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Montessori
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| WHAT Is NAMTA?
rhe North American Monte..,,011 Tcad1er,: A,,ociatmn
pnn 1dl', a medium ol ,tud). mtcrprct,nmn md in
pro… |
| THE NAMTA JOURNAL
VOL. 33, No. 1 • WrNTER 2008
MONTESSORI AND SOCIAL REFORM
In affili:nion wi1h 1hc A,-_,ocimion Mo111c,sori… |
| MONTESSORI AND SOCIAL REFORM
MONTESSORI: PATHWAYS TO EDUCATION REFORM, 1907-2007 ................
by David Kahn
THE C1-11LD… |
| THE MONTESSORI MODEL UNITED NATIONS .........................................
by Judith Cu1111i11ghnm
COMMUNITY V1s10 OF THE… |
| MONTESSORI: p ATHWAYS TO
EDUCATION REFORM, 1907-2007
by David Kahn
Tllis nrticle puts i11to sepnrntenccou11ts n brief… |
| ure and isolation, oppression of people, obstacles to growth and
development. Reform, then, means to change "that… |
| ACT I. THE DRAMA OF SAN LORENZO: LINKING SOCIAL ANO
EDUCATIONAL
REFORM-1907
Montessori con temporaries travel to Rome in… |
| When curriculum is designed for the
inner development of the child, when
materials are developed for the unity of
the hand… |
| Dr. Maria Montessori's first work, Tlte Mo11/essori Method,
was published in English in New York in 1912. It was an… |
| For more than a decade in Barcelona, with the collabora-
tion of her son, Mario Montessori, Dr. Montessori contin-
ued to… |
| short, Montessori's emerging spiritual identity in her work is the
fervor of the reform movement.
Sofia Cavalletti, co-… |
| pendent reality leading back to an origin ta le ti tied "God Who Has
No Hands." This creation story not only… |
| ACT VI. THE ADOLESCENT, THE FARM, NATURE, AND CIVILIZATION-
THE EMERGING
PLANES OF EoUCATION-1936-PRESENT
Now, for the third… |
| • the development of a personal mission and activism;
• the exercise of virtues, values,andskillsdirected
to human work;
•… |
| as slice of real life is critical to early adolescence. To experience the
hard reality of economics, production and exchange,… |
| the end stage of our reform efforts. Like never before, Montessori
graduates will have experienced the fullest meaning of… |
| trees, and all life that emanates from the natural world (Montessori,
From C!tildhood to Adolescence 19).
This inner… |
| Many of the above-mentioned projects demonstrate a universal
form of community reconstruction through their Montessori schools… |
| The EsF initiative cycle comes back to Montessori's double con-
sciousness of social and educational reform at San… |
| On October 28, 1931, Mahatma Gandhi told Maria Montessori in
a speech at the Montessori training college in London:
You have… |
| Montessori, Maria. "HL1man Solidarity in Time and Space."
Trans. Renilde Montessori. Tl,e Sn11 Re1110… |
| Phyllis Pettish-Lewis
18
The NAMTA Joumal • Vol. 33, No. I • Winter 2008 |
| THE CHILD IN NATURE: MONTESSORI' s
ANSWER TO THE ECOLOGICAL CRISIS
by Phyllis Pottish-Lewis
lll this article, fo1111ded… |
| ultimately a responsibility for the preservation of life. This preserva-
tion is our preservation.
Long ago, Dr. Maria… |
| colliding with the planet's ecological system, and its most
vulnerable components arc crumbling as a result. (8)
While… |
| in both the marine and terrestrial records, as this would constitute a
global event. In each of the Big Five, as the… |
| oxidation. Extensive oxidation of organic matter takes oxygen out of
the atmosphere and replaces it with carbon dioxide. At… |
| of life on the planet was near its all-time high. We arrived equipped
with the capacity to devastate that diversity wherever… |
| have been studying the problems confronting us. At a major confer-
ence on biodiversity held in Washington DC in 1986, the U.S… |
| population that will suffer our mistakes will be that of our children and
our children's children. It is their future… |
| Montessori prescribed in 1907. Unfortunately, very few have grasped
the wisdom in the message. [n Education and Pence, she… |
| the child she would nominate to step in as the savior, because Dr.
Montessori long recognized that the child nurtured in the… |
| requires courage and is of heroic proportions. Dr. Montessori realized
that the child must be given a vision of the whole to… |
| life. The underlying reason for this orderly occurrence is that each
individual particle or element in all of existence has… |
| complexities involved in the maintenance or the loss of life. One
message that is apparent is that Life is fragile and… |
| realize that when landscape is changed, there is a natural impact
on living creatures. More knowledge garnered from which to… |
| very technology that inadvertently has landed us in our ecological
difficulties. The story of language is one of communication… |
| artificial world in which technology brings material comfort and
leisure brings unprecedented artistic creation" (232… |
| As Dr. Montessori
also said, "If the idea of
the universe be pre-
sented to the child in
the right way, it will do… |
| experience in the backyard, in the tool shed, in the fields and woods,
has been replaced by indirect learning, through… |
| INDEPENDENCE
There are other qualities developed in Montessori children that
will serve them as well when it comes time for… |
| Inertia, generated by oversimplification,
lack of concern, or trivializing a problem,
is foreign to our children. They are… |
| is more specifically defined, and at this point in our history there is no
greater task.
CONCLUSION
And, who is it that is… |
| nature, this sense of mystery, must accompany the study
of nature when, having learned of these wonders, this child
goes out… |
| Tlte NAMTA Journal
41 |
| Patricia Schaefer
42
The NAMTA Journal • Vol. 33, No. I • Winter 2008 |
| THE FOUR PLANES OF
SOCIAL DEVELOPMENT:
How To MoVE FROM A LITTLE CHILD
TO WORLD PEACE
by Patricia Schaefer
Ms. Schaefer… |
| been in Montessori work for almost half of the century we are celebrat-
ing. Surely r have something to say on the topic, for… |
| studied awe of the achievements of humankind. These are, literally,
superior human beings who know how to build harmonious… |
| Figure 1. The Four Planes of Development: The "Constructive Rhythm of Life." Maria
Montessori, Perugia,… |
| Montessori does a bit of mixing of metaphors as she explains the
socialization of the child from zero to twelve. While I might… |
| rather wrote of it in the books Educafionfor n New World, The Absorbent
Mind, and The Child, Society n11d tile World.
The… |
| But in "The Functions of the University," she sees the adolescent
arriving full circle, by age eighteen a… |
| The center circle is titled "Superior" and refers to "evolution" as
the process. Around… |
| personal dignity and justice in order to hold the attraction towards the
center of moral goodness rather than the periphery of… |
| Age
Name
Illustration/Metaphor
Period 1-Ages 0-6
•cohesion by Sentiment"
Social Embryo
(Unconscious Mind)
Warp… |
| These help to define the personality the child builds. Whatever is basic
in the social order is the cohesive part of society.… |
| result was stunning, and they offered it for auction at the Lake Country
School fundraiser, making hundreds of dollars for the… |
| the last plane of develop-
ment-the
eighteen-
to
twenty-four-year-olds.
My
own observations
of a
Montessori high school… |
| Forbes pinpoints the paramount importance of nature in the
child's experience. We know it to be central in many… |
| Relationship: Peter's Principles
Finally, we conclude with the importance of relationship. The
socialization that occurs… |
| building new environments for them, to understand the amazing
progress of evolution in which the very elements of chemistry… |
| For, ultimately, the healthy, balanced personality who has built
herself through work and passion, throughout the four planes… |
| l\lontessori, Mari,1. Fr<>m Child/11md to A,iolt•sct'IICt 19-18.
Trans. -\ M. Jom,ten. Rt•,. ed. Oxford:… |
| UNIVERSAL MORAL DEVELOPMENT:
THE BASIS FOR HUMAN UNITY AND PEACE
by Allyn Travis
Because the elementary years represent t!,e… |
| tant influence on the moral values developed by the child. In Tlte
Absorbe11t Mind, Maria Montessori wrote,
When therefore,… |
| to those that are now
needed to direct the
child's interest to specific
aspects of self-develop-
ment.… |
| reasoning explorers of the abstract, and the realm of conceptua I ideas
intrigues them. This new interest in the abstract… |
| If we reprimand the child who is acting inappropriately right at
the moment in front of the child who has asked about the… |
| to 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… |
| we have had people immigrate to Wisconsin from countries where
parental corporal punishment is permissible. Beating your… |
| [ 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… |
| figuring out the reasons for the wor.ld, how and why
things work, but also how and why he or she should
behave in various… |
| The specifics, however, depend greatly on the values of the child's
parents and society. If a family and culture,… |
| poral punishment and eating dinner with one's hands were more
serious offenses than did children in India.
Because… |
| arousing now in the children not only a hunger for knowl-
edge and understanding but also a claim to mental inde-
pendence, a… |
| them to people worthy of admiration, they are going to find their heroes
in sports figures or movie stars or musicians-people… |
| group 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… |
| resource on current research and thinking about human nature, what
aspects are thought to be inherited, how and where… |
| antisocial peers. This calls to mind the old ideas of "born criminals"
and "bad seeds,"… |
| Socialization Theory developed by the psychologistJudith Rich Har-
ris in 1998. She says that:
Socialization-acquiring
the… |
| They could read stories to their children for the pleasure
of it, not because it's good for their neurons. (398)
But I… |
| that the child has developed security within that family, feels loved
and safe and accepted. Therefore, she knows now that if… |
| Just the classroom environment itself offers the children a society
in which they have to learn to live and work with others… |
| that a classroom envi-
ronment is not enough
at this age to meet all
of the child's needs.
He must get out into
the… |
| Now this didn't all happen in one year. This project became
ongoing in this class. Each year the children new to the… |
| Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude
A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
| --------------------------------------
Baiba Krumins Grazzini
84
The NAMTA Journal • Vol. 33, No. I • Winter 2008 |
| THE CHILD AND SOCIETY
by Baiba Krumins Grazzini
Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
| Work that would be impossible for
one alone becomes feasible as a
group enterprise; the discoveries
and inventions of a few… |
| humans as an agent of change, or indeed as an nge11t of crentio11 to use
Maria Montessori's expression, we have to… |
| complex organization of work and exchange, and by an ever-i ncreas-
ing interdependence of human beings. The other great… |
| Thus she says:
The love of one's environment is the secret of all man's
progress and the secret of social evolution… |
| any human group or culture, be this a Stone Age culture or a modern
Western society, and every single adult clearly does… |
| something (almost] invisible, to get him to concentrate his
attention; otherwise he is quite plainly bored with every-
thing… |