| The
NAMTA
Journal
The
NAMTA
Journal
Global Citizenship:
Uncovering the Montessori Mission
Volume 40 Number 2
Spring… |
| What Is NaMta?
The North American Montessori Teachers’ Association
provides a medium of study, interpretation, and im-… |
| In affiliation with the Association Montessori Internationale, The NAMTA
Journal is edited and published three times per year… |
| Global Citizenship:
UnCoverinG the Montessori Mission
The RevelaTion of The UniveRsal Child… |
|
PRofile of a gRowing URBan sChool: The lUMin exPeRienCe ......
by Terry Ford
sTUMBle inTo gRaCe… |
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Lawrence • The Revelation of the Universal Child
The RevelaTion of The UniveRsal Child
by Lynne Lawrence
Lynne Lawrence… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
The task that we have set our-
selves as Montessorians, the task
that we… |
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Lawrence • The Revelation of the Universal Child
of their place in the universe, of the sheer scale and diver-
sity and… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
nature as of the environment and there is a reason inside
it. So when you… |
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Lawrence • The Revelation of the Universal Child
themselves in circumstances not of their own choosing, they have
an… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
upon which everything else relies. They are the touchstones that
we… |
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Lawrence • The Revelation of the Universal Child
communicate and express
•
ourselves,
give our
•
full attention (… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
maturity (18–24). Beyond the basic needs of all human beings—
food,… |
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Lawrence • The Revelation of the Universal Child
intrinsically motivated and can develop self-judgment that allows
their… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
allow children to help one another through the shar-
•
ing of knowledge… |
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Lawrence • The Revelation of the Universal Child
spoken and written language (which is vitally important to build-
ing… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
and allows us to understand reality more precisely (“the hand is
the… |
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Lawrence • The Revelation of the Universal Child
in 1956 and previously titled “Tendencies of Man.”
Amsterdam: AMI, 2003… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
Maria Montessori, 1913 |
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Montessori • The Education of the Individual
Reprinted from Education and Peace. Copyright 2007 by the Montessori-… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
Glass walled classroom
Let us begin by attempting to clarify a few… |
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Montessori • The Education of the Individual
this open-endedness of the human personality–the development of… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
We must call on biology, which has revealed many secrets of
life that… |
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Montessori • The Education of the Individual
which all the rest follow, is then to help the child develop all his… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
curriculum will always be an aid in education, but it must not be
forced… |
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Montessori • The Education of the Individual
follow the dictates of his nature. It is not the adult who teaches him
this… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
ject to them, so that the laws of life may guide his development.… |
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Montessori • The Education of the Individual
adolescent to live an independent, individual life in order to fulfil the… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
Mario Montessori and Maria Montessori, 1938
noble ideas and great… |
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Montessori • The Education of the Individual
to be a selfish creature. But he is not selfish in this regard. Selfish-… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
If secondary education, however, is set up along the very same
lines as… |
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Montessori • The Education of the Individual
can earn their livelihood. They must
have this opportunity because they will… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
a
and be recognized as men of value to society. They would then have
a… |
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Montessori • The Education of the Individual |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
Sarah Werner Andrews |
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Andrews • The Social Relevance of Montessori in the First Plane
The soCial RelevanCe of monTessoRi
in The fiRsT plane
by… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
special education programs. One of my brothers-in-law is a positive… |
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Andrews • The Social Relevance of Montessori in the First Plane
service providers, and the state and federal government.… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
over time, widening the achievement gap for children of color and
low… |
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Andrews • The Social Relevance of Montessori in the First Plane
First we’ll see how the National School Readiness… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
towards school and learning affect experience; and creativity, inde-… |
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Andrews • The Social Relevance of Montessori in the First Plane
abilities they need to maximize their potential and live a… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
Physical Well-Being and Motor Development
This first domain, physical… |
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Andrews • The Social Relevance of Montessori in the First Plane
Montessori writes, “Movement has great importance in… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
sweater, or to welcome a guest to the community, and this gives the… |
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Andrews • The Social Relevance of Montessori in the First Plane
needs of the environment. His activity is directed outward… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
nels in the brain. All of these “happiness neurochemicals” decrease
the… |
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Andrews • The Social Relevance of Montessori in the First Plane
Language Development
Dr. Adele Diamond, the executive… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
to generation as long as the soul and intelligence lasts” (65). This is… |
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Andrews • The Social Relevance of Montessori in the First Plane
The structure of activity in sensorial also supports… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
Philosophical Baby, echoes this understanding when she summarizes,
“… |
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Andrews • The Social Relevance of Montessori in the First Plane
These characteristics of self-discipline and social-… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
paRT 2
iT’s noT aBoUT The fish
In part two, Sarah Werner Andrews takes… |
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Andrews • The Social Relevance of Montessori in the First Plane
moved, defense mechanisms fell away, and the child… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
superficial and temporary; with time, they fade into obscurity. It
is… |
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Andrews • The Social Relevance of Montessori in the First Plane
trained today. So instead of thinking about “school… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
Because the human tendencies are innate and universal, they level
the… |
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Andrews • The Social Relevance of Montessori in the First Plane
Where does this child and her work fit into the larger… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
unfamiliar territory for themselves and for us. We are relinquish-
ing… |
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Andrews • The Social Relevance of Montessori in the First Plane
isn’t like that!” Exploration elevates the children’s work… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
is a cultural and social exploration of engaging with a constantly… |
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Andrews • The Social Relevance of Montessori in the First Plane
actions: when they experiment, when they try something… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
developing cognition and knowledge. We are not here to teach the… |
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Andrews • The Social Relevance of Montessori in the First Plane
each of these rubrics is belief in the greatness of human… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
Brown, John Seely & Thomas, Douglas. A New Culture of
Learning:… |
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Andrews • The Social Relevance of Montessori in the First Plane
---. Unpublished London Lecture #24. From Lectures Held… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
Judith Orion |
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Orion • Birth to Six: A Foundation for All that Comes Later
BiRTh To six: a foUndaTion foR all
ThaT Comes laTeR
by… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
She gave us a human development framework that became the
framework for… |
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Orion • Birth to Six: A Foundation for All that Comes Later
istics. The first and third are planes of great physical,… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
mammal and still has mammalian behaviors if we allow them to
manifest.… |
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Orion • Birth to Six: A Foundation for All that Comes Later
is a period that lays a foundation. Once the physical body is… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
sources of information about development for this period, so much
so… |
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Orion • Birth to Six: A Foundation for All that Comes Later
how else is the child going to learn about being human if he… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
falling in love? He is falling in love also, just in a different way. He’… |
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Orion • Birth to Six: A Foundation for All that Comes Later
cares for the child) can ask questions that seem too… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
need to understand that what they would ideally like is one-to-one
care… |
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Orion • Birth to Six: A Foundation for All that Comes Later
ready for primary. This child was probably ready a month ago… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
independent. This is a passing phase. They will see the other children… |
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Orion • Birth to Six: A Foundation for All that Comes Later
gather a small group of three children and give a language… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
own work. This work reconnects the child with reality, work that
can be… |
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Orion • Birth to Six: A Foundation for All that Comes Later
ConClUsion
We need to become proactive, beginning within our… |
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The NAMTA Journal • Vol. 40, No. 2 • Spring 2015
Work to acquire human language.
•
This work requires at
least one… |
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Orion • Birth to Six: A Foundation for All that Comes Later
Our other theoretical guide throughout the first plane of… |