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Sequence 36This adaptation is essential to survival. So how does the "motionless, empty, insignificant" baby become a… |
Sequence 37Figure 4 And where do we store this identity that we create on the ba- sis of our spiritual heredity? Our social history that… |
Sequence 38Figure 5a • • I I ,t T I I' T 1 # l .,., .... ,, .. " ....... , ..... . • 14 • .. •#••t•ll.-it ♦ ,_C.AT… |
Sequence 39The Role of the Mneme Dr. Montessori uses the word 11111eme when talking about the special kind of memory of the young child… |
Sequence 40THE S1GNIFICANCE OF THE WORK OF THE FmsT-PLANE CH1Lo History then is of tremendous importance to the individual. We said… |
Sequence 41Shaping Human History We know that human history has not all been positive. If we understand the role of the first-plane… |
Sequence 42to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the child… |
Sequence 43or the toddler stumbling through the room, or the young child who is just learning to take care of his own needs is… |
Sequence 44of that community. His interactions in this community then provide context and meaning to this creative development. In our… |
Sequence 45whole and that his actions contribute to the welfare of this larger whole. From such experiences stems the feeling of… |
Sequence 46Rabin, Roni Cann "A h•\, Strokl's of the P,1st in ,,n Artbl \\ ho Lo-.t Her Memon." S1.:ptcmbLr 19,… |
Sequence 47HISTORY IN THE FIRST PLANE p ART II: PEACE STUDIES IN THE CASA, SUPPORTING THE CREATION OF THE MNEMIC SELF by Uma Ramani… |
Sequence 48individuals contribute to the continuing story of mankind. We also spoke about the child as the agent of spiritual heredity… |
Sequence 49Newborn 9 Months Figure 1 at child's birth at 7 years of age at 15 years of age , Figure 2 If we look at the mneme… |
Sequence 50rons is most dense around 2 years of age, after which the pruning begins (figure 2). This pruning is the result of experiences… |
Sequence 51And so we come to the concept of the prepared environment. Why the adjective? It implies an understanding of the needs of the… |
Sequence 52environment that determines how successful we are in answering Montessoris call to "bring humanity to a higher well-… |
Sequence 53• Specific ways of handling tools that are in daily use in his environment: How to hold a spoon, how to carry a pitcher, how… |
Sequence 54search hard and innovate to find appropriate tools for the sweeping activity in the Casa. The local metal worker fashioned… |
Sequence 55It is through these activities that the pathways to global awareness are laid in the mnemic self. How does this understanding… |
Sequence 56Activities for Care of the £11viro11111e11t • Dusting: What are they dusting? Do you see your children responding to the… |
Sequence 57The rituals that are a part of our culture: • Birthdays: The walk around the sun puts the indi- vidual in the context of the… |
Sequence 58Figure 3 The sensorial activities also foster the capacity for evaluating one's work and develop the capacity for… |
Sequence 59So let us go back to our worksheet and reflect on how our environ- ment supports such development. The questions focus your… |
Sequence 60Through such experi- ences the child can internal- ize patterns of interaction in the mneme where the child begins to… |
Sequence 61being than from the actions that stem from our conscious selves. And as Montessorians, we can make this happen! THE… |
Sequence 62environment evolves to match the development of the child, the child builds on the foundations of global awareness that were… |
Sequence 63Freedom and Peace If we understand the role of freedom in the development of the individual, we must accept the corollary… |
Sequence 64of self-observation, of looking first to ourselves when we observe certain behaviors in the environment is essential to our… |
Sequence 6662 The NAMTA Jouma/ • Vol. 3 7, No. 2 • Spring 2012 |
Sequence 67A PERSON oF His TIME AND PLACE MONTESSORI PERSPECTIVES ON GEOGRAPHY AND HISTORY by Gretchen Hall Time is to history as… |
Sequence 68the capacity for reason. As Montessori said, "A mind that can think, hands that can work, and a heart that can love.… |
Sequence 69Each time a human life enters this earth, an orientation to its environment occurs on two domains: orientation to place-one… |
Sequence 70which means describe and write about the earth. Geography is a discipline that seeks to understand our planet including all of… |
Sequence 71human behavior; and people affect the places they inhabit. There- fore, the main ideas of geography, such as the l.ocation of… |
Sequence 72world of our ancestors. In an increasing global world, we must be continually aware that we share our planet and its natural… |
Sequence 73ORIGINS The study of geography and history, from a Montessori perspec- tive, starts at the very beginning. The study of… |
Sequence 74Housnc When considered from a systems design perspective, the Mon- tessori pedagogy follows a top-down, holistic approach. We… |
Sequence 75ln Montessori, we offer the young child tbe world and work down to its divisions. We do this to support the creation of a con… |
Sequence 76child as the agent of change. In The Discovery of the Child (67), Montes- sori writes of a British family who lived in India… |
Sequence 77humanity. It is this latter part, culture, that which represents the study to be carried out in the schools, the universal… |
Sequence 78INTEGRATED With the Montessori approach, history and geography are not experienced as isolated subjects, but are rather… |
Sequence 79And so, Peter spends his days in his Montessori classroom engaged in work that he finds fascinating, challenging, and deeply… |
Sequence 80coral's task to purify the water and the plants task to purify the air. Together, all living organisms create a web of… |
Sequence 81universe. With the story of humans placed in its proper context, children can more consciously begin to define the cosmic role… |
Sequence 82discoveries with a single person, we must realize that their contribu- tions are the crystallization point of hundreds of… |
Sequence 83to our past will only work if we k11ow our past and if we recognize our ancestors as the foundation of our knowledge. Our… |
Sequence 84The Atlantic Wire. "Americans vs. Basic Historical Knowledge." June 3, 2010. <http://www.… |
Sequence 85MORAL AND SOCIAL EDUCATION by Maria Montessori Montessori speaks about ti,e dyna111ic of moral and social, because stu-… |
Sequence 86to life with other people. Therefore morality and social life are very closely united. I think that I need not repeat that… |
Sequence 87necessary to consider morality for it is impossible to conduct life without this technique. This may not seem a very elevated… |
Sequence 88Some of the facts that we have reached from these experiences are especially interesting. One is that, whenever possible, the… |
Sequence 89This continual effort and experi- ence of living together is important. We must look at it from the point of view of a… |
Sequence 90So we realize that in order to develop the individual needs to dis- play effort, to exercise himself and not be dependent on… |
Sequence 91to achieve this development. The idea of helping and protecting is too much in our minds. I mean the direct protection that… |
Sequence 92It is not possible to consider spiritual life apart from this basis. One has to detach oneself from the too limited human ties… |
Sequence 93REFLECTIONS ON THE DEATH OF SOFIA CAVALLETTI AUGUST 23, 2011 by David Kahn, 2012 Other i111portant threads in these… |
Sequence 94the sheep. Johnny was perfectly still and the sixty students looked on with anticipation. "The shepherd calls and the… |
Sequence 95November of 2010 was my last visit with Sofia, and I was led by Silvana Montanaro. We were greeted by Sofias companion, and… |
Sequence 96Way of Holy Joy Order Way of Holy Joy at www.LTP.org or call 1-800-933-1800. 92 The NA MTA Journal • Vol. 37. No. 2 • Spring… |
Sequence 97INTRODUCTION by Patricia Coulter Why these writings? First, I would like to offer something of the story as to how they came… |
Sequence 98variations of this curriculum, the sketchier one, contained this brief addendum: "Sofia Cavalletti, biblical scholar… |
Sequence 99A word about the title: before Sofia died in August 2011, she was able to give her "yes" to the final draft… |
Sequence 100Sofia frequently referred to Psalm 21:4, when writing in response to the death of someone. Often, she would change the pronoun… |
Sequence 101AN ADVENTURE: THE CATECHESIS OF THE GooD SHEPHERD by Sofia Cavalletti Translator's Note This essay was written in… |
Sequence 102point of 50 years on the "path," to which the children led them and guided their every step. That is at the… |
Sequence 103God? How is a relationship like this configured? We observed the children and asked ourselves: Who are you? From the very… |
Sequence 104sis of the Good Shepherd, that propelling force, as we said, which has carried forward almost a half-century of catechesis, is… |
Sequence 105Gianna and Sofia in front of the cabinet dedicated to documentation, which also contains the collection of children's… |
Sequence 106The Way Young children seem to want to point out to us that tl1eir way of going to God is different, for example, from what… |
Sequence 107Prayer The confirmation of what we said about the children's joy is found in the child's prayer, which is never the… |
Sequence 108Sofia with child in the atrium in the 1970s. Photographer unknown. These expressions all indicate serene enjoyment, which… |
Sequence 109PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 110Faced with such an impres- Children manifest such ease in sive uniformity of response, we the religious relationship, live… |
Sequence 111child's experience of the relationship with God is different from these; it does not appear to derive from external… |
Sequence 112who is privileged in the relationship with God. It is not insignificant that Jesus singled out the young child as the… |
Sequence 113Religious life is an attitude that permeates the whole of ones personality and the whole of one's life, but it also needs… |
Sequence 114it is already a place of worship in some sense. In the atrium, children can live according to their own rhythm, something not… |
Sequence 115In a retreat center, for example, there are books that can be of special help to the adult in moments of personal reflection.… |
Sequence 116one in the material is the incommensurability between such simple means which nonetheless manage to express such great… |
Sequence 117words (John 7:16): "Every catechist should be able to apply to one- self the mysterious words of Jesus: 'My… |
Sequence 118In reference to methodology, what we most wish to underscore is that a method is not an instrument without a soul, which can… |
Sequence 119In contrast to defil1itio11s, which claim to define, and thereby limit their content, biblical-liturgical language knows that… |
Sequence 120interesting relation between growth and joy. She said, "Joy is the indicator of interior growth, as weight gain is… |
Sequence 121We understood the logic of this framework only post eve11t11111, and we found ourselves before it as a gift that God had… |
Sequence 122Bib]e Among all the themes proposed to the youngest children (un- der six years of age), what immediately stood out was the… |
Sequence 123(five- to six-year-olds, in Mexico, Ttaly), who, because they have greater graphic abilities, have represented the shepherd as… |
Sequence 124mediately of God's initiative, which requests a response on the part of the human creature. This response is generally… |
Sequence 125Our method could be called a "spiral" method. That is to say, it is a method that resembles what happens… |
Sequence 126phenomena," 28 and it becomes more evident as one gradually rises to more complex levels. Time, therefore, is a… |
Sequence 127God "so that God may be all in all" (1 Corinthians 15:28). History teaches us a fundamental biblical virtue… |
Sequence 128What impresses the children in this theme is the great contrast between the dimensions of history and the littleness of our… |
Sequence 129"directs the heart to what is above," and which is expressed "in wonder and exultation,"… |
Sequence 130clarify that, even though we have limited our discussion here to the kerygma-the Christian message-we have been speaking… |
Sequence 131See Chapter Ill, "My Contribution to Experimental Science" in The Advanced Montessori Method: Volu111e One (… |
Sequence 132Docu111c11/s, ed. Austin Flannery, op (New York: Costello Publishing Company, 1975), p. 917. 12. Maria Montessori, I… |
Sequence 13319. Maria Montessori, Autoeducazione (Milan: Garzanti, 1970), 83. (Translator's note: See note 3 above.) 20. Franz Marc… |
Sequence 13433. Translator's note: Although Sofia Cavalletti does not mention it in the text, I have taken the liberty of naming this… |
Sequence 135CURRICULUM VITAE Translator's Note Short as it is, Sofias c11rric11/u111 vitae belongs in a chapter of its own. lts… |
Sequence 136spread of the catechesis. Today it is present in 25 countries, on five continents. The other example relates to her constant… |