| The
NAMTA
Journal
The
NAMTA
Journal
Innovation within Montessori
Structure: The Art of Adolescent
Reform Education… |
| 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… |
| InnovatIon wIthIn MontessorI
structure: the art of adolescent
reforM educatIon
InnovatIon wIthIn MontessorI structure:
the… |
| 1
Kahn • Innovation within Montessori Structure
The truth of Montessori is
balance, as these writers
clearly state, and the… |
| 2
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
For instance, Kevin Rathunde writes about flow and the adolescent:
The… |
| 3
Kahn • Innovation within Montessori Structure
Drama performance, Montessori High School at University Circle, Cleveland, OH… |
| 4
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Good words from David McNees, who sees the need for embodied
drama and… |
| 5
Kahn • Innovation within Montessori Structure
a
disciplines, and in which Montessori teachers present the materials
that… |
| 6
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Laurie Ewert-Krocker |
| 7
Ewert-Krocker • Scaffolding for Discovery in the Third Plane
scaffoldIng for dIscovery In the
thIrd Plane
by Laurie Ewert… |
| 8
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
succeeded in furnishing the child the means necessary
for his normal… |
| 9
Ewert-Krocker • Scaffolding for Discovery in the Third Plane
part of that environment, but if we thought of ourselves… |
| 10
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
have been trained to know and be aware of: the characteristics and
needs… |
| 11
Ewert-Krocker • Scaffolding for Discovery in the Third Plane
The experience of social organization that we aim for in our… |
| 12
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
This is not something you learn from a book or can be tested
by asking… |
| 13
Ewert-Krocker • Scaffolding for Discovery in the Third Plane
ronment. We see the outcomes in maturity, responsibility,… |
| 14
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Kevin Rathunde |
| 15
Rathunde • Creating a Context for Flow
creatIng a context for flow:
the IMPortance of
Personal InsIght and exPerIence… |
| 16
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
development in middle adulthood. In addition, the thoughts presented… |
| 17
Rathunde • Creating a Context for Flow
I did not become fully aware of the parallels between flow theory
and Montessori… |
| 18
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
graduate school at the University of Chicago so I could study flow… |
| 19
Rathunde • Creating a Context for Flow
why exPerIencIng flow Is IMPortant for
PreParIng an envIronMent
While putting… |
| 20
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
ment, and Maslow’s (1968) seminal work on self-actualization. In
both… |
| 21
Rathunde • Creating a Context for Flow
adults, therefore, Montessori thought that experiencing flow and
deep… |
| 22
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
tasks associated with career and family responsibilities, despite the… |
| 23
Rathunde • Creating a Context for Flow
and work, or that it was related to the positive outcomes discussed
earlier in… |
| 24
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
interruption. Based on my experience in the Montessori commu-
nity for… |
| 25
Rathunde • Creating a Context for Flow
passionate interests outside of work. Despite struggling, however,
their interests… |
| 26
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
references
Csikszentmihalyi, M. Creativity. New York: HarperCollins,… |
| 27
Rathunde • Creating a Context for Flow
ing Adulthood. Ed. J. Sinnott. New York: Springer, in
press. N. pag.
Standing, E.… |
| 28
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Keith Sawyer
http://www.unc.edu |
| 29
Sawyer • Group Flow and Group Genius
grouP flow and grouP genIus
by Keith Sawyer
Keith Sawyer views the spontaneous… |
| 30
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
YMCA in Waukegan, Wisconsin, when two of the regular players
were Alan,… |
| 31
Sawyer • Group Flow and Group Genius
Why do these amateurs spend so much time and effort on bas-
ketball? There’s no… |
| 32
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
What’s the magical chemistry that happens when a team impro-
vises in… |
| 33
Sawyer • Group Flow and Group Genius
have confirmed the link between flow and creativity, especially at
work. For example… |
| 34
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
To foster improvised innovation, you first have to create the
conditions… |
| 35
Sawyer • Group Flow and Group Genius
that goal. But Silver noticed
something unusual about the
adhesive—it formed itself… |
| 36
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
of a wave; the cast, working from instinct rooted in hours
of workshops… |
| 37
Sawyer • Group Flow and Group Genius
In musical ensembles, group flow is challenging to maintain;
the musicians are… |
| 38
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
line—even though mar-
ket research had already
shown that the salad… |
| 39
Sawyer • Group Flow and Group Genius
flexible, listening closely, and always being willing to defer to the
emergent flow… |
| 40
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
software developer described how his manager destroyed group
flow: “We… |
| 41
Sawyer • Group Flow and Group Genius
they share a common language and a common set of unspoken un-
derstandings.… |
| 42
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
notice the lack of flow and leave to find new challenges elsewhere.… |
| 43
Sawyer • Group Flow and Group Genius
9. Keeping it moving forward
In the last chapter, we learned about a FastTrack bug… |
| 44
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
entious listener. These are the magical moments, the best moments
in… |
| 45
Sawyer • Group Flow and Group Genius
Group flow happens when many tensions are in perfect balance:
the tension between… |
| 46
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
It’s hard to find this kind of experience in a large organization,
which… |
| 47
Sawyer • Group Flow and Group Genius
Rudman, D. (1980). Take it to the hoop: A basketball anthology.
Richmond, CA: North… |
| 48
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Group flow participants are the highest performers.
Cross, R., &… |
| 49
Sawyer • Group Flow and Group Genius
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety.
San Francisco: Jossey-Bass… |
| 50
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
“We had been working like crazy on this project” quotation.
Page 11 of… |
| 51
Sawyer • Group Flow and Group Genius
Group flow fades after a few years. Page 376 of:
Weick, K. E., & Roberts, K… |
| 52
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Sid Caesar and Your Show of Shows.
Fischer, B., & Boynton, A. (… |
| 53
Sawyer • Group Flow and Group Genius
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"… |
| 54
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
David McNees |
| 55
McNees • Exploring the Adolescent’s Creative Pathways
exPlorIng the adolescent’s creatIve
Pathways: MIndfulness, role… |
| 56
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Between concept and rational awareness, there is a moment
of imagination… |
| 57
McNees • Exploring the Adolescent’s Creative Pathways
Now, if I may add something:
TRUTH
KNOWLEDGE
Plato's Idea of… |
| 58
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
What is progress of science? Truths and beliefs mixed with
imagination.… |
| 59
McNees • Exploring the Adolescent’s Creative Pathways
Adolescents desire to be with the still, wise, compassionate part… |
| 60
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
The students in a recent Global Water Issues occupation project
at… |
| 61
McNees • Exploring the Adolescent’s Creative Pathways
It is the creator of our story. For more information and mindfulness… |
| 62
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
adaptable, caring citizen. Role fluidity is the ability to recognize… |
| 63
McNees • Exploring the Adolescent’s Creative Pathways
The biological social drive, the group mentality, of adolescent… |