| Volume31 Number1
Winter2006
N·A·M·T·A
J 0 u
L
The Third
Adolescent
Colloquium
October 6-9, 2005
Cleveland, Ohio… |
| WHAT Is NAMTA?
The North American Montessori Teachers' Association
provides a medium of study, interpretation, and im-… |
| THE NAMTA JOURNAL
VoL. 31, No. 1 • WINTER 2006
THE THIRD ADOLESCENT COLLOQUIUM:
SELECTED PROCEEDINGS
AND SUPPLEMENTAL… |
| This publication is dedicated to Renilde Montessori, who first brought her
background and vision to our Colloquium table in… |
| THE THJRD ADOLESCENT COLLOQUIUM:
SELECTED PROCEEDINGS AND SUPPLEMENTAL ARTICLES
THE KEY LESSONS OF THE THIRD ADOLESCENT… |
| "THE ScHOOL WHERE THE CHILDREN LIVE" .......................................
by David Ayer and Elise Huneke… |
| STAFFING THE MoNTESSORl HIGH ScHOOL:
WHAT'S So SPECIAL ABOUT THE SPECIALISf? ........................................
by… |
| Participants at the Third Adolescent Colloquium. Row 1, left to right: Clare Boyle, Leon Dantus, George Pritchard,
Audrey… |
| THE KEY LESSONS OF THE THIRD
ADOLESCENT COLLOQUIUM
by David Kahn
THEORY INTO PRACTICE:
THE MONTESSORI
COLLOQUIUM AS A… |
| prepared environment is a critical factor at every level of Montessori
education, in this Colloquium, the adolescent's… |
| REPORTING ON THE "EXPERIMENTAL
SCHOOL OF SOCIAL LIFE"
Three land experiments were presented as social… |
| • Ongoing care of each other.
The Montessori School of Lake Forest also creates a social commu-
nity by working with an… |
| Prairie Crossing is a "conservation community," a housing
development that is laid out with the houses… |
| Farmer Mike and Grandmother Susan, and they took up
our hopes and we theirs. Any farm, especially an organic
one, is a place… |
| playing, mucking stalls-as long as they're together. The
students themselves are part of the prepared environ-
ment-… |
| a triumphal entry into social life-not entering it
debilitated, isolated or humiliated but with head
high, sure of himself.… |
| In summary, the keys to valorization include a genuine
experience of belonging to a community, a genuine contri-
bution of an… |
| cultures, but their outcomes are similar; you might say, therefore, that
their outcomes are universal manifestations of the… |
| accomplishment, nobility, and humanity, but we know
that the high school environments our graduates are going
to are… |
| program acts as a buffer for the Children's Houses. The
Children's Houses are then protected in their pedagogy
and… |
| The connection between the young adolescent and the
period of Maturity ought to be at the center of our work
with the… |
| on a collective basis. The farm's profits, if any, are, for the
most part, sown back into the students' next group… |
| Aura: The learning that I received from this project
is that everyone needs a guide for the different
labors that there are… |
| people. These experiences are the ones that really
shape us.
Perhaps right now we don't appreciate the conse-
quences… |
| university or to pass the examinations required to obtain diplomas"
(124).
It is here that the Colloquium turns to a… |
| Krumins Grazzini continues to describe the revolutionary nature
of integration of the disciplines, which begins in the… |
| a sense of wonder and awe. The interest evoked can be
deep, passionate, lasting, and the desire to find out more
is driven… |
| elementary children, it seems to me quite natural that
specialists then become the residents for the adolescents ....
What… |
| I do have one more thing that I need to say, something that
is really quite important. Montessori says that, at the
beginning… |
| mathematicians, presented a specialist's rendering of the history of
math and science, designed to provide a framework… |
| with bow drills, and researched a range of early technolo-
gies such as basketry, bow and arrow, and natural dyes.
Students… |
| standing of the essentials of a discipline, and the generalist, who
needs to build an overview of all the disciplines in their… |
| AlsoNAMTAis pleased to acknowledge its Journal editorial team,
in particular Renee Pendleton and Katherine Wilson, for their… |
| Baiba Krumins Grazzini
26
The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
| ESTABLISHING THE ERDKINDER APPENDICES
AS AN AUTHORITY
by Baiba Krumins Grazzini
Baiba Krumins Grazzini was chosen to open… |
| First of all, and as far as I'm concerned I am pointing out what's
very, very obvious, whenever we set up Montessori… |
| only when we're thinking of the third plane as a plane of education
(which is where Montessori is telling us what we must… |
| Yet we also have to interpret what Montessori says in the light of
all her works, of everything that we can find, of her… |
| eighteen years" (124). This, then, is an example of where one version
of the Appendices cou Id eliminate the need for… |
| discoveries as regards work, because what creates tiredness is work-
ing without interest or indeed not working. As a matter… |
| criticism which does not stem from experimentation or even reflection.
People just reacted against and criticized. I found a… |
| Traditional teachers, more particularly those who have taught for
many years, may find life as Montessori students very… |
| gracious,' they will say, 'is that all there is in the Montessori
method?"' (40-41)
A time constraint… |
| should like to quote from an article called "The Four Planes of Devel-
opment" by Camillo Grazzini. The part… |
| You may perhaps condemn the plan [so let us think of the
Appendices] as visionary and unpractical, but I hope that
you will… |
| 38
The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
| ELEMENTS OF ERDKINDER
AT THE FARM SCHOOL
by Laurie Ewert-Kroeker
Laurie Ewert-Kroeker demonstrates the general orientation… |
| we consider in setting up a prepared environment for the first and
second planes of development. Here are some of the aspects… |
| A. Practical Considerations
Museum of Machines
Shop of Produce and/or Crafts
Hotel for Parents
Dorm for Resident Young… |
| The restrictions and the rules that we have come up with for the
running of the program are there to ensure that the triangle… |
| adolescent, so it naturally has to be one of the fundamental elements
of an adolescent program.
The second element Montessori… |
| we all need to know to understand our time, our culture, and the nature
of humanity and where it's heading.
Of course… |
| ~
"'
~
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u,
Mondav
Tuesday
Wednesday
9:00 Community Mtg. (M)
9:00 Community Mtg… |
| I know this seems a little structured, but in trying to guarantee that
all students have the opportunity to have all four… |
| and biking and hiking and all of those possible ways of being active
in the world with your body and exploring a healthy… |
| REFERENCE
Montessori, Maria. From Childhood to Adolescence. 1948. Trans.
A.M.Joosten. Rev. ed. Oxford: Clio, 1996.
48
The… |
| The NAMTA Journal
49 |
| Linda Davis and students
50
The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
| EXTENDING THE SYLLABUS
WITHOUT DISTORTION
by Linda Davis
Linda Davis points to the intent of the Erdkinder essays as being… |
| and minute care as is given to the baby. ("Dr. Montessori's
Third Lecture" 177)
At adolescence we have… |
| production and ex-
change is "the es-
sence
of
social
existence"
("Dr.
Montessori's… |
| between manual work and what they called academic work. They said,
"We like to have a lesson first thing in the… |
| I return to the main question: Can the syllabus be applied in other
settings? If we know what the intent is, we certainly can… |
| Pedagogy of Place: Urban and Rural
56
The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
| ENVISIONING THE WHOLE THIRD PLANE:
MONTESSORI ERDKINDER
AND URBAN ADOLESCENT PROGRAMS
HELP EACH OTHER
by David Kahn
David… |
| unfortunately I was unable to find the millionaire to fi-
nance it. It was so visionary and also so revolutionary that
it… |
| At the same time that McNamara was nurturing his classroom
model, Phil Gang sought out the AMI point of view. In 1976,… |
| Participants experience clarity and social
cohesion around the Erdkinder farm school
experience, which is, in some cases,… |
| Mr. Grazzini did recognize the contribution of urban programs 1
over twenty years in learning about the adolescent from the… |
| Psychological Characteristics and Needs of Adolescents
The psychological characteristics and human tendencies are the basis… |
| that the urban and rural work is beginning to unify. Given the many
talented Montessorians working in different urban &… |
| practical chores makes the urban program a critical testing ground for
new ideas that emerge from the land-based programs in a… |
| With the advocacy of the Erdkinder, the adolescent work slowly
gravitates to a unique context for the third plane of education… |
| programs supported by experience, a long-term experience. We will
establish guidelines only through a natural process that… |
| Montessori, Maria. From Childhood to Adolescence. 1948.
Trans. The Montessori Educational Resource Center.
New York: Schocken… |
| John McNamara and Students
68
The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
| COMMUNITY, FREEDOM, AND DISCIPLINE
IN A CARING CLASSROOM
by John McNamara
John McNamara characterizes adolescents through… |
| graduation speeches, letters they've written to me, or, in many in-
stances, essays they wrote for their applications to… |
| Camillo Grazzini:
Creative imagination enables all of us, adults and children,
to produce or create something new, something… |
| Ruffing Montessori, I learned that if a task was not worth
giving my best effort to initially, then it was not worth
doing at… |
| adolescents-but
it is an age of silliness, that they need just to be silly
to have fun. One student said in her eighth grade… |
| part of the Ruffing mystique. You only realize what has
actually happened to you after you leave, but that's why
Ruffing… |
| positions to understand something they were not able to before-that
is, by giving them the opportunity to work through for… |
| -------------------------------
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ment is connected with all parts of learning. A student wrote to me
when she was in… |