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Sequence 5REINVENTING MONTESSORI ~ EDITOR/Al REINVENTING MONTESSORI: PERILS AND POSSIBILITIES by David Kahn… |
Sequence 6The NAMTA Journal • Vol. 18, No. 1 • Winter 1993 |
Sequence 7EDITORIAL REINVENTING MONTESSORI: PERILS AND POSSIBILITIES by David Kahn To what degree is the fundamental test of… |
Sequence 8and refinement of the Montessori materials over time and in the persona implicit in the sentiment of Montessori's writing… |
Sequence 9educationalese all have a purpose. But in my estimation they represent exercises in minutiae-the kind of minutiae that… |
Sequence 10elementary and adolescent planes. The reflective discussions about the human faculties of abstraction and imagination-all this… |
Sequence 11stand and build our Montessori foundations on which the next generation will build theirs by adhering to the essentials while… |
Sequence 12EDITORIAL ON THE PRESERVATION OF MONTESSORI IDEAS by Tim Duax I have heard it asked, don't Montessori trainers adhere… |
Sequence 13approach? Look at the history of the psychoanalytic movement as an analogy to that of the Montessori movement. Sigmund Freud… |
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Sequence 15PARTI PHILOSOPHICAL AND RESEARCH FOUNDATIONS Montessori pedagogy is grounded in a philosophical outlook which borrows from… |
Sequence 16Australian Aboriginal Art 10 The NAMTA Journal • Vol. 18, No. 1 • Winter 1993 |
Sequence 17LITERACY AND THE ORAL FOUNDATIONS OF EDUCATION by Kieran Egan Drawing upon scholarship in the classics and in anthropology,… |
Sequence 18encoding and decoding "skills" and must en- compass significant features of rationality (Olsen, 1977, 1986… |
Sequence 19(Levi-Strauss, 1962). Literacy is a set of strategies that are not only utilitarian, but also bon a penser. One purpose of… |
Sequence 20what Ong ( 1982) has called "second orality." The electronic media are its most energetic promoters, but… |
Sequence 21achievements. Educated Victorians were more familiar with long-ago battles on the windy plains of Troy, the wooden horse, and… |
Sequence 22The story of the rediscovery of the Homeric methods of composition is itself an epic of scholarly ingenuity. In the 1920s,… |
Sequence 23These metrically arranged units of sound, then, accumulated line by line in the Homeric poems to repeat the heroic story. The… |
Sequence 24poetic culture that preceded them. In particular, they highlight Plato's reasons for wishing to exclude poets from his… |
Sequence 25to sleep, in the market or the field, are constantly repeated pieces of the great myths or epic poems of oral cultures.… |
Sequence 26would wish to replicate all aspects of this phenomenon in our schools, it seems important to understand the nature of their… |
Sequence 27In particular, their myths, and the range of techniques used to transmit them, differ significantly. It is inevitably… |
Sequence 28The people he observed had a highly developed set of techniques for learning and remembering, and their apparent incapacity… |
Sequence 29a charge of emotional identification that greatly enhanced social cohesion and control. Myth stories also, of course, have… |
Sequence 30to create particular emotional effects and fix particular meanings. The shaping of sound finds one outlet in poetry and… |
Sequence 31attempts to pinpoint the causes and character of this sense of participation in nature display a conviction that, despite… |
Sequence 32store knowledge largely in narrative concerned with interacting human or quasi-human figures" (1977, p. 112), there… |
Sequence 33distinction between subjective states and the properties of the cosmos" (Levi- Strauss, 1969, p. 240). Oral cultures… |
Sequence 34used to achieve this end is the assertion of continual rebirth-rebeginning as the first beginning. We preserve a vague shadow… |
Sequence 35against change and innovation serve stability, order, and intellectual security. One's familiar territory is… |
Sequence 36favoured the increase in scope of critical activity, and hence of rationality, scepticism, and logic" (Goody, 1977, p… |
Sequence 37indeed the "savage" mind "does not bind itself down, as our thought does, to avoiding… |
Sequence 38to a cultural environment shaped by centuries of elaboration of the thinking techniques made possible by literacy. Second, it… |
Sequence 39Those techniques used in oral cultures to shape sound into more memo- rable fonns we find also to be prominent in children… |
Sequence 40Rhyme, metaphor, and stories are, of course, found in adult cul- tures as well. This in no way under- mines their… |
Sequence 41cultures throughout the world can yield a better understanding of orality and that an understanding of orality can help us… |
Sequence 42children's transition from orality to literacy as unqualified progress, we were to view it as a trade-off made for… |
Sequence 43simulate, while we still have no idea how to simulate these sophisticated and complex "poetic" operations.… |
Sequence 44one, with distinctive forms of thought and understanding. They must prepare children for particular kinds of scientific… |
Sequence 45meaningful, and educationally valuable than the typical content of the social studies curriculum. Such a presentation of… |
Sequence 46Another capacity that tends _to be very largely ignored in present curricula is the sense of humor. The early stimulation and… |
Sequence 47If we see the educational task as simply to put literacy in place, we risk undermining the very founda- tions on which a… |
Sequence 48features of orality that are bon a penser. Their ability to think and learn is, in general, sophisticated, but structured… |
Sequence 49its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 50Goody, J. (1977). The domestica1ion of the savage mind. New York: Cambridge University Press. Goody, J. ( I 987). The… |
Sequence 51Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 52ground. New York: Oxford University Press. Opie, I., & Opie, P. (1985). The singing game. New York: Oxford University… |
Sequence 5448 The NAMTA Journal • Vol. 18, No. I • Winter 1993 |
Sequence 55THE SCIENCES AND THE HUMANITIES by Ernan McMullin In this lecture, Dr. McMullin describes the interdisciplinary and… |
Sequence 56They bear on the human quite evidently, but as we look at a discipline like macroeconomics, it hardly seems to fit easily into… |
Sequence 57I want to go on now to the natural sciences, whose methods, whose scope, and whose limitations have been relatively well-… |
Sequence 58A second source of difficulty for the historian is that the documents we still possess were written from a particular point of… |
Sequence 59... he showed me a picture of the night sky taken with the big telescope. There were tens of thousands of stars and… |
Sequence 60development of life on the constantly changing surface of an earth where vast rock plates are thrust up slowly as mountains… |
Sequence 61In 1964, two cosmologists, Penzias and Wilson, working with some microwave equip- ment borrowed from Bell Laboratories, made… |
Sequence 62ogy (covering all of cosmic time back to I 0·30 seconds) is almost over, and Act Two (the attempt to elucidate what happened… |
Sequence 63Mover, itself unmoved. This Mover he called God. Aristotle's God was not the sort of being one would be inclined to… |
Sequence 64could serve an apologetic function, if needed. Descartes' physics depended on God's action at every turn. Boyle and… |
Sequence 65to be fine-tuned with an incredible degree of precision in order to bring about a universe in which complex life-forms could… |
Sequence 66understand one, one has to understand the other. An advance in the understand- ing of one is an advance in the understanding… |
Sequence 67of common objects through which we daily find our way. And the theories that shape our thinking about that strange place, as… |
Sequence 68activity. By the early nineteenth century, when Dalton constructed a table of chemical elements, Young and Fresnel developed a… |
Sequence 69be helped to discover in it the traces of the same creative imagination that has given us the other great works of the human… |
Sequence 70THE DEVELOPMENT OF AUTONOMY IN CHILDREN: AN EXAMINATION OF THE MONTESSORI EDUCATIONAL MODEL by Sharon Dubble Kendall, Ph.D… |
Sequence 71Montessori views personal autonomy as intercon- nected with social respon- sibility and the evolution of human societies.… |
Sequence 72Montessori views personal autonomy as interconnected with social re- sponsibility and the evolution of human societies. The… |
Sequence 73theories of Erikson, Piaget, and other constructivists, the central theme of this new paradigm is the assumption that the… |
Sequence 74elucidate those factors of the Montessori model which may affect the devel- opment of autonomy among students. Methods The… |
Sequence 75sample included only those third-year students who had a minimum of four years' experience in a Montessori program. To… |
Sequence 76elementary schools within the same geographic location to serve as a compari- son group. This group was composed of third-… |
Sequence 77.800, .841, and .894. A coefficient of reliability measurement of .60 or above is generally considered to reflect an… |
Sequence 78Each observation period required approximately two hours; at the comple- tion of each session the observer tallied the checks… |
Sequence 79Among Montessori students, problem solving behavior was recorded a to- tal of 111 times, whereas among tra- d i tiona I… |
Sequence 80The Montessori group of students exhibited a much higher incidence of independent activity as opposed to directed activity (95… |
Sequence 81The same relationship held true when percentages were computed across both samples for each activity subgroup. Jn examining… |
Sequence 82groups based upon the total number of observations recorded for each group (see Table 3). By looking at the combined… |
Sequence 83Figure 2 Comparison of Problem Solving Behavior Within Samples 73.3% 43.2% 24.3% I I 20.7% 18.8% 11.7% ■ 13.3% Ill… |
Sequence 84the relative frequency of each behavior within each of the two sample groups (see Table 4). Although both groups demonstrated… |
Sequence 85categories of behavior observed, the Montessori students showed a signifi- cantly higher degree of those behaviors indicating… |
Sequence 86personal autonomy. For example, the greater incidence of independent activ- ity becomes a more significant indicator of… |
Sequence 87The study supports the findings of Bruner, DeCharms, and others that self- motivation is part of a complex process In… |
Sequence 88The analysis of behaviors characterizing autonomy in this study implies the cyclical nature of its development, involving the… |
Sequence 89Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 91PART II TEACHER DEVELOPMENT AND GROWTH As the Montessori teacher builds a lifetime of commitment, guided professional… |
Sequence 92Rita Schaefer 86 The NAMTA Journal • Vol. 18, No. I • Winter 1993 |
Sequence 93ESTABLISHING A PERSONAL TEACHER IDENTITY by Rita Schaefer In this speech presented at the Baltimore conference (October, /… |
Sequence 94to examine, I will have fulfilled my purpose tonight. Appreciation of oneself and commitment to continue the process of one… |
Sequence 95the analogy of "dropped stitches" for potentialities that are missed. We could say that human identity is a… |
Sequence 96In the third plane. the new potentiality for identity was to become a person with social concerns. These concerns had the… |
Sequence 97dependent. We depend on what other people think and on "looking good." We sometimes feel used or possessed… |
Sequence 98sensitive periods. These givens are powered by a kind of life force energy that she called horme. With the powers infants and… |
Sequence 99What Does It Mean to Call This Identity Personal? In Modern Man in Search of His Soul, Carl Jung observes that an identity is… |
Sequence 100ness. I suggest that one way to practice this art of living is to make this personal identity a teacher identity. What Does… |
Sequence 101that." The child creates another spark of identity in that moment. It is not imitation. It is creation. Dr.… |
Sequence 102movements at all times, not just at school. We learned to notice small details, and we learned to give great lessons. We… |
Sequence 103Dr. Montessori spoke about the child's relationship to the guide. The child seems to realize that the guide can do things… |
Sequence 104SOME THOUGHTS ABOUT THE SPIRITUAL DEVELOPMENT OF THE TEACHER by Kay Baker Kay Baker's succinct speech (presented at the… |
Sequence 105When she agreed to take responsibility for these children, however, it was not in order to police their actions or treat them… |
Sequence 106a prepared environment to act freely, Montessori came to a fundamental realization: "The child works for his own… |