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 240Montessori Congress, held in Edinburgh in 1938.) The Four Planes ( or phases) of Development or Education constitute that… |
Sequence 241of childhood." We realized that everything we were learning con- trasted strongly with our traditional state training… |
Sequence 242Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 243both a renewed awareness of, and a practical initiative in harmony with, Maria Montessori's cosmic vision. EsF should be… |
Sequence 244tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 245Camillo, being the veritable Montessorian he is-for the above and many other reasons- will find it highly irksome to see… |
Sequence 246AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |
Sequence 247Camillo Grazzini with David Kahn, 2002 8 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 248Piazza Vecchia, Bergamo, Italy The NAMTA Journal 7 |
Sequence 249So we went to Bergamo, so we remember well, the soul of all humanity, the flow of civilization, the song of God Who Has No… |
Sequence 250BERGAMO HARVEST "Tit is is our destiny to sow! To sow everywhere, wit/tout ceasing, never to harvest." -… |
Sequence 251that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 252My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 253• The sequences of teacher training unfold step by step, showing how theory shapes methodology and methodology requires the… |
Sequence 254CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 255Bergamo, Italy |
Sequence 1GOODBYE CAMILLO GRAZZINI J ANDARY 26, 2004 When I trained in Bergamo in 1971 I saw Camillo Grazzini as a character out of a… |
Sequence 2was not afraid to innovate, but authority that was firmly planted in years of Montessori tradition. These last months Camillo… |
Sequence 1MODERN MONTESSORI IN SEARCH OF A SOUL When one walks in the woods and sees the hues of sunrise offsetting the shadowy… |
Sequence 2inquiry, and sharing ideas help us make predictions about ages and stages. We learn about the multitude of possible roles to… |
Sequence 3meet in the center of your daily work. When this happens we connect to our own spiritual direction and all that it can mean in… |
Sequence 1Joan Bettmann 4 The NAMTA Journal • Vol. 29, No. 2 • Spring 2004 |
Sequence 2TIMELESS DEDICATION: MONTESSORI FROM THE DEPTH OF THE SOUL by J oen Bettmann Joen Bettman.n 's touching article… |
Sequence 3We are drawn to the young child because of particular character- istics-reminders of their goodness-and how we aspire to be… |
Sequence 4I'd like to share a story told by a priest from his experience as a camp counselor during his youth. He spoke of a multi-… |
Sequence 5The child shows persistence. It doesn't matter if she fails at an attempt. Instead she tries again and again,… |
Sequence 6humankind. There fails to be room for hypocrisy or double standards in how we treat our young compared to how we treat our… |
Sequence 7will make discoveries rather more voluntarily in a gracious setting than in an ugly one. (The Child in the Family 43) And in… |
Sequence 8The child makes us more clear and precise. Analysis, precision, clarity, and exactness are essential so that the child has… |
Sequence 9to discover. This means that we are fascinated, intrigued, and ani- mated, so that we convey this to the child. Think about… |
Sequence 10that we notice whether we are diminishing or expanding opportuni- ties? The child makes us ask these great questions. The… |
Sequence 11an adult, knowing that he was not able to lift the bucket over the ledge. I always ask, when I tell this story, at what point… |
Sequence 12When the child begins to show interest in one of these [exercises of practical life], the teacher must not interrupt, because… |
Sequence 13How do we continue to nurture ourselves so that we grow our patience, expand our compassion, see everyday blessings, believe… |
Sequence 14The child demands that we in To be truly growing means that the Montessori village rally around we are stretching ourselves… |
Sequence 15consistent in expectations and guidelines, and by gentle invitation so that intimacy develops through one-to-one interactions… |
Sequence 16participation in determining the content of life .... ("Happi- ness Revisited" 71-72) Whal does it mean to… |
Sequence 17You and I have been, as it were, seduced by something attractive and deep in the child. Not only in those beautiful… |
Sequence 18child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 1Mario M. Montessori 22 The NAMTA Journal • Vol. 29, No. 2 • Spring 2004 |
Sequence 2DR. MARIA MONTESSORI AND THE CHILD by Mario M. Montessori Mario Montessori's view of the child as spiritual essence… |
Sequence 3depressed, and one may feel the need of that solace for strength when depressed. But the wine itself does not feel the need… |
Sequence 4She was expecting this, too, until she received the impact of the spirituality of the child and left everything to follow it… |
Sequence 5What impressed Dr. Montessori most was the spirituality of the child. They were completely independent as far as their own… |
Sequence 6them, and they had no time for churches and things of that kind-my goodness, no. Dr. Montessori herself was not particularly… |
Sequence 7Dr. Montessori also noticed that every time the teacher put away the material with which they worked, the children went after… |
Sequence 8children, "I can write, I am writing." All the other children went around to look at this child writing, and… |
Sequence 9One time a lady came, dressed in black. She had lost her husband and she came there just to sit down. A little child went to… |
Sequence 10She was not the only one impressed. As soon as this phenomenon became known, the press came, because the press is always there… |
Sequence 11Spirituality, being an essence, is not felt. A child feels physical and psychic hunger, but spiritual hunger in a child is not… |
Sequence 12Yet I come to London, and every blessed child speaks good English. Who taught them? Where were the professors, the books, the… |
Sequence 13what civilization, no matter what religion. But there is the question of life. One has to live, one has to give to the… |
Sequence 14are you going to prick my ears so that I can put my earrings like you have them?" And later on, "Mother,… |
Sequence 15came to our school when he was about three years old, and had never seen an elephant in procession. He often asked, "… |
Sequence 16something like language: Certainly the child does not realize that he studies a lan- guage, it is something which he learns… |
Sequence 17at all, it is a very natural thing that will disappear by itself even if you don't send your child to a Montessori school… |
Sequence 18The mother was shocked, she had never thought about that. We teach the children not to lie, but we lie, almost every day, one… |
Sequence 19distinction, they feel the need of learning. Then you can teach them the Commandments, religion, and things like that. And… |
Sequence 20normal surroundings and thus something that satisfies the spirit. That is all. It is not so much what is in the children, it… |
Sequence 21A. No, first of all, you will not find armaments and things of that kind in a Montessori school. Ifl found them, I would say… |
Sequence 22Q. Do you see anything in the Montessori method that can help adults? Through a change of environment is something still… |
Sequence 1Pat and Larry Schaefer 44 The NAMTA Journal • Vol. 29, No. 2 • Spring 2004 |
Sequence 2FINDING THE SPIRITUAL THREAD IN MONTESSORI WORK by Pat Schaefer Pat Schaefer's autobiographical essay is about her own… |