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Sequence 4production and ex- change is "the es- sence of social existence" ("Dr. Montessori's… |
Sequence 5between manual work and what they called academic work. They said, "We like to have a lesson first thing in the… |
Sequence 6I return to the main question: Can the syllabus be applied in other settings? If we know what the intent is, we certainly can… |
Sequence 1ENVISIONING THE WHOLE THIRD PLANE: MONTESSORI ERDKINDER AND URBAN ADOLESCENT PROGRAMS HELP EACH OTHER by David Kahn David… |
Sequence 2unfortunately I was unable to find the millionaire to fi- nance it. It was so visionary and also so revolutionary that it… |
Sequence 3At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,… |
Sequence 4Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 5Mr. Grazzini did recognize the contribution of urban programs 1 over twenty years in learning about the adolescent from the… |
Sequence 6Psychological Characteristics and Needs of Adolescents The psychological characteristics and human tendencies are the basis… |
Sequence 7that the urban and rural work is beginning to unify. Given the many talented Montessorians working in different urban &… |
Sequence 8practical chores makes the urban program a critical testing ground for new ideas that emerge from the land-based programs in a… |
Sequence 9With the advocacy of the Erdkinder, the adolescent work slowly gravitates to a unique context for the third plane of education… |
Sequence 10programs supported by experience, a long-term experience. We will establish guidelines only through a natural process that… |
Sequence 11Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New York: Schocken… |
Sequence 1John McNamara and Students 68 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 2COMMUNITY, FREEDOM, AND DISCIPLINE IN A CARING CLASSROOM by John McNamara John McNamara characterizes adolescents through… |
Sequence 3graduation speeches, letters they've written to me, or, in many in- stances, essays they wrote for their applications to… |
Sequence 4Camillo Grazzini: Creative imagination enables all of us, adults and children, to produce or create something new, something… |
Sequence 5Ruffing Montessori, I learned that if a task was not worth giving my best effort to initially, then it was not worth doing at… |
Sequence 6adolescents-but it is an age of silliness, that they need just to be silly to have fun. One student said in her eighth grade… |
Sequence 7part of the Ruffing mystique. You only realize what has actually happened to you after you leave, but that's why Ruffing… |
Sequence 8positions to understand something they were not able to before-that is, by giving them the opportunity to work through for… |
Sequence 9------------------------------- ----- ment is connected with all parts of learning. A student wrote to me when she was in… |
Sequence 10environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 1Laurie Ewert-Kroeker instructs students at the Farm School 78 The NAMTA Journal • Vol. 31, No. I • Winter 2006 |
Sequence 2OCCUPATION PROJECTS, THE MICRO- ECONOMY, AND STUDENT MANAGERS: MEETING THE NEEDS OF ADOLESCENTS by Laurie Ewert-Kroeker… |
Sequence 3are aiding in the third plane, and this experience of a legitimate society, a" school of experience in the elements… |
Sequence 4Diversity of Opportunities Available in a Full-Time Land-Based Program • Building operation and maintenance • Innovations… |
Sequence 5Manager Positions • Sheep/Goat Manager • Cow Manager • Bee Manager • Horse Manager • Pond/Wastewater Treatment… |
Sequence 6period. As seventh- and eighth-year students, they're introduced to avenues of social organization and division of labor… |
Sequence 7We had a record number of managers this year, our sixth year of operation, which is a situation we are pleased with; the… |
Sequence 8also diplomatically handles complaints about menus and the balanc- ing of vegetarian and non-vegetarian food options. The… |
Sequence 1Jim Webster and student 86 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 2SOCIALIZATION OF f ARM p ARTNERSHIPS by Jim Webster Jim Webster's personal recounting of his partnership with an… |
Sequence 3You see, we wanted, more than anything else, to make the work upon the land real, rather than metaphorical. We had set this as… |
Sequence 4chores over the weekend, they feed wood into our furnace in the evening; we do the chores in the mornings and when they are… |
Sequence 5is no doubt it was difficult, but that is for the best, for it is, of course, the challenges that teach. We could not get the… |
Sequence 6came time to explore the jungle they became and to gather in the fruits. Our Farm Economy Occupation group began to pile the… |
Sequence 7waiting below a good rapid. We take canoes, because in canoes you have to work together. You have to call out what you see and… |
Sequence 8we should set forth large challenges whose fulfillment requires both the commitment and development of the individual and of… |
Sequence 1David Ayer 94 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 2SCIENCE STUDY FOR THE ERDKINDER: PHILOSOPHICAL CONSIDERATIONS by David Ayer David Ayer's reexamination of the… |
Sequence 3"[Education] must aim to reform humanity so as to permit the inner development of human personality and to develop a… |
Sequence 4human mission is to understand and manipulate the natural world in order to bring into being a higher state of peace and… |
Sequence 5exchange on the farm "appears to be a kind of 'supercreation' due to the labor of civilization .... This is… |
Sequence 6This basic principle of Montessori education at all levels under- scores the importance of a deep understanding of Montessori… |
Sequence 7The evaporative pond inspires chemistry; the greenhouse evokes physics. To provide structure for the adults as well as the… |
Sequence 8abilities and contributions of staff members. FMES staff members David Ayer and Susan Andree recently had the opportunity to… |
Sequence 9So what did this look like in practice? Because we have a two-year program, we needed to develop a two-year cycle. In one year… |
Sequence 10In the second unit, we expanded our scope to consider the ecology of the school grounds, as well as developing some ecological… |
Sequence 11develop more complex scientific understanding of the material, as well as working with the adolescent's interest in human… |
Sequence 12In the second unit, we explored the achievements of the Ancient and Classical periods, considering the Neolithic revolution,… |
Sequence 13years of creativity, experimentation, study, and refinement. That's where we are now in the adolescent work-guided by… |
Sequence 1LOS The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 2SOCIALIZATION THROUGH THE p ARTNERSHIP WITH PRAIRIE CROSSING by Linda Davis Highlighting the primary function of adolescent… |
Sequence 3which at the end of the first five years will have run a total deficit of close to $200,000. The Board of the school agreed to… |
Sequence 4premise: Socialization is central to who we are as human beings. It's the reason for our big brains. My second premise… |
Sequence 5neighbors, and they often had little in common with us other than physical proximity. If a child was seen by a neighbor doing… |
Sequence 6Learning Farm is part of the Prairie Crossing Institute, but all the farm land is owned by Prairie Holdings Corporation. There… |
Sequence 7repaying the loan to buy the mushrooms, so our profit margin is small. An unexpected benefit was that a local journalist heard… |
Sequence 8said, "Well, the answer is right there in the Erdkinder essay on page 72, paragraph 2." I looked at the text… |
Sequence 1116 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 2NATURE EXPERIENCE AND EDUCATION by Kevin Rathunde Kevin Rathunde turns his research lens to the task of finding out the… |
Sequence 1"THE SCHOOL WHERE THE CHILDREN LIVE" by David Ayer and Elise Huneke Stone Da.vid Ayer and Elise Huneke… |
Sequence 2observed: "The proposal we have put forward has, therefore, nothing surprising about it, and there is no need of… |
Sequence 3OUTCOMES AND EFFECTS OF BOARDING DAVID AYER What does it mean for the students to have boarding as part of their experience… |
Sequence 4than the family" (69), provides opportunities for a young person to take initiative, assume responsibility, and even… |
Sequence 5parents ... ?" "No," they would reply, impatience creeping into their voices, "it's… |
Sequence 6What we as Montessorians have not had as much opportunity to observe is how young adolescents are transformed when they are… |
Sequence 7gram at which the students spent one day a week working on a small farm. Just when we finally admitted that we couldn't… |
Sequence 8include land-based businesses or other economic experiences to serve the young adolescent in developing an understanding of… |
Sequence 9And what happens when young adolescents are given this pre- pared environment? They have an integrity that I believe can only… |
Sequence 10adolescents wanted (loud rap music during supervised room clean- ing) and what the houseparent wanted (just about anything… |
Sequence 11of the day students as well. Though they were sometimes not the majority in terms of numbers, the boarding students were… |
Sequence 1How MY STUDENTS SEE THEIR ADOLESCENT EXPERIENCE AND TURN OUT IN LIFE by John McN amara The chorus of letters written to… |
Sequence 2mean, I hold my deepest conversations at those hours and I would like to think that my arguments are at their most cogent.… |
Sequence 3I want to finish the chapter. I want to understand the point of the essay-I want to learn. Another student wrote: Thank you… |
Sequence 4let alone have them follow it, because it has to come from within you. The important lesson of learning to love to learn was… |
Sequence 5made me believe I could do it and on time. Now I absolutely love to read. Another student wrote: I remember the time when I… |
Sequence 6personal relationship with your teachers and you're on a first name basis you become more comfortable with adults and… |
Sequence 7... I guess that unless you experience the atmosphere you can't understand what it's like to go to school here.… |
Sequence 8treat your souls. So I will leave you with this: be strong and moral young men and women and as you face the world before you… |
Sequence 1Jenny Hoglund 150 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 2MONTESSORI THEORY: V ALORIZATION by Jenny Hoglund Personality, mental and moral independence, the law of maximum effort,… |
Sequence 3Education must help the child to develop his or her personality. In The Formation of Man, Montessori writes that "we… |
Sequence 4With the small children, Dr. Montessori found that this right kind of work, an activity that engages the child's whole… |
Sequence 5characteristics and, so to speak, this "new" child has emerged that education is possible. The basis for… |
Sequence 6tionships and experiences, and it is therefore only in the community that the child's potentialities can be realized.… |
Sequence 7ing importance" ("Principles and Practices" 13). And elsewhere, "This 'value of the… |
Sequence 8be freed from the overwhelming influences of home and school. He needs a special environment, a prepared environment, that… |
Sequence 9The young adult has a conscious interaction with her environ- ment, including people, based on knowledge and activity. There… |
Sequence 10REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 11Associations. London: Conference Committee, 1934. 171- 176. Stephenson, Margaret E." Adolescence-an Exploration.… |
Sequence 1Laurie Ewert-Kroeker 162 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 2FARM SCHOOL CULTURE AND THE V ALORIZATION OF THE PERSONALITY: How DoEs LIVING ON THE LAND CONTRIBUTE TO V ALORIZATION? by… |
Sequence 3Part of the key for this age group is that that accomplishment be recognized in some way by the community-by adults, yes,… |
Sequence 4gether, and play together, after a while you must meet each other's eyes over and over again and cannot hide behind masks… |
Sequence 5next to adolescents and sharing standaxds and ethics and ideas. Then, when the valorized personality is ready to move out in… |
Sequence 6to other environments who seem transformed to us, but are not quite finished "becoming." We also know that… |
Sequence 7the abstraction of it on a large scale to be convincing and comprehen- sible. A culture of responsibility toward one another… |