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VOL. 14, NO. 2
WINTER-SPRING 1989
in affiliation with the Aaaoc:iation Monteeaori Internationale |
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WHAT IS NAMTA?
The North American Montessori
Teachers… |
| The Mainstreaming of Montessori in America
The Humanities, Research,
and the Modern Sciences
Editorial
Mainstreaming of… |
| As we make our critical debut with the educational com-
munity, Montessorians must.find a balance between Mon-
tessori which… |
| THE MAINSTREAMING OF
MONTESSORI IN AMERICA
by David Kahn, Editor
On April 17, 1989 Newsweek published a cover story entitled… |
| curriculum spiral with a system of indirect preparation which is part of
its philosophy of education. In the process of coming… |
| implementation and teacher training approaches.
Lastly, this Journal introduces still another problem of Montessori… |
| Children ... are quite naturally inquirers, and for this
reason the humanities as one of the domains of inquiry are
quite… |
| Humanities
HUMAMITIES AND
THE ART OF INQUIRY
by Edwin J. Delattre
Dr. Delattre's incisive summary of the role of… |
| we have discovered ourselves, over generations, to be.
As Maria Montessori-and earlier, Aristotle-understood, the natu-
ral… |
| for human beings," "the studies that make people fully human," and so
on. Beware of such… |
| His work brings to life the idea of inquiry as dialogue-the shared
and cooperative pursuit of truth among people of knowledge… |
| What holds for listening and speaking holds, too, for reading and writ-
ing.
For those who have difficulty engaging in… |
| students were taught confusions. At times, assignments were framed
so that "culture" was a sort of umbrella… |
| in the l:,ook changed. How did circumstances lead them to alter their
beliefs, attitudes, or behavior?
Lee wrote a paper… |
| government should be constituted-as seriously as anyone I have read
or met. His many volumes of correspondence are laced with… |
| questions in the inquiry of political theory makes that inquiry durable
and permanent. It is grist for the intelligence of all… |
| Eugene "Bull" O'Connor, a notoriously brutish man and a segregation-
ist to the core. When efforts to… |
| fifteen years earlier, as King knew, when Henry David Thoreau was in
jail for. refusing to pay a poll tax because he believed… |
| violence. They understand nothing of the nature of dignity that is a
rightful part of their heritage, and they live in a… |
| Lupus is an exhausting disease, but Flannery O'Connor was none-
theless to make herself into one of the great writers of… |
| passes for an education in this day and time, but I am not deceived by
it."
She was deceived by very little; she was… |
| to bits in the depravity of urban streets. And if you help your students
to practice the art of inquiry by hard, detailed… |
| LEARNING BY CLASS DISCUSSION 1
by J ournet Kahn
The following transcript of Dr. Kahn's presentation in Minneapolis… |
| our way of life possible, and produce a citizenry capable of solving its
problems in a way that maximizes human development… |
| friendship that results from sharing a noble human good. From this
social learning community (referred to by Robert M.… |
| Once this essential connection (between definition and result) is estab-
lished, we can view some prescriptive techniques that… |
| The great works of the human mind in the western intellectual tradi-
tion fulfill this requirement in a preeminent way. The… |
| clarity, consistency and persuasion than from the leader who guides
them authoritatively from above, even where that authority… |
| 4-A,C,D. To facilitate as leader is not to make difficult subjects easy
but to make it easier for participants to initially… |
| Let me however choose just a few that I think you would agree
would be helpful in any view of class discussion. They may apply… |
| proposes. The continuous movement between one's own ideas and text
is the normal "work flow" for the… |
| Elements of the Definition of Class Discussion
I. An interchange between students, not primarily between stu-
dents and… |
| Teaching, like farming and healing, is a cooperative art.
Understanding this, Comenius, in The Great Didactic,
again and… |
| Teaching, Learning, and Their Counterfeits
(1976; 1987)
by Mortimer Adler
In "Teaching, Learning, and Their… |
| learn is not enough; stimulation is not teaching.
Since whatever can be learned by instruction must necessarily have
been… |
| transformed, and may even supply models to imitate, but without the
intervention of the artist's slrill and causal… |
| learning; nor can his superior skill in learning provide the learner with
the help he needs in the process of discovery. The… |
| Lecturing is that form of teaching which is analogous to the use of
drugs and medication in the practice of medicine. No… |
| hold, especially those acquired in the course of schooling?
They have adopted them on the naked authority of teachers who… |
| verbal; memory of mere opinions adopted on the naked authority
assumed by indoctrinating teachers.
The conception of the… |
| 4. Most important of all, they should be so prepared for the profession
of teaching that they understand their own primary… |
| Montessori: The Humanities Connection
Mythos, Logos, and the Generalist Ideal
by David Kahn
Montessori education may be a… |
| There is a broad spectrum of interest in the six year old, and Mont-
essori suggests accordingly that we must sow as many… |
| Montessori's insight suggests that for the child's full development a
general history of human development is… |
| 42
He existed, Taaroa was his name,
In the immensity.
There was no earth, there was no sky,
There was no sea, there was no… |
| What is powerful-the most powerful link in Montessori work-is the
integration of science and myth-for here within the story of… |
| The Greek Educational Analogue
We look to the classics at this point, not to suggest that a study of
the ancient culture… |
| The sophists took the body of knowledge diffused thoughout the
great mythologies and tried to classify it into areas of study… |
| The generalist perspective has been cited by many a pedagogist and
humanist. Werner Yaeger, in Paideia, describes the… |
| MYTHOS
LOGOS
From Mythos to Logos - Comparison
MONTESSORI PEDAGOGY
ORIGIN OF UNIVERSE
I
SfORY OF LIFE
ON EARTH
l… |
| not only connect with Montessori education-they may be indispensi-
ble to the preservation and application of the Montessori… |
| The humanities also deal with the interpersonal. The child learns to
discuss, to interpret, to act out what he knows,… |
| all ... (ln relation to the Greeks, she writes in To Educate the Human
Potential:)
So a critical faculty of mind was awakened… |
| which integrates myth and science. The test of validity is the response
of the child. How does the child make his own… |
| Extending the Montessori Classroom
Into the Library
by Paul Clement Czaja
When I reflect upon my growing years, I recall… |
| families not enrolling their children in this otherwise Black/Hispanic
neighborhood public school.
The shift to Montessori… |
| develop in their children a style of learning that is active and inter-
grated, not passive and fragmented. Here at Mitchell… |
| for them to notice that there need not be four walls around their
learning environments. Likewise, the young learners of today… |
| Research
PRELIMINARY REPORT
ON THE EDUCATIONAL EFFECTIVENESS
OF A MONTESSORI SCHOOL
IN THE PUBLIC SECTOR
by Tim Duax
Dr.… |
| This assessment is based on data gathered from standardized
achievement tests and on the opinions of traditional teachers… |
| The current English, Math, Science and Social Studies teachers of
these students were given surveys which contained twenty-… |
| backgrounds and hold teaching licenses in Wisconsin.
Table 2 reproduces the survey and shows the mean and standard
deviation… |
| Table 2.
••• SURVEY RESULTS OF 27 MIDDLE SCHOOL TEACHERS •••
In relation to this child's!:r:rs,
how would you estimate… |
| Middle School Survey
The theoretical midpoint on the response line for each survey item
was 5.5. The mean for every survey… |
| research, along with replications and variations of this ex-post-facto
research are needed before reliability or causality can… |
| A COMPARISON OF LOWER AND UPPER
ELEMENTARY MONTESSORI STUDENTS
WITH A PUBLIC SCHOOL SAMPLE
By Christopher M. Glenn, Ph. D.… |