Digital Object NAMTA Journal 21/2 09 What It Means to Follow the Child Makes an evocative plea for accepting children where they are developmentally and maintaining a vision of future possibility. Claims that adults are being guided and informed by children, and adjust their behaviors accordingly. Advocates encountering the…
Digital Object NAMTA Journal 21/2 10 Why Not Consider Erdkinder? Claims that Montessori's educational theory for 12- to 18- year olds, Erdkinder, should be considered as an educational alternative. Erdkinder, or "earth child," refers to observing children and, accordingly, creating a suitable environment. The task for…
Digital Object NAMTA Journal 21/2 07 The Mathematical Intelligence Seen Through The Lens of the Montessori Theory of the Human Tendencies Contextualizes the mathematical intelligence as revealed in the human tendencies, as supported by the extended family, and facilitated by choice within a responsive environment. Reviews the function of Montessori materials, including mathematical materials,…
Digital Object NAMTA Journal 21/2 08 Maintaining the Montessori Metaphor: What Every Child Wants and Needs Describes the view of intelligence in Montessori education and dismisses a variety of limited and dehumanizing models of education. Refers to the Montessori model as a "human metaphor" that actually responds to who children are and what they need, and extends…
Digital Object NAMTA Journal 21/2 05 The Personal Intelligences: Linking Gardner to Montessori Emphasizes the intrinsic unity of all the intelligences as well as the inseparable nature of the interpersonal and intrapersonal. Emphasizes the theories of both Gardner and Montessori as a whole, and looks at common features in intelligence profiles and…
Digital Object NAMTA Journal 21/2 06 Movement, Music, and Learning: The Musical and Bodily/Kinesthetic Intelligences Explores kinesthetic and musical intelligences. Emphasizes the importance of understanding the physical reality of the body and sensory receptors as well as the dimensions of feeling and expression. Summarizes Tomatis's interpretation of the auditory and…
Digital Object NAMTA Journal 21/2 03 How Are You Smart? Multiple Intelligences and Classroom Practices Claims that each educator must discover the potentials of the learner and build on the individual's specific assortment of strengths. Presents Howard Gardner's theory of multiple intelligences, with practical implications, emphasizing that the intelligences…
Digital Object NAMTA Journal 21/2 04 The Verbal/Linguistic and Visual/Spatial Intelligences Examines verbal/linguistic and visual/spatial intelligences and their relationship to Montessori education. Aligns Gardner's philosophy of these two intelligences with Montessori's specific counterparts in the prepared environment. Defines assessment in light…
Digital Object NAMTA Journal 21/2 01 The Theory of Multiple Intelligences: In Support of Montessori Discusses the theory of multiple intelligences and Montessori practice as interpreted by Torff, Dubovoy, Baker, Hilliard, Zener, and Sillick (PS 524 854-859). Claims that Gardner and Montessori both look beyond the notion of fixed IQ, and their joint…
Digital Object NAMTA Journal 21/2 02 If Binet Had Looked Beyond The Classroom: The Assessment of Multiple Intelligences Presents a summary of the theory of multiple intelligences in the context of developmental learning. Emphasizes the implications of the theory for assessment, including a strong argument against standardized testing. Describes various methods to engage and…
