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Special Issue |
| WHAT Is NAMTA?
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| THE NAMTA JOURNAL
VoL 34, No. 3 • SUMMER 2009
THE FIFTH ADOLESCENT COLLOQUIUM:
THE INTERDISCIPLINARY FOUNDATIONS
FOR… |
| THE FIFTH ADOLESCENT COLLOQUIUM:
THE INTERDISCIPLINARY FOUNDATIONS
FOR MONTESSORI ELEMENTARY
AND ADOLESCENT CURRICULUM… |
| MONTESSORI APPROACHES TO THE CLASSICS FOR
ELEMENTARY STUDY: THE KEEPERS OF ALEXANDRIA ............................
by… |
| ENVIRONMENTAL SYSTEMS AND SoclETIES
MONTESSORl-lB fRAMEWORK ..............................................................
by… |
| PART 1.
THE INTERFACE BETWEEN THE SECOND AND
THIRD PLANES OF DEVELOPMENT
It is therefore the life of man and his values… |
| recently come under scrutiny, especially at the nine-to-
twelve level, as needing significant internal reform. The
expansion… |
| THE DISCIPLINES: THEIR EVOLVING ROLES
FROM CHILDHOOD TO ADOLESCENCE
by David Kahn
Looking at elementary progmms from the… |
| of persistence in their tasks, the variety of interests that swelled the
momentum of the school, the adolescents'… |
| Margaret E. Stephenson first used the world interface in the early
1970s to describe the overlapping relationship between the… |
| The foundation for the disciplines is laid throughout the pri-
mary curriculum: Mathematics, geography, zoology, and botany,… |
| gives an overview of unit, ten, hundred, and thousand. That is a
direct connect to the materialization of those orders of… |
| THE NEED FOR ELEMENTARY-ADOLESCENT
INTERFACE
What are the motivating factors or psychological conditions of the
child-… |
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Figure 1. Cosmic Education and the… |
| The importance is to go from
the study key to reality outside
the school walls using the
discipline as the structure of
the… |
| activity, thereby bringing up the existing schema and
altering it in light of the new information.
3. A key lesson is often… |
| in the real world, means that we cannot limit the child or
ourselves to one subject at a time, to one box or compart-
ment of… |
| which student learning scales up to the next plane. What, then, are
the necessary prepared environment components in the upper… |
| • Second language grammar as another point of inter-
est in grammar, especially classical languages in the
context of… |
| • Class meetings, collaboration, dealing with conflict,
the conscious development of social and emotional
skills (structure… |
| Rexford Brown 2 described the skj[[ set necessary for a systemic
understanding of the global problems of our time:
• Looking… |
| for the next stage of development, where the students themselves
form a micro-community embedded in reality. The elementary… |
| of the adolescent's most salient psychological traits: Self-Expression,
Psychic Development, and Preparation for Adult… |
| developmental need of the adolescent to define a community and
to be a contributing member to that community through meaning… |
| manager. The occupation converts into a "role" and the adolescent
learns what it means to make a… |
| 7.()()IOM·
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| consortium of educational institutions with the ability to extend the
disciplines (See Figure 5). Nine libraries, five long-… |
| areas to look for the basis of universal solidarity, peace, and social
justice. The arts and social sciences (anthropology,… |
| We took the IB disciplines and put them into the context of the
Montessori Syllabus (See Figure 6), revealing a Montessori… |
| ply strengthening one's confidence and adapting to different groups
and environments. These metacognitive (thinking-about… |
| personal. I think that a great work is the most outstanding
action or task that one can achieve and has had an effect
on at… |
| The Validation of History
The importance of history is almost immeasurable as it
plays an integral role in our every… |
| certainty that every grain of information was true without
a hint of falsehood. We must not be discouraged by this,
instead… |
| UNIFYING THE PLANES OF DEVELOPMENT:
A TRAINER' s PERSPECTIVE
by Greg MacDonald
In this article, Greg MacDonald… |
| into place. Academic content is the means to a developmental end,
not the end in itself.
Two aspects of this discussion of… |
| for exploration of three-dimensional figures, ultimately leading to
a study of volume and formulas for the calculation of… |
| The concept of a Montessori "continuum" implies a great deal
of commonality between the planes. We can… |
| C<"l
C<"l
-
Human
First
FIRST
Second
SECOND
Third
THIRD
Fourth
FOURTH
Fifth… |
| ploration is manifested as sensorial exploration at the first plane,
by imaginative exploration at the second plane, by… |
| Our understanding
of the second-plane child's characteristics
also guides us in the preparation of an appropriate… |
| • exploration of now how to make oneself useful
• determination of how to help mankind in many ways
• development of personal… |
| elsewhere). There is no "farm" in an elementary environment.
However, there should be a garden. What new… |
| A simple pattern of support for those individuals transitioning
between planes emerges. Adults present in the lower plane (… |
| working together to create a seamless process of interaction with
transitioning children.
It is with these ideas in mind that… |
| We may well find that future discoveries will argue for modification
of transition methods at other interfaces.
This is an… |
| MONTESSORI' s ROLE IN TWENTY-FIRST-
CENTURY EDUCATIONAL REFORM
by Krishna Kumar
Mo11tessori adolescent education finds… |
| in which we live today: the kind of crisis that, l think, teaching as
a profession-especially
teaching of the young as a… |
| saying, first of all, stop calling it a new century. It has to be mnde
new, and human originality has to be exercised. Our… |
| out that after so much work, and so much valuable work, in fact-it
is not something to be dismissed-we
actually do not know… |
| for peace came into being among progressive thinkers around the
world. You know Montessori was in India during that period,… |
| John Dewey, the American philosopher, has a very interesting
idea. He says, if you want to know what is going on, one way to… |
| may that teacher training continues to be dominated by that theory,
which now I must name: the theory of behaviorism, which… |
| ing: Yes, teachers are important because they bring about learning
and, in fact, they can maximize learning, they can enhance… |
| This is just one example. In everyday life, one can notice many
examples of gradual fading away of forms of learning which are… |
| ently from being a cause of learning. And that is precisely the kind of
definition that we find in The Secret of Cliild/10od,… |
| computer in the morning or to remember your room number so that
you can get into the lift. We are living in times when it is… |
| around and relating in as warm, affectionate, patient, prideless,
angerless a manner as humanly possible, then we may be actu… |
| Teaching as much as possible is not to teach somebody but to teach
the subject. This tendency is justified by educational… |
| 1 understand in the U.S. a lot more than elsewhere. A late discov-
ery is that children's attention span is getting… |
| has become unsustainable. It can only be sustained with war and
violence. His last book, Pedagogy of Hope, gives us that hope… |
| the teacher-student relationship as opposed to chemistry as opposed
to language as opposed to nature study. Each one of these… |
| of its potential for shaping the teacher-student relationship. But
that would be a necessary step to take if we were to… |
| within that broader ea tegoriza tion, we try to see differences. So
individuality then becomes merely a matter of how child A… |
| be seen with wider horizons
in terms of a much grander
picture of the human world
and human potential requires
great… |
| analysis, and will have to prepare herself not to be guided by pride
in her own insights and certainly not to be prone to… |
| the known history of modern educational systems. Teachers have
rarely been happy with governments, but governments, of course… |
| term, "Where have all the teachers gone?" (Halperin & Ratteree),
pointing out that the world today… |
| either in the continuity of self or the soul is quite talked about in
the literature on Buddhism. So it is not surprising that… |
| have quoted to others, saying that this is what the Buddha believed.
This is not the purpose of my teaching."
The… |
| that it reduces us to predictable outcomes, whereas we know that
in education the most worthwhile outcomes are the ones which… |
| apparatus, which is now produced by few companies around the
world who claim that their apparatus is the only real one. It hap… |
| discourses
and curriculum
designers would need to pay
deeper attention to the exercise
we referred to earlier in this talk… |
| (The Culture of Educntio11), that we have to come to a point today
where it is difficult to persuade youngsters that there is… |
| natural right. If our children are in despair in such large number
during their adolescence and teenage years, then obviously… |
| -
r
70
The NAMTA Journal • Vol. 34. No. 3 • Summer 2009 |
| TEACHER-STUDENT RELATIONSHIPS FOR
THE MONTESSORI CONTINUUM
by James Webster, Linda Davis, and Gena Engelfried
This trilogy… |
| We are asked to make conscious and dear all that is small and
infinite, linear and turning, the music and the dance, and the… |
| little of what you have discovered in your time here, enough that
they are happy to have come to spend some of their time with… |
| munity. lnstead he would be encircled by his tribe, who
would sing him his song to remind him, when he has
strayed from his… |
| Sometimes, I found, [ could not call them. Perhaps fear, like a
wall behind a wall, or a dullness, like many blankets that… |
| sense! Wolves and elephants call in the distance. Cross the room
and you cross the centuries. And a day does not pass that the… |
| ln the end, they need to go forth alone. When do you know when
to let go? You don't need to worry; it is they that let go… |
| responsibility to themselves or to the world, all starts and no con-
nections or conclusions.
But when a balance is found, it… |
| • Teachers challenge us. They disagree with us and
cause frustration. The boy who said this sighed and
said sometimes that… |
| Adolescents, as I said earlier today, are incredibly sweet and
sensitive when given the place where they can be that way.
1… |
| Jesse White, the Secretary of State who refused to sign the papers for
our new senator to be the senator. When the students… |
| OLDER ADOLESCENT
GENA ENGELFRIED
"The adolescent must never be treated as a child, for that is a
stage of life that… |
| them our persona 1 structure because we don't have the farm anymore
to illustrate all of the things that the farm… |
| exchange in their own little shop. At Grove, we have our own little
farm store and they open it up and they sell their eggs… |
| of self-confidence," says Montessori (63). All of those experiences
help with that self confidence.
We talked a lot… |
| about the world that our students are about to enter. We need to
expose the students to adults who believe in humanity,… |
| Linda Davis began her Montessori work in 1971. She has an AMI
Elementary diploma a11d has worked with children from ages three… |