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Sequence 6the adults' brain scans showed more activity in the medial prefrontal cortex located towards the front of the brain. The… |
Sequence 7student explores his or her interest (art, veterinary medicine, a rchi- tectural design, engineering, computer science)… |
Sequence 8• Desire for authentic and objective outside analysis of work in a real-world context The desire for authentic assessment of… |
Sequence 9in a high school program but who no longer have access to the farm economy must find some way to work and earn financial… |
Sequence 10future is a purely cultural phenomenon, a deviation brought on by our Western notion of increasingly prolonged childhood.… |
Sequence 11quickly obsolete? Continued observation, communication, and re- search will help unravel this and other mysteries surrounding… |
Sequence 1Christopher Kjaer 190 The NAMTA Journal • Vol. 33. No. 3 • S11111111er 2008 |
Sequence 2MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 2 by Christopher Kjaer… |
Sequence 3Here's another head line-this one came from the American Asso- ciation for the Advancement of Science (AAAS), whose… |
Sequence 4Figure 1. Timeline of mathematics. Graphic by David Waski. primary tracking mechanism used in our schools today. It has bad… |
Sequence 5r Algebra :ZO,o Puactcrus Arithmetic Geometry 7 ~on• Polyp.al Nufnti.- P,cti.qon,, • GcomW"1c Th.co.-,.;… |
Sequence 6Specia 1 things happen when you begin to look at mathema ties from Montessori's construct. You have a triangle, which is… |
Sequence 7---------- Figure 3. Napier's bones. 196 The NAMTA Journal • Vol. 33. No. 3 • Summer 2008 |
Sequence 8By the early 1900s, Napier's bones had evolved into a tool called the Genaille-Lucas Rulers, which allows you to do the… |
Sequence 9science. He to whom this emotion is a stranger, who can no longer pause to wonder and stand rapt in awe, is as good as dead:… |
Sequence 10basically trapped in a desk, and three words could change it. T believe that education is an invitation, not an imposition,… |
Sequence 11She goes on to lay out a syllabus for the third plane, which is largely scientific. She was, after all, a scientist. 1 The… |
Sequence 12though we really haven't changed what they are. lf we look at science that way, let's start with the largest box,… |
Sequence 13Looking at science in this way reframes the way you think of it. You begin to look at some of these big questions now instead… |
Sequence 14percent of science labs are used for classes other than science and nineteen percent are regularly used for courses other than… |
Sequence 15REFERENCES Association of Secondary Teachers Ireland. Science Survey 2006. 2006. Grazzini, Camillo. "The Montessori… |
Sequence 1James Moudry 206 The NAMTA Jo11ma/ • Vol. 33. No. 3 • Summer 2008 |
Sequence 2HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 3My training is primary, and my work before adolescent was in the Children's House. As Chris Kjaer was saying, "… |
Sequence 4plines. We need to con- centrate on the per- sonal story as it relates to the adolescent, by including subjective The plan… |
Sequence 5The plan, then, centers on what it means to be well as an indi- vidual, as a community, as a place or region, and as the whole… |
Sequence 6the pursuit of knowledge for knowledge's sake and the discovery of how each culture uses knowledge uniquely, but also by… |
Sequence 7raphy is the study of the relationships between people (with varying demographic qualities) and places (endowed with specific… |
Sequence 8tacit understanding of what it means to be well, and, more specifically, what it means for the adolescent to be well. This… |
Sequence 9erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 10It was home to a center of learning-the "House of Wis- dom"-that was dedicated to the translation and… |
Sequence 11Possible student explorations: • Why do cities fail? • Why are some cities marginalized in history? How can we determine… |
Sequence 12Economics Perspective The temperature and geology of the region necessitated a rich trade economy for the city as much food… |
Sequence 13Anthropology Perspective The name Bnghdnrf literally means "God-Given" or "Gift from God."… |
Sequence 14garding their Golden-Age founders. Why would orthodoxy versus liberalism serve the life of a culture (city) better? • Baghdad… |
Sequence 15• Is this an im,tance of conflict between a religious search for truth and the scientific search for fact? • Why would it be… |
Sequence 16So what do you have? For the adolescent, it's them at the center. This is the healthy egocentrism. But it is never just… |
Sequence 1MONTESSORI SECONDARY EDUCATION: MOVING FROM DISCIPLINE-BASED INrnGRATION TO WHOLE FORMATIVE SYNTHFSIS by David Kahn and… |
Sequence 2Whole formative synthesis, because it represents the total of the disciplines that translates into to the "… |
Sequence 3a routine recognition that as singular strands are examined, these strands are actually just that, singular strands, and not… |
Sequence 4understand anything in the real world, to help the child to understand anything in the real world, means that we cannot limit… |
Sequence 5· To give our pupils respect for and confidence in the powers of their own mind. • To extend that respect and confidence to… |
Sequence 6well as an adolescent and as part of humanity and the world. Social/ developmental psychology and health focus on how humans,… |
Sequence 7The integration with the sciences and math would be through quan- titative analyses, e.g., visitors to the museums, while… |
Sequence 8dence of how a culture works, calling for the understanding of foreign language as a means of penetrating the cultural… |
Sequence 9to the interdisciplinary equation is the integrating whole, provided that we are able to accept Montessori's syllabus… |
Sequence 10c. The Study of the History of Humanity (as a whole) (scientific discoveries, geographical explorations, envi- ronment and… |
Sequence 11Figure 2. Human solidarity as a tree. C'ullurnl Root• Tiu-ough Community to make adolescents intensely aware of the… |
Sequence 12meta-cognitive f111e11cy of travel along the cen ter axis, which intensifies with intellectual move- ment from present to… |
Sequence 13Nature Center at Shaker Lakes, Native American ways of living in the Shaker Parklands, Gorge Metropark, and Lake Erie Nature… |
Sequence 141. Sincerity: the intention to keep one's word 2. Competence: the skill and capacity to keep commitments 3. Reliability… |
Sequence 15the student is challenged constantly by the Theory of Knowledge course as to the integration of ideas and facts with the… |
Sequence 16Figure 3. Striding Man, Alberto Giacometti, 1960. In his Montessori High School mathematics curriculum frame- work,… |
Sequence 17If we were to take the largest box to be cosmology, the second, astronomy, followed by physics, chemistry, geol- ogy, biology… |
Sequence 18world." We have to face the real problems of the world. We have to go to the communities and learn what is happen-… |
Sequence 19REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 1IMPLEMENTING THE MONTESSORI HIGH SCHOOL SYNTHESIZING CURRICULUM: A BEGINNING APPROACH by David Kahn and Regina Feldman In… |
Sequence 2intense, self-motivated work arising out ofoptimal engagement), not of the individual alone, but a collective maximum effort… |
Sequence 3logical capacities for information storage and retrieval, the stu- dents are equipped, trained, and encouraged to utilize… |
Sequence 4often accompanies discipline-based scheduling. Jn the MHS field of study, there should ideally be no division between… |
Sequence 5unit preparation and guidance of the students, each specialist em- bodying a respective "disciplinary lens."… |
Sequence 6is the culture they construct? How does a society begin? How are societies different, yet the same? The formative questions… |
Sequence 7Cosmology: the science of the origin nlld developmellt of the universe. Modern nslrollo111y is dominated by the big bn11g… |
Sequence 8approach that puts the hu- man into the center super- seding the web (e.g., in biology, we view the human not as the… |
Sequence 9mental Systems and Societies to become the crux of our students' scientific experience, the synthesis of scien- tific… |
Sequence 10The better the connection to all the institutions of University Circle through different pursuits of the disciplines, the more… |
Sequence 11Another ongoing process that leads to successful synthesis is the use of interpretive questions to propel the students'… |
Sequence 12Where am I going? How do lfulfill my needs? Who am I in relation to the collective?, etc.) and are the equivalent of the… |
Sequence 13IMl'LEMENTING WHOLE FORMATIVE SYNTHESIS IN THE HUMANITIES When Montessori alludes to both "scientific and… |
Sequence 14· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 15• A city described by an author from teenage perspective, e.g. Nantes by Julien Gracq in The Shape of a City-MHS students… |
Sequence 16Cleveland Cleveland \.V cstern Reserve Case Wcstem Botanical Garden Museum of Hist.orical Society Reserve Natural Hi.… |
Sequence 17• Is all knowledge historical knowledge? • What makes history significant? What role do famous people play in determining… |
Sequence 18• What is justice? · What is equality? Why rich and poor? · What are the rights of the majority and the minority? • What is… |
Sequence 19ideas about gover- nance, social justice, and sustainability. Psy- chology helps students All disciplines are appropriate… |
Sequence 20Nationalist and Independence Movements A. Origins of independence movements in Africa and Asia; B. Methods of achieving… |
Sequence 21two-way perspective (emic and etic) of exploring the dynamic between the U.S. and China. The study of a major world player in… |
Sequence 22inflt1enced by the tendencies of their societies. The use of these ideals has also played a prominent role in the devel-… |
Sequence 23e) John F. Kennedy and the Cuban Missile Crisis f) Jimmy Carter as non-governmental statesman g) Eleanor Roosevelt and social… |
Sequence 24REFERENCES Adler, Mortimer)., Robert Hutchins, et al., eds. Great Books of the Western World. 54 vols. Chicago: Encyclopredia… |
Sequence 1EDUCATION AND PEACE: CURRICULUM INTEGRATION AT MONTESSORI HIGH SCHOOL by Regina Feldman Tl,e following text explores… |
Sequence 2"new child," the "spiritual embryo," endowed with inner wisdom, independence, dignity,… |
Sequence 3At Montessori High School, peace, a synthetic shortcut to Montessori philosophy, weaves through the strands of juxtaposed… |
Sequence 4be left behind. This truly synthetic endeavor implies a drive forward towards a higher and spiritual goal, a better world,… |
Sequence 5courses in the constant back and forth between self and other, in the dynamics of going out for ex- ploration and coming… |
Sequence 6ered by the French sociologist Pierre Bourdieu, refers in its origin to our mind-in-body existence, the way we carry ourselves… |
Sequence 7REFERENCES Bourdieu, Pierre. O11t/ine of n T/,eory of Prnctice. New York: Cambridge UP, 1977. Montessori, Maria. Ed11cntio11… |
Sequence 1Saraya van Someren Boyd 274 The NAMTA Journal • Vol. 33. No. 3 • Summer 2008 |
Sequence 2FINDING PEACE AT AGE EIGHTEEN by Saraya van Someren Boyd Following a series of theoretical Colloquium presentations 011 the… |
Sequence 3Thank you everybody. What a lovely way to start. To show that we care for each other and want to work together. I believe… |
Sequence 4participated in lessons of life. I learned how to respect my peers and my learning environment, and I learned how to respect… |
Sequence 5Almost on cue I heard about the Hershey Montessori Farm School and I had to go. It was a long way from my family, and it was a… |
Sequence 6something new and greater no matter how "weird" or "cool" the outside society may have… |
Sequence 7given hope. Hope for the future, and it is that hope that binds to my heart my belief that peace is possible. It won't… |
Sequence 8The Environmental section was highly inspired by my time at the Farm School. I studied not only humans' ill effects on… |
Sequence 9Therefore my Inner Peace section became more of a journey section, exploring the inner peace I received while learning through… |
Sequence 10This reminded me of Goethe's Fnust, which is an old German tale of a man who makes a pact with the devil. He says, &… |
Sequence 11but different. I want the world to respect its sibling and rejoice in their differences, also understanding that they share… |
Sequence 1THE FIRST THREE YEARS OF LIFE FROM ALL DEVELOPMENTAL PERSPECTIVES by David Kahn As a proponent of the who/e-sc/100/… |
Sequence 2MOTHER AS THE FIRST PREPARED ENVIRONMENT································· 149 by Susan Tracy THE PSYCHO-MOTOR AND SENSORIAL… |