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Sequence 55activities, so much the better. They could go off together to buy the ~vening paper, or walk the dog, etc. If children see… |
Sequence 56The NAMTA Journal 51 |
Sequence 57Cleveland Elementary Course, directed by Miss Stephenson, 1988 Miss Stephenson and trainers Kay Baker and Peter Gebhardt-… |
Sequence 58COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 59impulse towards work." 1 She had noticed that impulse in the work of that first group of children she was asked to… |
Sequence 60the interrelation between the things that he's already noticed and absorbed. He is able to grasp this interrelationship… |
Sequence 61explores the whys and the wherefores of the universe, using the keys given with the elementary environment and employing his… |
Sequence 62chosen by adults are wrong. Moreover, these centers of interest are superfluous, for the child is interested in everything. Do… |
Sequence 63We have to be careful that we recognize that Cosmic Education is not a scheme in which education is divided into subjects of… |
Sequence 64child. He is insatiable for knowledge; he has a hungry mind. If he is impeded in his research, we create unrest and rebellion… |
Sequence 65to be careful that we are not doing the same thing under the guise of Cosmic Education. That is the difficult thing to do,… |
Sequence 66you work on these ex- amples it will just fit to- gether and you'll get at least that much, but you won't stray… |
Sequence 67"Oh, well-you mean, don't give them any?" And I said, "Yes, don't give them any problems… |
Sequence 68development is not to teach a syllabus-not even that so-called sylla- bus that is in your albums-but instead to be able to… |
Sequence 69missed that experience. He knows how to read and write, and has an interest in mathematics, science, geography, and history.… |
Sequence 70is to regard the child's intelligence as a fertile field in which seeds may be sown to grow under the heat of flaming… |
Sequence 71upon earth, that new actor. And to help the child understand and realize the part that he has been called upon to play and… |
Sequence 72portant: because they gave him the possibility of experimenting with food, inventing and making his own clothes, imagining and… |
Sequence 73being is the change agent with regard to the environment, that man has the urge not only to adapt himself to the environment… |
Sequence 74the child is given the foundations for under- standing the number system on which his first calculations will be made. And… |
Sequence 75algebra and geometry in a way that will enable the child later on to make unlimited research. We don't divide the… |
Sequence 76achievements that man has made, the achievements of service offered by creatures one to another. And it is through this… |
Sequence 77one of the things to remark is the beauty of shells. She reminds us that all shellfish might have had the same kind of shell… |
Sequence 78again?" I remember a summer night when such a thought came to me strongly. It was a clear night without a moon. With… |
Sequence 79excitement in Jiving. Those who contemplate the beauty of the earth find reserves of strength that will endure as long as… |
Sequence 80and animals, the story of man-preparation, through fact, through language, through nomenclature, through story, through… |
Sequence 81adolescence and comes to adulthood. As we look around, the social situation at the present moment often seems to be destroying… |
Sequence 82knowledge has been acquired mechanically (just as you might drop potatoes into a sack) and not by a process of integrating… |
Sequence 83NAMTA President Charlotte Kovach-Shea recognizes Margaret E. Stephenson for her Montessori contribution, 1980s 78 The NAMTA… |
Sequence 84INDEPENDENCE by Margaret E. Stephenson I would like to begin by linking independence to this one definition of man: one… |
Sequence 85also think of the child in these terms, too. Life has prepared for him an environment which he has to conquer physically and… |
Sequence 86conquest, measured by the individual potential of each. (The place of group and collective lessons must be seen in the light… |
Sequence 87he achieved independence from it. Work is the answer to this conquest of independence. The first and second planes complete… |
Sequence 88The NAMTA Journal 83 |
Sequence 89NAMTA Adolescent Colloquium, 1996. Miss Stephenson is fourth from the left, back row. 84 The NAMTA Journal • Vol. 25, No. 3… |
Sequence 90NOTES ON THE MONTESSORI ADOLESCENT by Margaret E. Stephenson I think we have encountered some gems already, which will help… |
Sequence 91Montessori continues in To Educate the Human Potential: The child of six who has been in a Montessori school has the… |
Sequence 92Underlying the Montessori idea of "an aid to life" is her vision of the child as the cosmic agent of… |
Sequence 93which they can write, without tying the study to a syllabus or curricu- lum. I also wonder if the place of the sixth Great… |
Sequence 94Q:To what degree can you take the philosophical realizations of Cosmic Education that take place in the second plane (the… |
Sequence 95Miss Stephenson in the Practice Room, Cleveland Course 90 The NAMTA Journal • Vol. 25, No. 3 • Summer 2000 |
Sequence 96THE ADOLESCENT AND THE FUTURE by Margaret E. Stephenson I have read just recently in a London newspaper the obituary of… |
Sequence 97conscience, are also energies to be organized, to be regu- lated, to be treasured and put to good use in human social life. (… |
Sequence 98importantly, as the protector of the moral and spiritual forces that appear anew in every human being born" (… |
Sequence 99potential energies were still waiting to be set free. She saw, with ever-increasing vividness, that her method for small… |
Sequence 100should be part of all the societies of the world if they were given a chance to be themselves. The child of the first plane… |
Sequence 101through the ages. When the very first child was born, he entered into the heritage of the prepared environment of the universe… |
Sequence 102The sensorial material is a key to the environment, Dr. Montessori said, but only if we present it for the child to use in the… |
Sequence 103But there is another area of man's environment that began to grow from his inception on earth, and which he needs to… |
Sequence 104life of a group and to live it for himself, no longer so closely attached to and dependent upon his own family. The child… |
Sequence 105limited so that they may provide keys to the sensorial exploration of the facts of the world, which are unlimited. In the… |
Sequence 106The four planes of development, as recognized by Dr. Montessori, are four stages, relatively equal in length, in the formation… |
Sequence 107Houses and Montessori elementary schools increase around the world, there will probably come about an increasing demand for… |
Sequence 108he! pin answering questions. But any work that is undertaken for the adolescent, which attempts to implement Dr. Montessori… |
Sequence 109and social problem. This can be summed up in one sen- tence: Schools as they are today, are adapted neither to the needs of… |
Sequence 110ity." Also," a state of expectation, the tendency towards creative work, and a need for the strengthening of… |
Sequence 111In the plan she outlined, Dr. Montessori would have the whole life of the adolescent revolve around the idea of society,… |
Sequence 112Then what about the tendencies of man and their relationship to the construction that goes on in the third plane of… |
Sequence 113and the Montessori elementary classroom have provided the means to the operation of these same tendencies at the first and… |
Sequence 114the stone gatherers and their geological discoveries, through the food gatherers and their botanical discoveries, through the… |
Sequence 115The level of education must be changed at this point. The adolescent's social formation must now begin, and the… |
Sequence 116individual, in particular his moral values, and second, from the point of view of organizing the individual possessed of… |
Sequence 117We have to transform a world with uncertain standards and vague values, with many virtues but no clear philosophy of life,… |
Sequence 118adolescent should work in the country, not as an agricultural la borer but on a study of civilization through its origin in… |
Sequence 119In her discussion of the Erdkinder (Land-Children) and their needs, Dr. Montessori said that it was impossible to give… |
Sequence 120progress characteristic of our times"); and languages, for help in establishing understanding between men. Third,… |
Sequence 121for humanity only if he is recognized as being the product of two earlier planes of development. Dr. Montessori recognized… |
Sequence 122stressed that education for adolescents should address the fact that this is the time when the child matures and becomes a… |
Sequence 123Montessori concluded with these words: "The highest honor and the deepest gratitude you can pay me, is to turn your… |
Sequence 124REFERENCES Gross, Michael. Montessori' s Concept of Personality. Diss. U of Nebraska, 1976. Livingstone, Richard.… |
Sequence 125NAMTANEWS NAMT A MOVES HEADQUARTERS After ten years at the Bellflower Road address in Cleveland, OH, David Kahn and the… |
Sequence 126NAMTA publications, and became well-known at NAMTA confer- ences. Amy Gedgaudas, who has provided editorial and administra-… |
Sequence 127development, showing us what happens with the fullest realization of human formation and development," said Mr. Kahn… |
Sequence 128NAMTA CONFERENCES FOR THE 2000-2001 YEAR MONTESSORI' s GREAT w ORK: OUR GIFT FOR THE FUTURE CELEBRATING 30 YEARS OF… |
Sequence 129connection between head and hand is key to Montessori philosophy, yet parents and the educational establishment clamor for an… |
Sequence 130implementation across all the planes. Looking at the fundamentals- practical life, normalization, sensorial, the hands,… |
Sequence 131CLASSIFIEDS Alabama Well-established (32 years) Montessori school in Birmingham, AL. Facilities are well-equipped &… |
Sequence 132erative, non-profit Montessori school located in the beautiful San Fran- cisco Bay Area. For fourteen years we have run a… |
Sequence 133administrative experience, prefer- ably in a Montessori environment. We are looking for a dynamic, vi- sionary leader who is… |
Sequence 134(north ofOakland and south ofBer- keley). Our second campus is in San Mateo,onthewestsideofSanFran- - cisco Bay, south of… |
Sequence 135Phone: 831-455-1546 Fax: 831-455-9628 MontLmCntr@aol.com Preschool Kindergarten Teacher: Montessori School of Linda Mar has… |
Sequence 136Our school was established in 1995 and has grown to be an asset to the surrounding community. With overwhelming support and… |
Sequence 137mail to 9126 W. Bowles Ave., Littleton, CO 80123. Join a terrific team! Job opportunity in Telluride, CO. Small school… |
Sequence 138Contact us today to learn more about preparing for a career as a Montessori teacher. Graduate Admissions Office, Loyola… |
Sequence 139Teachers in Connecticut are the highest paid teachers in the United States with excellent benefits. Qualified Applicants… |
Sequence 140New Gate's mission is "to inspire academic excellence; to nurture cu- riosity, creativity, and imagination;… |
Sequence 141parent, and one Montessori educa- tor at a time. Weare presently search- ing for an extraordinary elementary guide who wants… |
Sequence 142Illinois Primary and Elementary Montessori Teachers Needed The Joliet Illinois Montessori School, 35 miles south of Chicago… |
Sequence 1439-12 class and a very low turn over of staff. Most teachers have been with our school for over 15 years, some much longer.… |
Sequence 144Montessori Children's House, Anne T. Riley, Administrator, 5004 Randonstone Lane, Bowie, MD 20715. Email: ARileyMCH@… |
Sequence 145243 Essex Street Beverly, MA 01915 Fax: 978-922-0594 Susan@harborlighbnontessori.org Thacher Montessori School, Milton, MA… |
Sequence 146AJexander Rice Esty, is listed on the Na tionaJRegistry of Historic Places. Reminiscent of the early Montessori "… |
Sequence 147portant is the ability to interact with parents, students, and the commu- nity. Weoffercompetitivesalaryand benefits. Please… |
Sequence 148Ohio Montessori Training Institute Now ACCEPTING APPLICATIONS FOR THE 2000-2001 ACADEMIC YEAR! • Primary level (ages 3-6) •… |
Sequence 149mary and/or elementary teacher and a qualified administrator/ teacher to take over our 12-14 pro- gram. Immediate VISA… |
Sequence 150Seeking Montessori Certified Teacher Charlotte Preparatory School seeks a teacher for 3-5 year old class for the fall 2000… |
Sequence 151Ohio, just a short commute from Cleveland and beautiful Lake Erie. Currentlyweofferprograrnsforchil- dren from 18 months - 6… |
Sequence 152Vermont West River Montessori Schoo}; We are a full-day, non-profit Montessori preschool,located inbeautifuJSouth- ern… |
Sequence 153Founded in 1993, Salem Mon- tessori School is looking for certi- fied/ in-training teachers for our 2-6 yr. old programs who… |
Sequence 154... Come To The Beautiful. Pacific Northwest For MONTESSORI TEACHER TRAINING AMI Primary Certification MACTE Accredited… |