| The Totality of Montessori
page 128
a handful were so moved, so touched, by the idea that they
acted as missionaries,… |
| AMI Journal 2017 - 2018
page 127
The Totality of Montessori
introduction
I have been asked today to begin this conference… |
| AMI Journal 2017 - 2018
page 125
“When a child concentrates,” she said, “his character
is changed. It is as though he had… |
| The Power of Montessori’s Positive Psychology in an Expanding Universe
page 124
Around active points of sensitivity, the… |
| AMI Journal 2017 - 2018
page 123
The Power of Montessori’s Positive Psychology in an Expanding Universe
This talk was… |
| The Positive Psychology of the Adolescent Becoming Adult
page 122
over again. By 1946, she is totally sure of herself and… |
| AMI Journal 2017 - 2018
page 121
adolescent needs relevant work with a clear purpose: real
work such as cooking, cleaning,… |
| Part Three
The Positive Psychology of the Adolescent Becoming Adult
Introduction by David Kahn
1. The Power of Montessori’s… |
| AMI Journal 2017 - 2018
page 119
are endowed’36 —this is the study, the science of peace
Montessori asks us to create.… |
| A Science of Peace
page 118
heads and intellectuals needed to learn how to work with
their hands, as ‘men who have hands and… |
| AMI Journal 2017 - 2018
page 117
Once they have reached this level, the children no longer
act thoughtlessly, but put the… |
| A Science of Peace
page 116
A Science of Peace
introduction
‘To ask anyone to speak on peace would appear quite foreign to… |
| Cosmic Education
page 114
Truly it is no new idea for it has been the natural plan wherever
there was education in the real… |
| AMI Journal 2017 - 2018
page 113
its life—and its own task to perform in a mutual service
relationship. This service is… |
| Cosmic Education
page 112
Cosmic Education
Maria Montessori found herself interned in India during
the war years. It was,… |
| Science and the Montessori Casa dei Bambini
page 110
can be incarnated so it can become a part of the child’s
developing… |
| AMI Journal 2017 - 2018
page 109
and soil; how the roots reach down into the earth and the
leaves turn upwards towards the… |
| AMI Journal 2017 - 2018
page 107
observation skills
“Train the eye”, said Dr Montessori. What the eye
perceives is directly… |
| Science and the Montessori Casa dei Bambini
Some years ago in Toronto a battle raged around the merit or demerit of colouring… |
| AMI Journal 2017 - 2018
page 105
materials of the region. They have enjoyed the flowers and
would take some into their… |
| The Casa dei Bambini: Paths to Culture
page 104
or history, dependent upon a higher order of mental ability?
A friend of… |
| AMI Journal 2017 - 2018
page 103
“fish,” “bird” (see Figure 1). This way of dividing the world
provides the most information… |
| The Casa dei Bambini: Paths to Culture
page 102
within him that light which is called intelligence” (240).
Montessori gives… |
| AMI Journal 2017 - 2018
page 101
only enjoy what she described as “the privilege and good
fortune of becoming its assistants… |
| AMI Journal 2017 - 2018
page 99
references
Fuller, R. Buckminster. Synergetics. New York: Macmillan, 1975.
Montessori,… |
| Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught
page 98
as we observe a deepening of… |
| AMI Journal 2017 - 2018
page 97
language
The three-year-old comes into the Casa dei Bambini with
his or her language… |
| Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught
page 96
materials and language. In reality, we… |
| AMI Journal 2017 - 2018
page 95
Reading, Writing, and Mathematics:
Explored and Discovered Rather Than Taught
introduction… |
| Hurried to Read
page 94
other aspects of the child’s mind (as well as other aspects
of language) grow in a similar fashion.… |
| AMI Journal 2017 - 2018
page 93
nourished and looked after, but regardless, to be trusted
to unfold according to its own… |
| Hurried to Read
Browsing through a bookstore at an exclusive and expensive
shopping centre, I stop at the Child Care section… |
| The Development of Language
page 88
within the child from the first babbling to the formation of
meaningful words? Inside,… |
| AMI Journal 2017 - 2018
page 87
auditory stage: listening
Auditive and spoken language are two different
developments.… |
| The Formation of Mind: Language, Learning and Logic in Early Childhood
page 84
pieces of our experience and consists of the… |
| AMI Journal 2017 - 2018
page 83
under six is decisive. Whatever abilities the child constructs
will remain incarnate in him… |
| The Formation of Mind: Language, Learning and Logic in Early Childhood
page 82
prime example. Positron Emissions Tomography (… |
| AMI Journal 2017 - 2018
page 81
The Formation of Mind:
Language, Learning, and Logic in Early Childhood
This speech was… |
| The Acquisition of Spoken Language: The Nebula Hypothesis
page 80
references
Au, Terry Kit-Fong. (1985). Children ‘s Word-… |
| AMI Journal 2017 - 2018
page 79
claim of innate linguistic capacities and that “efforts to
account for the mysteries of… |
| The Acquisition of Spoken Language: The Nebula Hypothesis
page 78
often sounds like a foreign language. Out of this… |
| AMI Journal 2017 - 2018
page 77
The Acquisition of Spoken Language: The Nebula Hypothesis
Dr Montessori’s views on the child… |
| Control and Coordination of Movement
page 76
If there is spirituality, it is in the child. If there is a soul, it is in
the… |
| Control and Coordination of Movement
page 74
Control and Coordination of Movement
All activities of Practical Life help the… |
| The Development of Movement
page 72
the part of the child. This “point of contact” between internal
and external reality is… |
| AMI Journal 2017 - 2018
page 71
Cajal and his associates, in the early part of the last century,
presented evidence that… |
| AMI Journal 2017 - 2018
page 69
breathing.7 The newborn has also inherited a number of
basic reflex action patterns, some of… |
| The Development of Movement
and Its Educational Counterpart in the Montessori Primary Class
Movement is that which… |
| Prepared Paths to Culture: Beginning Passages of Ascent
page 66
My vision of the future is no longer people taking exams and… |
| Part Two
Prepared Paths to Culture: Beginning Passages of Ascent
Introduction by David Kahn
1 The Development of Movement… |
| AMI Journal 2017 - 2018
page 63
references
Alexander, Entwisle, and Dauber. 1993. “First-Grade Classroom
Behavior: Its… |
| AMI Journal 2017 - 2018
page 61
Montessori offers a model of developmental planes
creating evolving cognitive structures… |
| Universal Interest Levels in Early Childhood
page 60
the education par excellence.” (1892/1985, p. 95.) Montessori,
who… |
| AMI Journal 2017 - 2018
page 59
Thus the primary quality of early development
which sets it apart from later learning is “… |
| Universal Interest Levels in Early Childhood:
Montessori’s Theory of Sensitive Periods
Even though this dissertation was… |
| Montessori and Assessment
page 56
at all for the tests and of the half that did, no more than
several periods a year were… |
| Montessori and Assessment:
Some Issues of Assessment and Curriculum Reform
introduction
This study investigates the impact… |
| AMI Journal 2017 - 2018
page 49
Children have the right, just as adults have the right,
to be treated as ends rather than… |
| Equal Opportunity and the Montessori Magnet School
page 48
our impotence....We have no conscience in the humanistic
sense,… |
| AMI Journal 2017 - 2018
page 47
1. Confusion. Disconnecting and unrelating everything results
in an incoherent understanding… |
| AMI Journal 2017 - 2018
page 45
Equal Opportunity and the Montessori Magnet School
No man is free
who is not master of… |
| Optimal Developmental Outcomes
page 44
references
The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
| AMI Journal 2017 - 2018
page 43
continually opening new careers, and at the same time closing
or revolutionizing the… |
| Optimal Developmental Outcomes
page 42
The web of life (interdependencies) provides a cognitive
framework. When occupations… |
| Optimal Developmental Outcomes
page 40
recognition of the individual’s contribution usually
follows. The adolescent’s… |
| AMI Journal 2017 - 2018
page 39
The Third Plane of Development (12 - 18)
David Kahn
introduction
Since Maria Montessori’s… |
| Optimal Developmental Outcomes
page 38
Another support to the emotional dimension of
development is the patience of the… |
| AMI Journal 2017 - 2018
page 37
It is worth emphasizing the interplay of the cognitive
and moral realms. Montessori states… |
| Optimal Developmental Outcomes
page 36
mor al development in the second plane
The moral dimension concerns relating to,… |
| AMI Journal 2017 - 2018
page 35
knowledge is placed within the context of all that it is
possible to know: “Knowledge,… |
| AMI Journal 2017 - 2018
page 31
The Second Plane of Development (6-12 years)
Kay Baker
Thinking about human development… |
| Optimal Developmental Outcomes
page 30
references
Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
| AMI Journal 2017 - 2018
page 29
The activities young children are most enthusiastic about
are those that are necessary for… |
| AMI Journal 2017 - 2018
page 27
thought, internal equilibrium, and sustained interest.”
The practical activities focus… |
| Optimal Developmental Outcomes
page 26
The acquisition of spoken language is perhaps the most
remarkable creative act of… |
| AMI Journal 2017 - 2018
page 25
routine of life itself, by the little decisions of daily living
begun in early childhood. “… |
| Optimal Developmental Outcomes
page 24
Misflavour is “pathological” and comes from misfortune,
trauma, or mishap. The… |
| AMI Journal 2017 - 2018
page 23
• patience and the ability to share
• respect for others
• a willingness to abide by rules… |
| Optimal Developmental Outcomes
page 22
to respect the work of others. They can now wait patiently
for an object whereas… |
| AMI Journal 2017 - 2018
page 21
Thus, the apparent passivity of the infant belies the
profound work in which the infant is… |
| Optimal Developmental Outcomes
page 20
The First Plane of Development (0-6 years)
by Annette M. Haines
introduction
If… |
| AMI Journal 2017 - 2018
page 19
in regard to the adolescent) were clearly hypothetical.
Regardless, she believed these ideas… |
| Optimal Developmental Outcomes
page 18
Optimal Developmental Outcomes:
The Social, Moral, Cognitive, and Emotional… |
| AMI Journal 2017 - 2018
page 17
references
Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown,
1982.
Grazzini… |
| page 16
Embodying the Montessori Challenge as a Totality
brains undergo profound changes that are not only a
necessary part… |
| AMI Journal 2017 - 2018
page 15
second plane
Researchers from UCLA, the National Institute of Mental
Health, and McGill… |
| Embodying the Montessori Challenge as a Totality
page 14
that drives the selective retention of functional nerve
connections… |
| AMI Journal 2017 - 2018
page 13
Embodying the Montessori Challenge as a Totality:
Understanding Refinement Across the Planes… |
| AMI Journal 2017 - 2018
page 11
be effective, it must be done slowly and exactly, step by step,
and with a minimum of words… |
| Glossary of Montessori Terms
page 10
isolation of a difficulty
Before giving a presentation, the Montessori teacher… |
| AMI Journal 2017 - 2018
page 9
cycle of activity
Little children, when engaged in an activity which interests
them, will… |
| Glossary of Montessori Terms
Any science has it own vocabulary and terminology and
the Montessori method is no exception.… |
| Part One
Foundations for Montessori Reform
Introduction by David Kahn
1. Glossary of Montessori Terms, 2001
2. Embodying… |
| Foreword
This journal is a testimony to Annette Haines. Annette,
who died in July 2017, was a leader in the Montessori… |
| AMI Journal 2017 - 2018
page 3
Guest Editor: David Kahn
Editorial Board
Kay Baker PhD, AMI director of training at the… |
| AMI Journal 2017 - 2018
page 1
Table of Contents
a nnet te ha ines: spok esperson for montessor i va lues, schola rship, a… |