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NAMTA Journal 12/1 04 Humanities: The Group Explores

Sequence 3
sound is concerned;' Dr. Maria Montessori said in The Montessori Elementary Material. "It follows that reading…

NAMTA Journal 12/1 06 Transition: Urban Montessori Secondary to Erdkinder

Sequence 9
Whitehead summarizes the Erdkinder spirit: "There is only one subject matter for education and that is Life in all…

NAMTA Journal 13/2 08 Cosmic Education: Sowing Life, Not Theories

Sequence 8
land, to support future races. "21 The emotional depiction of coral as part of a cosmic legacy of doing right by…
Sequence 9
stresses the same idea in her writing: "the child must learn by his own individual activity, being given a mental…

NAMTA Journal 13/2 10 Exploring with the Nine to Twelve Child

Sequence 8
perhaps finish with Dostoevsky, Kant, Swift, Isben, Thoreau and Shakespeare. The experience has enormous value for them as it…

NAMTA Journal 14/1 05 The Elementary Curriculum Dialectic: Essentialist vs. Structuralist

Sequence 2
The Essentialists' Viewpoint Essentialism is not a Montessori phenomenon; it is a nationwide trend. What is really…

NAMTA Journal 14/2 03 Learning by Class Discussion

Sequence 5
The great works of the human mind in the western intellectual tradi- tion fulfill this requirement in a preeminent way. The…

NAMTA Journal 15/1 01 Montessori Education: Interactive Idea for Human Understanding

Sequence 2
The quiet in the class when the children were at work was complete and moving. No one had enforced it; and what is more, no…

NAMTA Journal 15/1 02 Generous Understanding: Knowing Ourselves and Each Other

Sequence 6
each of us might have something to learn. Often, those who proclaim themselves fit to make ethical pronouncements for the…

NAMTA Journal 15/1 05 Evolution and the Pre-College Curriculum, Part I—The Human Place in Nature

Sequence 11
9. Ehrlich, Paul R. The Mcu;kin.ery of Nature: The Living World Around Us - And How It Works (New York: Simon and Schuster,…

NAMTA Journal 15/2 14 Evolution and the Pre-College Curriculum, Part II: Human Nature and Human Culture Hunter-Gatherers Past…

Sequence 9
12. Wilson, Edward 0. Biaphilia (Cambridge: Harvard University Press, 1984). 13. Dawkins, Richard. The Blind Watchmaker: Why…

NAMTA Journal 16/2 01 The Montessori Contribution to Educational Reform—A Prologue

Sequence 5
from tomes of scope and sequence which compel schools into a blind confor- mity. The reform of education in the Montessori…

NAMTA Journal 16/3 01 The Experiment for the Experiment

Sequence 7
ture vs. interest, spontaneous activity vs. prepared environment. Many times the practitioner will regard these issues as…
Sequence 12
Bue I think there were other aspects that affected the good testers as well. They began co talk about tests, about "…
Sequence 13
Montessori years that come before-for what is laid out in the middle school years as we watch our children bec.ome adults is a…

NAMTA Journal 16/3 05 Montessori and the Bahá'í Faith

Sequence 12
at five years of age has become an intelligent being, must have gone through a constructive evolution { TIii! Fonnation of Ma,…

NAMTA Journal 16/3 09 Parents' Perceptions: The Transition of the Public School Montessori Students into Traditional Middle…

Sequence 11
Obviously, many more activities or variations on activities can ease the transition into traditional education. However,…

NAMTA Journal 17/1 07 Needs of the Elementary-Age Child: Montessori Principles, Strategies, and their Practical Implementations

Sequence 1
NEEDS OF THE ELEMENTARY-AGE CHILD MONTESSORI PRINCIPLES, STRATEGIES, AND THEIR PRACTICAL IMPLEMENTATIONS by Rajendra K.…

NAMTA Journal 17/1 08 The Montessori Adolescent: Frameworks for Invention

Sequence 1
THE MONTESSORI ADOLESCENT: FRAMEWORKS FOR INVENTION by David Kahn Extrapolating from the primary and elementary curriculum…
Sequence 2
Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the…
Sequence 4
the earth. The origin of life on earth, of humans, farms, cities, and empires is personified in the great lessons as invention…
Sequence 16
invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.…

NAMTA Journal 18/1 07 Some Thoughts about the Spiritual Development of the Teacher

Sequence 6
are lo be transformed; instead of frustrating the learner's eager desire for work, as they so often do today, they are to…

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

Sequence 13
I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the…

NAMTA Journal 18/2 06 Literature and Grammar

Sequence 7
of my ·career was washing dishes with Bernard Shaw after a very large social gathering. Bernard Shaw's share of the…

NAMTA Journal 18/2 10 Old Truths, New Children

Sequence 4
eve'fythlng' turns on the na- ture of the habits, Including ha&its of language, we Jorm by accident and…

NAMTA Journal 18/3 02 Designing for the Needs of Adolescents: An Interview with John McNamara

Sequence 6
We must avoid placing limits on what a child will want to learn and digest by utilizing formalized curriculum scope and…

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

Sequence 4
II little real knowledge of it. Instead, it is lo those three essays, and in particular Lo "The Erdkinder,&quot…
Sequence 10
ment, parents often feel differently about continuing if it is an option to go directly into high school after finishing…
Sequence 12
old were eliminated from the.sample. With this correction, the median size is 25 students (n=19). In other words, eliminating…
Sequence 19
schools. Maybe not in our schools, but perhaps in open schools, etc. They should also be academically competent in the…

NAMTA Journal 20/1 07 Cosmic Education and Literature-Based Teaching

Sequence 27
children will want to send their work out for publication. In our local newspaper, The St. Paul Pioneer Press, a segment of…

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

Sequence 85
children will want to send their work out for publication. In our local newspaper, The St. Paul Pioneer Press, a segment of…

NAMTA Journal 20/2 07 Dare to Do Erdkinder: Report from Chicago

Sequence 1
DARE TO Do ERDKINDER: REPORT FROM CHICAGO by John Long "What type of adult does civilization need?" This…

NAMTA Journal 20/2 08 Human Solidarity: Reflections on Chicago

Sequence 2
third plane? Are we not immersed in some necessary creative tension as we strive to bind our present explorations with her…

NAMTA Journal 20/2 11 Montessori and Assessment: Some Issues of Assessment and Curriculum Reform

Sequence 12
1990, p. 37). The fact that the Montes- sori teachers interviewed seemed to spend more time than traditional teachers on…

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

Sequence 1
THE ELEMENTS OF SOCIAL LIFE AND THE MONTESSORI ADOLESCENT by Linda Davis Linda Davis traces the Montessori view of…
Sequence 2
gether. If they could function so beautifully in an environment de- signed for their psychological characteristics, could the…

NAMTA Journal 21/2 12 The Normalized School: Montessori as a Way of Life

Sequence 13
with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,…

NAMTA Journal 21/2 16 Book Review—Montessori Today: A Comprehensive Approach to Education from Birth to Adulthood, By Paula…

Sequence 4
Chapter Two, "An Overview of the Primary Years," is an expert portrait of the prepared environment for the…

NAMTA Journal 21/3 01 All-Day Montessori: Notes on the History of the Experiment

Sequence 3
their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the…

NAMTA Journal 22/1 11 Philosophy Statement for the North Avondale Montessori School

Sequence 9
The prepared environment must allow for social interaction and be multi-aged. Research sug- gests that "the human…

NAMTA Journal 22/2 14 The Growth of Complexity: Shaping Meaningful Lives

Sequence 2
not build habits of discipline or skills: activities that waste human and material energy. Others grow up enjoying activities…

NAMTA Journal 23/1 14 Erdkinder under Construction: What the Farm Schools Showed Us

Sequence 3
20 years, have lacked any governing standard, any consensus of design, and any documentation. To help build the needed…

NAMTA Journal 23/2 01 Mario Montessori: In Search of a Deeper Freedom, A Life's Journey of Educational Ideas

Sequence 5
when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the…

NAMTA Journal 24/1 12 The Erdkinder Story: In the Beginning

Sequence 8
now to find out how to do it, from people who set up farms. You must take time now to look in books. You are the makers of…

NAMTA Journal 24/1 15 Story Upon Story

Sequence 11
the plungers. Recreating this experiment in a simple form helps bring the story to life ina way that just hearing it can'…
Sequence 18
two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have…

NAMTA Journal 24/3 04 Discovering the Artist Within

Sequence 10
All of the poem-letters to poets in this book are run under the title "Lives of a Poet." Because a real poet…

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

Sequence 10
Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were…

NAMTA Journal 25/1 04 The Casa Dei Bambini: Paths to Culture

Sequence 8
participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity…
Sequence 18
They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves…

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

Sequence 3
In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is…

NAMTA Journal 25/1 15 Obituary Maria Christlieb Robles

Sequence 96
In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is…
Sequence 195
They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves…
Sequence 205
participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity…
Sequence 229
Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were…

NAMTA Journal 25/3 06 Cosmic Education

Sequence 2
COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,…

NAMTA Journal 26/2 02 Language and Developing Brain

Sequence 15
social. We wouldn't have any need for language without a social group. And of course it can't be learned in…

NAMTA Journal 26/2 03 Literary Approaches for the Child Under Six

Sequence 7
of his or her own favored styles of communicating with others and of which styles of others' expressive communication…

NAMTA Journal 26/2 05 Homo Loquens: Language in the Context of Cosmic Education

Sequence 3
then be false to any man." Shakespeare, that great player with words- and what a testimony that is to the spirit and…

NAMTA Journal 26/2 08 Cosmic Sense, Sensibility, and Written Expression: From Childhood to Adolescence

Sequence 9
what they said; some were pessimistic. The adolescent needs some- thing more than logic to have an optimistic view of…

NAMTA Journal 26/3 01 An Overview of Adolescence

Sequence 2
emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane&quot…
Sequence 4
appear more like a traditional junior high in miniature in some cases. But beneath this veneer of traditional time blocks and…
Sequence 7
Place-a place for adolescents to experience as a whole: a place that is an island of green for beholding, a place to work and…
Sequence 11
ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past…

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

Sequence 5
Near the end of the war I leaned toward the Japanese side. And when the war ended I was sad. I was sad and relieved. I was…

NAMTA Journal 26/3 09 Helping the Adolescent Personality

Sequence 9
We need to provide an environ- ment where children can experi- ence community, affirmation, love, and support first and…

NAMTA Journal 26/3 17 Erdkinder: The Experiment for the Experiment (Interview with Margaret Elizabeth Stephenson and A.M…

Sequence 16
ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g…

NAMTA Journal 26/3 19 The Kibbutz, Boy’s Town, Williamsburg and the Montessori Erdkinder

Sequence 12
... adolescents prove to be good teachers for small children who feel a certain repulsion for very adult personalities who…

NAMTA Journal 26/3 35 Hershey Montessori Farm School: Place Based High School Biology

Sequence 1
Search for Meaning and Mihaly Csikszentmihalyi's Elements of Enjoy- ment, which describes the conditions of optimal…

NAMTA Journal 28/1 01 Aligning Montessori Schools with True Montessori Essentials

Sequence 1
ALIGNING MONTESSORI SCHOOLS WITH TRUE MONTESSORI ESSENTIALS by David Kahn As 250 Montessori schools in North America…

NAMTA Journal 28/1 04 Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught

Sequence 5
to function in this way, it must be ordered and complete: The shelves must manifest the sequence so the children understand…

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

Sequence 2
and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum…

NAMTA Journal 28/2 05 Work

Sequence 5
Unfortunately, adolescence is a period of life when society puts its young people in a hold· ing pattern. The frustration…

NAMTA Journal 28/3 01 Montessori and Optimal Experience Research: Toward Building a Comprehensive Education Reform

Sequence 1
MONTESSORI AND OPTIMAL EXPERIENCE RESEARCH: TOWARD BUILDING A COMPREHENSIVE EDUCATION REFORM by David Kahn ON NORMALIZATION…

NAMTA Journal 29/2 08 Extensio Animae and Magna

Sequence 2
EXTENSIO ANIMAE AD MAGNA by Elizabeth Wymer and Keith Boehme Elizabeth Wymer and Keith Boehme explain the philosophy of two…

NAMTA Journal 30/1 02 Places for Belonging: From Womb to Home to Montessori School

Sequence 2
Montessori speaks about to occur, we must take the next step. We must "give" this environment over to the…

NAMTA Journal 30/1 10 The Adolescent and the Family: Love and Limits

Sequence 11
computer I cell phone ban. She and her father jokingly referred to the period of withdrawal that she experienced from her…

NAMTA Journal 30/1 11 Project 2012: History Whither Bound from Childhood to Adolescence?

Sequence 10
* * * In the Erdkinder Appendices of From Childhood to Adolescence, Montessori presents the next logical step for history as…

NAMTA Journal 30/2 08 The Wisdom of Love: A Montessori Journey of the Sea of Life

Sequence 1
Montessori writes about the child, but this message applies to also to adults: His intelligence becomes whole and complete…
Sequence 11
The land school is a rescue for Montessori's "rhythm of life." The presentation by Camillo Grazzini and…

NAMTA Journal 31/1 01 The Key Lessons of the Third Adolescent Colloquium

Sequence 1
THE KEY LESSONS OF THE THIRD ADOLESCENT COLLOQUIUM by David Kahn THEORY INTO PRACTICE: THE MONTESSORI COLLOQUIUM AS A…

NAMTA Journal 31/1 05 Envisioning the Whole Third Plane: Montessori Erdkinder and Urban Adolescent Programs Help Each Other

Sequence 3
At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,…

NAMTA Journal 31/1 10 Socialization through the Partnership with Prairie Crossing

Sequence 7
repaying the loan to buy the mushrooms, so our profit margin is small. An unexpected benefit was that a local journalist heard…

NAMTA Journal 31/1 17 The Lenses of Cosmic Education

Sequence 13
This is the phenomenon we call the "normalized class." It is so unique that I think we often take it for…

NAMTA Journal 33/1 02 The Child in Nature: Montessori's Answer to the Ecological Crisis

Sequence 21
Inertia, generated by oversimplification, lack of concern, or trivializing a problem, is foreign to our children. They are…

NAMTA Journal 33/1 04 Universal Moral Development: The Basis for Human Unity and Peace

Sequence 6
to do the work better. Once the child figures out how to evaluate his own work in this way, he will stop going to the teacher…

NAMTA Journal 33/1 07 A Brief Historical Preface to the Task of Curriculum Reform: A Personal and Therefore a Limited Report

Sequence 30
Add what Alexandr Solzhenitsyn (1918-) wrote of his own expe- riences in one of Stalin's concentration camps (1945-1953…
Sequence 33
it has never been tried (37). Why not? But what does succeed in the character education of a human being, indeed, if &quot…
Sequence 42
modern curriculum. There is only one subject matter for education, and that is Life in all its manifestations. Instead of…

NAMTA Journal 33/1 16 From Care of Others and the Environment to Community Service and Social Responsibility: The Emergence of…

Sequence 15
by Miss Child that "We don't sit on tables, dear," the young woman got down, as if hearing this for the…

NAMTA Journal 33/3 02 The Toddler and the Teenager: A Comparison of the First and Third Planes of Development

Sequence 6
baby and young child is "egocentric": He is selfish. Everything centers around him. It must. As Margaret…

NAMTA Journal 33/3 03 Early Childhood Principles: An Aid to Adolescent Practice

Sequence 5
sence of social existence. ft is a production and exchange, which does not only bring in the people living near to one, but…

NAMTA Journal 34/3 07 Elementary Storytelling: The Ultimate Interdisciplinary Approach

Sequence 2
ELEMENTARY STORYTELLING: THE ULTIMATE INTERDISCIPLINARY APPROACH by Elise Huneke Stone Elise H1111eke Sto11e's lively…

NAMTA Journal 34/3 14 The New Adolescent Ages 12-15 and 15-18: Optimal Roadmaps for Disciplines-Based Studies

Sequence 6
The hypertextuality of our modern era requires students to understand allusions to the Bible, Greek mythology, and…
Sequence 9
and trace it to its origin or truth. That is the magic of literature. Its wild fibrous beginnings resist being combed together…

NAMTA Journal 35/3 07 The Shapes of Our World

Sequence 2
and capitalization? And what's more, with apologies to Shakespeare, why was "this sceptred isle" of…

NAMTA Journal 35/3 08 Nurturing the Moral, Imagination with History, Geography, and Peace Studies

Sequence 15
are in charge of their own cooking, cleaning, and laundry in addi- tion to providing animal care, maintaining buildings, and…
Sequence 16
provides more large roles for the students. When we began this ar- rangement five years ago we were nervous about competition…

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Maria Montessori's Life and Work
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