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The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
Dr. Montessori saw the failure of civilization (remember she lived… |
| 23
Black • Community
a
May you make of yourself a light, inspiring awe and wonder in
each of the lives you touch everyday… |
| 26
The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
described as a paradise that
heals the soul. Our world
today can be… |
| 27
Ferreira • Children’s House: The Prepared Environment as an Oasis
Water—A lake or underground spring that comes
•
to the… |
| 30
The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
activities) and a space
for gross movement ac-
tivities, such as… |
| 37
Ferreira • Children’s House: The Prepared Environment as an Oasis
children look up to and admire the work of the older… |
| 38
The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
step on the path to normalization. The child who has experienced
the… |
| 42
The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
my research as it relates to children and nature, and relate it to my… |
| 43
Chawla • The Natural World as Prepared Environment
This caught me up short. I don’t think of Dr. Montessori as a
vagrant—… |
| 44
The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
ing, and responding freshly to the needs of the child, wherever it
takes… |
| 49
Chawla • The Natural World as Prepared Environment
adolescents can live at all times of day and night, in all weathers,… |
| 51
Chawla • The Natural World as Prepared Environment
Human Potential. Although many people in her generation shared
this… |
| 91
Joyce • Blending Differing Perspectives of Parents and Guides
Blending differing PersPectives of
Parents and guides:… |
| 92
The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
The children in our schools are on a developmental journey. We,
as… |
| 93
Joyce • Blending Differing Perspectives of Parents and Guides
parents have been asking this question forever, but it has… |
| 95
Joyce • Blending Differing Perspectives of Parents and Guides
the way parents want to hear. I am suggesting to talk to… |
| 96
The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
Next, post three easel pages with the following titles: “academic
skills… |
| 101
Schaefer • The Montessori Adolescent and the Pedagogy of Journey
the montessori adolescent and
the Pedagogy of Journey… |
| 103
Schaefer • The Montessori Adolescent and the Pedagogy of Journey
more staff and one alumnus. On the bus there was a… |
| 105
Schaefer • The Montessori Adolescent and the Pedagogy of Journey
great values are hidden and that in the minds of these… |
| 107
Schaefer • The Montessori Adolescent and the Pedagogy of Journey
Every day is different; nothing is routine. There is… |
| 108 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
questions. Beyond the laboratories, there are outdoor Anasazi Life
Way… |
| 109
Schaefer • The Montessori Adolescent and the Pedagogy of Journey
read, I had lots of friends, people I knew and liked.… |
| 111
Schaefer • The Montessori Adolescent and the Pedagogy of Journey
a junior high.” She didn’t have to use the word… |
| 114 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
Our program is relatively large for a Montessori school; we have
more… |
| 115
Mosher • Into the City
Adolescence is a time of growing interest in adult roles and adult
society; according to Dr.… |
| 120 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
one of the group looks up at and says, “Wait, you guys.” Then it is up… |
| 125
Mosher • Into the City
ness, health care, city government, and so on. The points that the
young people raised were… |
| 127
Mosher • Into the City
a
references
Kahn, David. “The Unfolding Drama of the Montessori
Adolescent in America.” The… |
| 130 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
how far we have come as a community. Tonight, twenty-
five individuals… |
| 136 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
level of abstraction than I am capable of and use examples such as… |
| 137
McNamara • Community, Freedom, and Discipline
extra mile for us. If they’re encouraged to express their opinions in… |
| 138 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
well-read and internalized
is always worth more than
rushing through… |
| 139
McNamara • Community, Freedom, and Discipline
that contribute to their success. They know what quality looks like
and it… |
| 143
Ludick • The Positive Personality of the Montessori Adolescent
the Positive Personality of the
montessori adolescent
by… |
| 145
Ludick • The Positive Personality of the Montessori Adolescent
support we have in our practice by way of the “Plan for… |
| 147
Ludick • The Positive Personality of the Montessori Adolescent
use that as our guide in education. In speaking of the… |
| 148 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
These are just a few of Dr. Montessori’s strong directives. I invite
you… |
| 149
Ludick • The Positive Personality of the Montessori Adolescent
but rather good, consistent, and tolerant adult guides who… |
| 151
Ludick • The Positive Personality of the Montessori Adolescent
than passive learning experiences, particularly if those… |
| 153
Ludick • The Positive Personality of the Montessori Adolescent
est sharing within the group; it was more than touching.… |
| 155
Ludick • The Positive Personality of the Montessori Adolescent
adults as long as they can process experiences in a safe… |
| 157
Ludick • The Positive Personality of the Montessori Adolescent
studies affirm Montessori’s belief in specialists for this… |
| 159
Ludick • The Positive Personality of the Montessori Adolescent
Dazzling by flashes of his light! Then she suggests, he… |
| 162 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
analysed in all its factors, each carefully studied and provided for”
(… |
| 163
Henke • Toward the Ultimate Goal of Peace
and outer peace throughout the developmental continuum. It is
our task, as… |
| 179
Henke • Toward the Ultimate Goal of Peace
Through this discussion, the students saw that despite the poten-
tialities… |
| 182 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
of extending it to Montessori adolescent communities around the
globe.… |
| 184 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
they are sharing a piece of themselves. This makes them extremely… |
| 185
Henke • Toward the Ultimate Goal of Peace
Both of these definitions of “great work” apply universally
because they are… |
| 187
Henke • Toward the Ultimate Goal of Peace
aPPendix
the montessori institute for the science of Peace
adolescent… |
| 189
Henke • Toward the Ultimate Goal of Peace
dissemination of knowledge fundamental to the full development of
the human… |
| 190 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
progression and digression, but also see their role in transforming
the… |
| 192 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
Hart, Roger. Children’s Participation: From Tokenism to Citi-
zenship.… |
| 193
The NAMTA Journal • Classifieds
classifieds
California
Immediate Need: Adolescent
Teacher, Bowman International… |
| 195
The NAMTA Journal • Classifieds
Head of School, LePort Montes-
sori, Southern California & San
Francisco,… |
| 196 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
700 Knox Ct.
Fax: 303-765-5279
Denver, CO 80204
E-mail: tmiami@mac.com… |
| 198 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
oversight of Montessori methodol-
ogy, curriculum, reporting and par-… |
| 199
The NAMTA Journal • Classifieds
or send a resume with cover letter to
lfms@littleflowermontessori.org.
Immediate… |
| 203
The NAMTA Journal • Classifieds
www.radiant-montessori.com for
more details.
Elementary Guide, Montessori
School of… |
| 204 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
Both Women & Men are encour-
aged to apply
Great salary and… |
| Maitri Learning
www.maitri learning.com
Where the child’s interest
inspires great work
A green company
413-529-2868
www.… |