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Sequence 9ACT I. THE DRAMA OF SAN LORENZO: LINKING SOCIAL ANO EDUCATIONAL REFORM-1907 Montessori con temporaries travel to Rome in… |
Sequence 10When curriculum is designed for the inner development of the child, when materials are developed for the unity of the hand… |
Sequence 11Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 12For more than a decade in Barcelona, with the collabora- tion of her son, Mario Montessori, Dr. Montessori contin- ued to… |
Sequence 13short, Montessori's emerging spiritual identity in her work is the fervor of the reform movement. Sofia Cavalletti, co-… |
Sequence 14pendent reality leading back to an origin ta le ti tied "God Who Has No Hands." This creation story not only… |
Sequence 15ACT VI. THE ADOLESCENT, THE FARM, NATURE, AND CIVILIZATION- THE EMERGING PLANES OF EoUCATION-1936-PRESENT Now, for the third… |
Sequence 16• the development of a personal mission and activism; • the exercise of virtues, values,andskillsdirected to human work; •… |
Sequence 17as slice of real life is critical to early adolescence. To experience the hard reality of economics, production and exchange,… |
Sequence 18the end stage of our reform efforts. Like never before, Montessori graduates will have experienced the fullest meaning of… |
Sequence 19trees, and all life that emanates from the natural world (Montessori, From C!tildhood to Adolescence 19). This inner… |
Sequence 20Many of the above-mentioned projects demonstrate a universal form of community reconstruction through their Montessori schools… |
Sequence 21The EsF initiative cycle comes back to Montessori's double con- sciousness of social and educational reform at San… |
Sequence 22On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 23Montessori, Maria. "HL1man Solidarity in Time and Space." Trans. Renilde Montessori. Tl,e Sn11 Re1110… |
Sequence 24Phyllis Pettish-Lewis 18 The NAMTA Joumal • Vol. 33, No. I • Winter 2008 |
Sequence 25THE CHILD IN NATURE: MONTESSORI' s ANSWER TO THE ECOLOGICAL CRISIS by Phyllis Pottish-Lewis lll this article, fo1111ded… |
Sequence 26ultimately a responsibility for the preservation of life. This preserva- tion is our preservation. Long ago, Dr. Maria… |
Sequence 27colliding with the planet's ecological system, and its most vulnerable components arc crumbling as a result. (8) While… |
Sequence 28in both the marine and terrestrial records, as this would constitute a global event. In each of the Big Five, as the… |
Sequence 29oxidation. Extensive oxidation of organic matter takes oxygen out of the atmosphere and replaces it with carbon dioxide. At… |
Sequence 30of life on the planet was near its all-time high. We arrived equipped with the capacity to devastate that diversity wherever… |
Sequence 31have been studying the problems confronting us. At a major confer- ence on biodiversity held in Washington DC in 1986, the U.S… |
Sequence 32population that will suffer our mistakes will be that of our children and our children's children. It is their future… |
Sequence 33Montessori prescribed in 1907. Unfortunately, very few have grasped the wisdom in the message. [n Education and Pence, she… |
Sequence 34the child she would nominate to step in as the savior, because Dr. Montessori long recognized that the child nurtured in the… |
Sequence 35requires courage and is of heroic proportions. Dr. Montessori realized that the child must be given a vision of the whole to… |
Sequence 36life. The underlying reason for this orderly occurrence is that each individual particle or element in all of existence has… |
Sequence 37complexities involved in the maintenance or the loss of life. One message that is apparent is that Life is fragile and… |
Sequence 38realize that when landscape is changed, there is a natural impact on living creatures. More knowledge garnered from which to… |
Sequence 39very technology that inadvertently has landed us in our ecological difficulties. The story of language is one of communication… |
Sequence 40artificial world in which technology brings material comfort and leisure brings unprecedented artistic creation" (232… |
Sequence 41As Dr. Montessori also said, "If the idea of the universe be pre- sented to the child in the right way, it will do… |
Sequence 42experience in the backyard, in the tool shed, in the fields and woods, has been replaced by indirect learning, through… |
Sequence 43INDEPENDENCE There are other qualities developed in Montessori children that will serve them as well when it comes time for… |
Sequence 44Inertia, generated by oversimplification, lack of concern, or trivializing a problem, is foreign to our children. They are… |
Sequence 45is more specifically defined, and at this point in our history there is no greater task. CONCLUSION And, who is it that is… |
Sequence 46nature, this sense of mystery, must accompany the study of nature when, having learned of these wonders, this child goes out… |
Sequence 47Tlte NAMTA Journal 41 |
Sequence 48Patricia Schaefer 42 The NAMTA Journal • Vol. 33, No. I • Winter 2008 |
Sequence 49THE FOUR PLANES OF SOCIAL DEVELOPMENT: How To MoVE FROM A LITTLE CHILD TO WORLD PEACE by Patricia Schaefer Ms. Schaefer… |
Sequence 50been in Montessori work for almost half of the century we are celebrat- ing. Surely r have something to say on the topic, for… |
Sequence 51studied awe of the achievements of humankind. These are, literally, superior human beings who know how to build harmonious… |
Sequence 52Figure 1. The Four Planes of Development: The "Constructive Rhythm of Life." Maria Montessori, Perugia,… |
Sequence 53Montessori does a bit of mixing of metaphors as she explains the socialization of the child from zero to twelve. While I might… |
Sequence 54rather wrote of it in the books Educafionfor n New World, The Absorbent Mind, and The Child, Society n11d tile World. The… |
Sequence 55But in "The Functions of the University," she sees the adolescent arriving full circle, by age eighteen a… |
Sequence 56The center circle is titled "Superior" and refers to "evolution" as the process. Around… |
Sequence 57personal dignity and justice in order to hold the attraction towards the center of moral goodness rather than the periphery of… |
Sequence 58Age Name Illustration/Metaphor Period 1-Ages 0-6 •cohesion by Sentiment" Social Embryo (Unconscious Mind) Warp… |
Sequence 59These help to define the personality the child builds. Whatever is basic in the social order is the cohesive part of society.… |
Sequence 60result was stunning, and they offered it for auction at the Lake Country School fundraiser, making hundreds of dollars for the… |
Sequence 61the last plane of develop- ment-the eighteen- to twenty-four-year-olds. My own observations of a Montessori high school… |
Sequence 62Forbes pinpoints the paramount importance of nature in the child's experience. We know it to be central in many… |
Sequence 63Relationship: Peter's Principles Finally, we conclude with the importance of relationship. The socialization that occurs… |
Sequence 64building new environments for them, to understand the amazing progress of evolution in which the very elements of chemistry… |
Sequence 65For, ultimately, the healthy, balanced personality who has built herself through work and passion, throughout the four planes… |
Sequence 66l\lontessori, Mari,1. Fr<>m Child/11md to A,iolt•sct'IICt 19-18. Trans. -\ M. Jom,ten. Rt•,. ed. Oxford:… |
Sequence 67UNIVERSAL MORAL DEVELOPMENT: THE BASIS FOR HUMAN UNITY AND PEACE by Allyn Travis Because the elementary years represent t!,e… |
Sequence 68tant influence on the moral values developed by the child. In Tlte Absorbe11t Mind, Maria Montessori wrote, When therefore,… |
Sequence 69to those that are now needed to direct the child's interest to specific aspects of self-develop- ment.… |
Sequence 70reasoning explorers of the abstract, and the realm of conceptua I ideas intrigues them. This new interest in the abstract… |
Sequence 71If we reprimand the child who is acting inappropriately right at the moment in front of the child who has asked about the… |
Sequence 72to do the work better. Once the child figures out how to evaluate his own work in this way, he will stop going to the teacher… |
Sequence 73we have had people immigrate to Wisconsin from countries where parental corporal punishment is permissible. Beating your… |
Sequence 74[ have to confess that one of the aspects that drew me to this topic a couple of years ago is the violence in the world, the… |
Sequence 75figuring out the reasons for the wor.ld, how and why things work, but also how and why he or she should behave in various… |
Sequence 76The specifics, however, depend greatly on the values of the child's parents and society. If a family and culture,… |
Sequence 77poral punishment and eating dinner with one's hands were more serious offenses than did children in India. Because… |
Sequence 78arousing now in the children not only a hunger for knowl- edge and understanding but also a claim to mental inde- pendence, a… |
Sequence 79them to people worthy of admiration, they are going to find their heroes in sports figures or movie stars or musicians-people… |
Sequence 80group meetings but rather think that there should be a class meeting when it is needed. That cou Id be once a week or once a… |
Sequence 81resource on current research and thinking about human nature, what aspects are thought to be inherited, how and where… |
Sequence 82antisocial peers. This calls to mind the old ideas of "born criminals" and "bad seeds,"… |
Sequence 83Socialization Theory developed by the psychologistJudith Rich Har- ris in 1998. She says that: Socialization-acquiring the… |
Sequence 84They could read stories to their children for the pleasure of it, not because it's good for their neurons. (398) But I… |
Sequence 85that the child has developed security within that family, feels loved and safe and accepted. Therefore, she knows now that if… |
Sequence 86Just the classroom environment itself offers the children a society in which they have to learn to live and work with others… |
Sequence 87that a classroom envi- ronment is not enough at this age to meet all of the child's needs. He must get out into the… |
Sequence 88Now this didn't all happen in one year. This project became ongoing in this class. Each year the children new to the… |
Sequence 89Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
Sequence 90-------------------------------------- Baiba Krumins Grazzini 84 The NAMTA Journal • Vol. 33, No. I • Winter 2008 |
Sequence 91THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
Sequence 92Work that would be impossible for one alone becomes feasible as a group enterprise; the discoveries and inventions of a few… |
Sequence 93humans as an agent of change, or indeed as an nge11t of crentio11 to use Maria Montessori's expression, we have to… |
Sequence 94complex organization of work and exchange, and by an ever-i ncreas- ing interdependence of human beings. The other great… |
Sequence 95Thus she says: The love of one's environment is the secret of all man's progress and the secret of social evolution… |
Sequence 96any human group or culture, be this a Stone Age culture or a modern Western society, and every single adult clearly does… |
Sequence 97something (almost] invisible, to get him to concentrate his attention; otherwise he is quite plainly bored with every- thing… |
Sequence 98The child should not be regarded as a feeble and helpless creature whose only need is to be protected and helped, but as a… |
Sequence 99this fashion, the child really could absorb a rich, surrounding reality and construct himself at the expense of the… |
Sequence 100She says: Let us look for a moment at the recent social advances man has made. Human beings have acquired many rights and… |
Sequence 101ENVIRONMENTS FOR CHILDREN Schools, as we know them, were originally created to provide society with literate citizens, and… |
Sequence 102ity constitutes one of the great cosmic forces of the universe, a new cosmic energy, a power of intelligence that can help… |
Sequence 103The child must always be given work to do with his hands as he works with his mind, for the child's personality has a… |
Sequence 104Thus Maria Montessori says: The child in our prepared environment does not play. He works, and greed disappears; he works,… |
Sequence 105Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 106David Kahn I 00 The NAMTA Jou ma/ • Vol. 33, No. I • Winter 2008 |
Sequence 107TOWARDS A THEORY OF KNOWLEDGE FRAMEWORK FOR A MONTESSORI HIGH SCHOOL by David Kahn Tl1e fon11a tio11 of the adolescent… |
Sequence 108independence, which is the scope and sequence of the Montessori developmental continuum from birth to adulthood. This… |