| Volume 28 Nurber2
N·A·M·T
A
J 0 u
Montessori:
Spiritual Journey
of the Teacher
and the Child |
| WHATlsNAMTA?
The North American Montessori Teachers' Association
provides a medium of study, interpretation, and im-… |
| THE NAMTA JOURNAL
V oL. 28, No. 2 • SPRING 2003
MONTESSORI: SPIRITUAL JOURNEY OF
THE TEACHER AND THE CHILD
In nlliliation… |
| MONTESSORI:
SPIRITUAL JOURNEY OF THE TEACHER
AND THE CIIlLD
A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 1… |
| PRENATAL ANO PERINATAL FOUNDATIONS OF MORAL DEVELOPMENT ......... 157
by Millicent Adams Dosh
NAMTA NEWS… |
| ■
Dr. Silvana Montanaro |
| A MONTESSORI LIFE
AS A SPIRITUAL JOURNEY-PART 1
by Silvana Quattrocchi Montanaro
Dr. Montanaro speaks of how Montessori… |
| Let me explain, very briefly, how I entered the Montessori world
and how this experience changed deeply my personal and profes… |
| special unity that we must help while, usually, pediatricians cure only
the body while psychologists cure only the mind-but… |
| of the ocean, at the circular motion of the stars, and they pass by
themselves without wondering!"
Once this… |
| beings reveal a fundamental need for order since the beginning of life
and are capable of being self-disciplined" (… |
| need to go inside of our being and get in con tact with our "True Self,"
the divine core where divine Light… |
| REFERENCES
Deng Ming-Dao. 365 Tao: Daily Meditations. San Francisco:
Harper, 1992.
Montessori, Maria. The Absorbent Mind.… |
| Muriel Dwyer
8
The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
| A MONTESSORI LIFE
AS A SPIRITUAL JOURNEY-PART 2
by Muriel Dwyer
Muriel Dwyer' s caution that the best-laid plans do not… |
| individually, whether your entrance in to Montessori was intentional
or accidental. Why did you come?
Then I thought, and… |
| As I have said, I had decided I did not want to study, but having
come into teaching I have never stopped. In the course of… |
| know the story of the salmon? You know the salmon is born upriver
in fresh water and when it is a certain size, it swims all… |
| evolve into real Children's
Houses instead of what they
sometimes appear to be, which
is more akin to laboratories. I… |
| environment that has been prepared to encourage and allow explora-
tion. Very seldom-occasionally,
but very seldom-yet… |
| The NAMTA Journal
15 |
| Mary Raudonis Loew
16
The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
| NURTURING THE SPIRIT OF THE TEACHER
by Mary Ra udonis Loew
Taking a philosophical look at the motivational underpinnings of a… |
| with joy. It is the discovery of this truth, at a level deep enough to be
called "soul," which brings us… |
| able. Grown-ups and children must join their forces. In
order to become great, the grown-up must become humble
and learn from… |
| Our work is deeply grounded in the
knowledge that life is ever moving in
a direction towards fullness. Our part
may be small… |
| · It teaches me about growth and vulnerability
and what it
means to be human.
• It teaches me how to develop relationships… |
| Transformational phenomena-that,
and no less, is what our
practice is about. And I don't know about you, but those three… |
| Ours is not always a direct teaching process. We do not tell the
children what they must do to become healthy adult people. We… |
| We miss an opportunity.
We jump to conclusions.
We forget to pull the blinds of habit from our eyes; we react or
overreact… |
| And in so loving, our life of service is made.
I want to talk for a minute about Mr. Fred Rogers, who I have
always felt had… |
| He wanted to be a friend of children, and he became that friend.
This is not unlike our own wish. Aren't we lucky to be… |
| Practice the Art of Possibility. Remember when you were new in
the work-every mundane or menial task pointed to a bright and… |
| Let us share the journey, smile together, perhaps even wipe aside
one tear of love.
I dedicate this weekend to all those who… |
| The NAMTA Journal
29 |
| Patricia Ludick and student
30
The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
| REDEFINING WHO WE ARE: THE WORK OF
A LEARNING COMMUNITY
FACING ADOLESCENTS/ FACING OURSELVES
by Patricia Ludick
Patricia… |
| the children and adolescents we serve on a daily basis. My belief is
that they teach us, inform us, and pull us toward our own… |
| condition and ultimate destiny as individuals and as members of a
human race. It calls us to a "heads up"… |
| in the large potential of every human being. We have to
decide to change in order to offer the children who live
with us the… |
| · There is restlessness, a holy longing, and a fire that seems to
reside within the adolescent. If you remember the power of a… |
| I remember a line I read from Eudora Welty, who said something
to the effect that the events in our lives happen in a sequence… |
| FACING OURSELVES
It is within the prepared environment of the adolescent commu-
nity that the adult comes into full… |
| present hopefulness. We are being invited to grow and to change and
to move more fully intowholenessourselves,as
we observe… |
| point as well (some of you may remember Vanier as connected with the
L' Arche Society, recognized internationally for its… |
| · Charity
• Communication
• Empathy
· Moral decisions
• Manual work
• Celebration
· Belonging
· Forgiveness
·… |
| writings, namely, love. The following seven aspects of love, as sug-
gested by Vanier (with a summary of his discussion of… |
| are beginning to recognize what I am getting at a~ I proceed with these
analogies. The experts instruct, but so do our young… |
| toward optimal human development and is closely aligned with what
we see growing out of our work with adolescents in their… |
| gift of independence, complementing this with the support and chal-
lenge components necessary for their personal development… |
| Profiles of Community
School as Community
(Gemeinschaft)
School as Formal Organlzatiou
(Gesellschaft)
Affective… |
| I don't have to tell you of the decisions and social development
challenges that are everyday occurrences in our practice… |
| REFERENCES
Joosten, A.M. Learning From the Child. Amsterdam: Asso-
ciation Montessori lnternationale, n.d. Reprinted from… |
| Annette Haines
48
The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
| WORK
by Annette M. Haines
Dr. Haines touches on the work of adaptation of the infant, the work of the
"psycho-… |
| thrown out of that garden, cursed "to till the ground from whence [ they
were] taken" (Genesis 3:23), the… |
| mind they gave suggestions, inspiration, problems. And
these are for the mind what cold and hunger are for the
body. (20)… |
| Unfortunately, adolescence is
a period of life when society
puts its young people in a hold·
ing pattern. The frustration… |
| cient history, astronomy, geology, and chemistry-in other words, a
cosmic curriculum. The work of the child at the second… |
| philosophical, addressing questions of nature and the universe and
analyzing causality in the natural world and the cosmos.… |
| HUMAN AS COSMIC AGENT
In the cosmic tales told to the children at the elementary level, the
animals, the rocks and plants,… |
| Whereas the other creatures simply conserve the environment,
human beings have the power to modify it. We modify the trees,… |
| society which for us have been unsolvable" (Reconstruction in Educa-
tion 14). But this is truly utopian dreaming… |
| "This," she said, "is our hope-a hope in a new humanity that will
come from this new education, an… |
| The NAMTA Journal
59 |