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NAMTA Journal 12/1 03 An Overview of Adolescence

Sequence 15
Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of…

NAMTA Journal 12/2 11 Research: Child-Initiated Activity: How Important is it in Early Childhood Education?

Sequence 1
CHILD-INITIATED ACTIVITY: HOW IMPORTANT IS IT IN EARLY CHILDHOOD EDUCATION? by Lawrence J. Schweinhart Child-initiated…

NAMTA Journal 12/2 13 Building Correlations: Montessori Education for Moral Development

Sequence 3
work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and…

NAMTA Journal 13/1 06 Nature, Mother and Teacher: Her Norms

Sequence 22
c) S11111u 2, Chap. :J. Cunents and Countel' Curl'ents in Medical Sdencc. Rep1·intecl in Cltild mul F11111i/!f. 1:~:…

NAMTA Journal 13/1 09 A Time to Read

Sequence 3
sudden seriousness when those in thrall to the Wicked Witch of the West are freed from bondage. While in The Final Alice, a…

NAMTA Journal 13/2 09 Darwinism Defined: The Difference between Fact and Theory

Sequence 10
ape-like primates, waddling reptiles, jawless fishes, worm-like inverte- brates, and other creatures deemed even lower or more…

NAMTA Journal 15/2 01 To Be or Not To Be Montessori

Sequence 1
TO BE OR NOTTO BE MONTESSORI by David Kahn Profound differences in thmry are never gratuitnus or invented. They grow out of…

NAMTA Journal 15/2 03 Movement

Sequence 4
sensorially, they are simultaneously absorbing the world into them- selves. Children build their conception of self and…

NAMTA Journal 16/2 02 Educational Reform: The Sixties and the Nineties

Sequence 2
the young in the way they should go, on rearing them to meet the demands of industry, there were always adversary voices -…

NAMTA Journal 16/2 04 The Objectives of the Paideia Proposal

Sequence 3
With the advent of democratic instirutions so very recent, it is not surpris- ing that we have not yet established a…

NAMTA Journal 16/3 01 The Experiment for the Experiment

Sequence 6
projects of action they recogniu as their own ( The Diakaic of Frttdmn, 1988, p.12). Like the highly formative· early…

NAMTA Journal 17/1 09 A Model of the Maturing Person

Sequence 4
Japanese adolescents to pass their university entrance exams results in psychic collapse and hostile resistance to and Aighr…

NAMTA Journal 17/1 10 Educational Administration and the Montessori Model: A Comprehensive, Interdependent Approach

Sequence 20
viduals and social organizations to deal with complexity and change in ways which are both adaptive and creative. The emerging…

NAMTA Journal 18/1 03 Literacy and the Oral Foundations of Education

Sequence 35
its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy…
Sequence 36
Goody, J. (1977). The domestica1ion of the savage mind. New York: Cambridge University Press. Goody, J. ( I 987). The…

NAMTA Journal 18/1 11 Ruffing Montessori School Peace Curriculum: An Informal Narrative

Sequence 12
This will always stick in my mind: two men, talking about two black, disabled soldiers who had not been shot by the enemy but…

NAMTA Journal 18/2 08 What Are the Language Arts For?

Sequence 6
computes, but it does not serve to thematize or articulate what is actually lived (1966, p. 46). To teach the young to think…

NAMTA Journal 19/1 07 Characteristics of Students' Imaginative Lives, Ages Eight to Fifteen

Sequence 20
References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary…

NAMTA Journal 19/1 12 Breakthrough in Evolution: Toward a Partnership Future

Sequence 17
Miller, J. B. 0 976). Toward a new psychology of women. Boston: Beacon. Montagu, A. (1986, August 7). Qtd. in Woodstock Times…

NAMTA Journal 19/2 02 The Ecology of the Mind

Sequence 3
When Maria Montessori speaks of man, she often uses ::i c::ipit::il "M.'. What does this capital letter…
Sequence 4
of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every…

NAMTA Journal 19/2 10 The Natural Institution of the Family (An Abridgement)

Sequence 19
Hellbrugge, T. 0979, Spring). Early social development and proficiency in later life. Tbe NAMTA Q11arter(y, 4<.2), 6-14…

NAMTA Journal 19/3 01 Survey of Montessori Adolescent Programs: Interpretive Commentary

Sequence 58
to this survey, only the Franciscan Montessori Earth School in Portland, Oregon, gives adolescents an Erdkinder experience of…

NAMTA Journal 20/1 09 Reinventing Civility

Sequence 7
gentlemanlike conduct in the late twentieth century is radically differ- ent from what it was in the eighteenth. Let us look…

NAMTA Journal 20/1 11 Equal Opportunity and the Montessori Magnet School

Sequence 15
Transformational Schools Gunnar Myrdal's An American Dilemma: The Negro Problem and Modern Democracy (1944) helped…
Sequence 19
Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.…

NAMTA Journal 20/1 14 In Memoriam: Nancy McCormick Rambusch 1927-1994

Sequence 21
Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.…
Sequence 25
Transformational Schools Gunnar Myrdal's An American Dilemma: The Negro Problem and Modern Democracy (1944) helped…
Sequence 53
gentlemanlike conduct in the late twentieth century is radically differ- ent from what it was in the eighteenth. Let us look…

NAMTA Journal 20/2 06 Affection for Nature and the Promotion on Earth Stewardship in Childhood

Sequence 10
Froebe}, F. (1887). The education of man (Trans. W.M. Hailman). New York: Appleton. (Original work published 1886) Hart, R…

NAMTA Journal 20/3 11 Do Not Bequeath a Shamble—The Child in the Twenty-First Century: Innocent Hostage to Mindless Oppression…

Sequence 1
Do NoT BEQUEATH A SHAMBLE THE CHILD IN THE TWENTY-FIRST CENTURY: INNOCENT HOSTAGE TO MINDLESS OPPRESSION OR MESSENGER TO…
Sequence 5
food triage, depressingly, has been considered as a serious option on the grounds that in time, there will be enough food for…
Sequence 8
helping us to cut between the twin pitfalls of sentimentality and indifference in our relationship to children. Third, we can…

NAMTA Journal 21/2 05 The Personal Intelligences: Linking Gardner to Montessori

Sequence 15
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. Montessori, M. (1994). The absorbent mind. Oxford: Clio…

NAMTA Journal 21/2 10 Why Not Consider Erdkinder?

Sequence 3
WHY NoT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Answering possible objections and citing his own personal experiences,…

NAMTA Journal 21/2 11 The Elements of Social Life and the Montessori Adolescent

Sequence 14
bility. What is it? We do not know, but we must hasten to find out. It must be the child who reveals to us what happens during…

NAMTA Journal 22/2 07 The Prepared Environment

Sequence 4
adult and the children, as these expressions of the spirit pour out of their daily experiences of togetherness-their oneness…

NAMTA Journal 22/2 08 Character and Moral Development

Sequence 6
of the intellect for its own sake. The reasoning mind has a much grander task: The work of humanity that always loves more,…

NAMTA Journal 23/1 05 Self-Discipline and the Arts

Sequence 11
We will come to realize that each child has artistic potential and each child will relish the deep satisfaction derived from…

NAMTA Journal 23/1 11 Self and Evolution

Sequence 30
is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to…

NAMTA Journal 23/1 15 Digging Down Deep: Educational Experiences with the Earth in a Gardening/Farming Context

Sequence 10
studied, the experience of working with the earth and connecting it to curriculum only enhanced the learning. Despite the…

NAMTA Journal 24/1 02 World Odyssey: Revelations of the Possible

Sequence 4
The influence and success of Montessori education far exceeds even the worldwide recognition of the ideas of John Dewey. How…

NAMTA Journal 24/1 03 Past, Present, and Possible: A Montessori Global Perspective

Sequence 17
us listen to the words of Maria Montessori, for she is reminding us that if we can do what we have just been saying, We find…

NAMTA Journal 24/1 04 The Integration of Cultures: The Montessori Contribution

Sequence 3
.. . by talking about Montessori edu- cation in terms of its theoretical roots, we are not talking about something which is…
Sequence 15
With that vision, however, Maria Montessori joins the ranks of the great educational philosophers of all time and gains the…

NAMTA Journal 24/1 07 Preparing Ourselves to See the True Nature of the Child

Sequence 16
It is important for us not to change the vision of Dr. Montessori by creating a reductive attitude to what we do, by focusing…

NAMTA Journal 24/1 11 A Montessori Community for Adolescents

Sequence 13
community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the…
Sequence 31
REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:…

NAMTA Journal 24/1 13 Children's Participation: Involving Young Citizens in Community Development and Environmental Care

Sequence 24
Hart, R., & L. Chawla. The Development of Children's Concern for the Environment. Zeitschrift fur Umelweltpolitik…

NAMTA Journal 24/1 15 Story Upon Story

Sequence 18
two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have…
Sequence 19
Hakim, Joy. "Reading, Writing, and ... History." History Mat- ters! (May 1996): 19 pars. 1 Dec. 1998 &lt…

NAMTA Journal 24/1 16 Maria Montessori: A Learner Taught by Children

Sequence 10
birth of new life. "The personality of the mother," she observes, "is characterized by this: with…

NAMTA Journal 24/2 04 Discovering the Real Spiritual Child (Part 2)

Sequence 6
The current spiritual renaissance, even outside traditional reli- gious institutions, shows the necessity and the desire of…

NAMTA Journal 24/2 10 Cosmos, History, and the Human Spirit

Sequence 22
Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic…

NAMTA Journal 24/3 07 Singing

Sequence 14
jZr JIJ II e r ~ J ~ ~ J =i Hu - mu - hu - mu - nu - cu - nu - cu - a - pu - a. This, in turn, attracted the attention of…

NAMTA Journal 24/3 10 The Power of Montessori's Positive Psychology in an Expanding Universe

Sequence 10
Montessori, Maria. The Discovery of the Child. 1948. Trans. S. J. Costelloe. New York: Ballantine Books, 1967. Montessori,…

NAMTA Journal 25/1 02 The Casa Dei Bambini: A Century Concept

Sequence 11
She "jumped off" into new territory without having a plan in place-and let her commitment to fighting for…

NAMTA Journal 25/1 10 Pedagogy of Place: Becoming Erdkinder, The Montessori Program Design School, Program Design Position…

Sequence 4
drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of…
Sequence 7
• Within these limits, the occupation demands knowledge, which may involve measurement, refinement of the senses, precision,…

NAMTA Journal 25/1 12 Encouraging the Creative Voice of the Child

Sequence 5
I'm going to suggest today that creative expression is as vital to a human being's development and learning as any…
Sequence 14
are foisted upon children until it becomes very difficult for them to figure out what they're interested in, what might…

NAMTA Journal 25/1 13 Montessori and Early Childhood Education: A Contemporary Perspective

Sequence 4
HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her…
Sequence 13
when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature…

NAMTA Journal 25/1 15 Obituary Maria Christlieb Robles

Sequence 14
when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature…
Sequence 23
HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her…
Sequence 35
are foisted upon children until it becomes very difficult for them to figure out what they're interested in, what might…
Sequence 44
I'm going to suggest today that creative expression is as vital to a human being's development and learning as any…
Sequence 92
• Within these limits, the occupation demands knowledge, which may involve measurement, refinement of the senses, precision,…
Sequence 95
drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of…
Sequence 228
She "jumped off" into new territory without having a plan in place-and let her commitment to fighting for…

NAMTA Journal 25/2 03 Montessori in Early Childhood: Positive Outcomes along Social, Moral, Cognitive, and Emotional Dimensions

Sequence 33
Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6…

NAMTA Journal 25/2 09 The Meadow across the Creek

Sequence 10
understanding, the power, the aesthetic grandeur, and the emotional fulfillment needed to heal the damage that has already…

NAMTA Journal 25/2 11 The Hand-Thought-Language Nexus

Sequence 27
brain and spinal cord of mammals a very, very long time ago, and had endowed the monkey's limbs with assured, acrobatic…
Sequence 28
Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of…

NAMTA Journal 26/1 02 Montessori Education and Optimal Experience: A Framework for the New Research

Sequence 23
areas (see also Rathunde, "The Context of Optimal Experience"; Rathunde, "Family Context and the…
Sequence 24
mobility does not come under increased control with maturity, it results inan unproductive pattern of mind-wandering in…

NAMTA Journal 26/1 05 The Montessori Farm School: Erdkinder Beginnings 2000

Sequence 29
purpose. That means precisely that history and its purpose cannot make sense to a community without a purpose. If there is no…

NAMTA Journal 26/1 11 Thirty Years in the Montessori Classroom

Sequence 13
burden for a child to be "bad" or "good." We must relieve every child of that burden and…

NAMTA Journal 26/2 09 Process Writing: Finding Flow in Adolescent Self-Expression

Sequence 30
Graves, Donald. "Making Meaning Clear: The Logic of Revision." Journal of Basic Writing (1981, Fall/Winter…

NAMTA Journal 26/3 03 The Culture of Civility: The Cohesion of the Social Community

Sequence 10
It takes a major shift in our cultural sensibilities to understand why Darcy isso deeply affected by her remark. The notion of…

NAMTA Journal 26/3 05 Toward Key Experiences for the Adolescent

Sequence 5
REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner…

NAMTA Journal 26/3 08 Designing for the Needs of Adolescents: An Interview with John McNamara

Sequence 4
just been watching a movie. As I exited, I noticed that many trucks were parked around the perimeter of the camp. Men started…

NAMTA Journal 26/3 14 Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936

Sequence 13
• Values and Attitudes Having worked with all of the above models that explore Place as Pedagogy, it is easy to applaud the…

NAMTA Journal 26/3 23 A Historical Look at Montessori's Erdkinder

Sequence 3
WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to…
Sequence 18
and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this…
Sequence 20
all contributed to a spirit of reevalua tion and reform in education that began in the last decades of the nineteenth century…

NAMTA Journal 26/3 24 The Origins of Agrarianism and the Development of the Self

Sequence 3
really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire…
Sequence 5
Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&…

NAMTA Journal 26/3 29 What Does It mean To Study The Humanities in a Farm School Context?

Sequence 12
THE FUTURE OF ERO KINDER The school where the children live, or rather their country homes, can also give them the…

NAMTA Journal 26/3 34 Towards a Positive Education for Adolescents: An Example from the Humanities

Sequence 3
matter? Is it knowledge of how to do a certain list of tasks with proficiency? Or is it something even more general-a tool to…
Sequence 8
that assessed the ability to discriminate various tastes, smells, sounds, and textures, the study found that these individuals…

NAMTA Journal 27/1 01 Child Development Under Three: The Foundations of the Personality, the Family, and the Montessori Method

Sequence 16
physical environment and our attitudinal environment. Once chil- dren pass their first birthday, we generally treat them…

NAMTA Journal 27/1 04 Infant Attachment and Separation: The Foundations for Social/Emotional Growth

Sequence 13
who is psychologically healthy with a strong sense of self, a strong sense of who and what they are and what they can do. We…

NAMTA Journal 27/1 13 The Impact of the Assistants to Infancy Program on Primary Children

Sequence 9
and three. But what we need to do is assess the ones that are develop- mentally appropriate in our assessment of this child…

NAMTA Journal 27/3 06 God's Cosmic Plan and the Work of the Child

Sequence 15
REFERENCES Cavalletti, Sofia. II potenziale religioso tra i 6 e i 12 anni. Trans. Rebekah Rojcewicz. Rome: Citta Nuova…

NAMTA Journal 27/3 12 The Natural World as Prepared Environment

Sequence 19
Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural…

NAMTA Journal 28/1 07 Elementary Physical Education

Sequence 20
out the process that there is really only one core objective that you should seek to realize: Incorporate as wide a variety as…

NAMTA Journal 28/1 08 Philosophy, Psychology, and Educational Goals for the Montessori Adolescent, Ages Twelve to Fifteen

Sequence 3
Hutchison in their descriptions of the educational value of place. Place builds a context for social relations; it is the…
Sequence 10
academic study: "work on the land is an introduction both to nature and to civilization and gives a limitless field…

NAMTA Journal 28/2 04 Redefining Who We Are: The Work of Learning Community Facing Adolescents/Facing Ourselves

Sequence 17
REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from…

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Maria Montessori's Life and Work
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