| The
NAMTA
Journal
The
NAMTA
Journal
Science and Technology:
Montessori Principles for the
Digital Age
Volume 41 Number… |
| 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… |
| Science and Technology:
MonTeSSori PrinciPleS for The
digiTal age
The Technology gospel According To MonTessoriAn
John… |
| Technology, TogeTherness, And AdolescenTs:
creATing A MeAningFul AdolescenT leArning
coMMuniTy in The digiTAl Age… |
| 1
Kahn • The Technology Gospel According to Montessorian
The Technology gospel According To
MonTessoriAn John McnAMArA:
The… |
| 2
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
comprehensive exploration in all
directions and dimensions with the… |
| 3
Kahn • The Technology Gospel According to Montessorian
Montessori’s truths are always simple. Technology in the
classroom—… |
| 4
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
Ginni Sackett |
| 5
Sackett • The Scientist in the Classroom
The scienTisT in The clAssrooM:
The MonTessori TeAcher As scienTisT
by Ginni… |
| 6
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
as being characterized by “experiment, observation, evidence, rec-… |
| 7
Sackett • The Scientist in the Classroom
world or grow to destroy the world. It is in this context
that he concluded his… |
| 8
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
finally settled on medicine as her life’s work. She became a physi-
cian… |
| 9
Sackett • The Scientist in the Classroom
in the classroom. Our legacy as practitioners of Montessori educa-
tion is not… |
| 10
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
Her next major work is occasionally known in English by the title… |
| 11
Sackett • The Scientist in the Classroom
What can we conclude from
this remarkable section of Montes-
sori’s remarkable… |
| 12
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
experiments, constant experiments with each child who crosses the… |
| 13
Sackett • The Scientist in the Classroom
of a particular child, the truth of our children. And then–because we
are not… |
| 14
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
person I heard use the phrase “recreating the experiment.” Every… |
| 15
Sackett • The Scientist in the Classroom
Montessori writes about this in Spontaneous Activity in Edu-
cation. She… |
| 16
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
will be a positive contribution to our mindfulness as scientists
in the… |
| 17
Sackett • The Scientist in the Classroom
we can only do so out of our scientific conviction. We must know
that if the… |
| 18
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
Some discoveries might cause us to question our legacy of information… |
| 19
Sackett • The Scientist in the Classroom
We understand that it is not enough to know what to do in those
environments, we… |
| 20
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
reFerences
Menand, Louis. “The Metaphysical Club: A Story of Ideas
in… |
| 21
Sackett • The Scientist in the Classroom |
| 22
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 |
| 23
Sackett • The Scientist in the Casa
The scienTisT in The cAsA:
The child As scienTisT in The MAking
by Ginni Sackett
If… |
| 24
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
In particular, I would like to explore with you the word science
and the… |
| 25
Sackett • The Scientist in the Casa
that “Science builds and tests competitive hypotheses from partial
evidence and… |
| 26
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
imagination. They incorporate the mind by cultivating clear judg-
ment.… |
| 27
Sackett • The Scientist in the Casa
knowledge for the very practical purpose of supporting optimal
development in young… |
| 28
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
evidence and imagination in order to generate knowledge about the
real… |
| 29
Sackett • The Scientist in the Casa
something that has already been proven through interaction with
the real world. So… |
| 30
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
Then we must employ our minds to judge the worth and validity of
each… |
| 31
Sackett • The Scientist in the Casa
that was my choice as a teacher in the Casa (even though science
activities were… |
| 32
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
of the areas of the Casa. From this concrete experience they will be… |
| 33
Sackett • The Scientist in the Casa
according to these interactive, process-oriented criteria. Confirming
how each… |
| 34
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
for us when we explore the activities of the Casa from this per-… |
| 35
Sackett • The Scientist in the Casa
And finally, this quote emphasizes the vital importance of culti-
vating the mind… |
| 36
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
David Kahn |
| 37
Kahn • Global Science and Social Systems
globAl science And sociAl sysTeMs:
The essenTiAls oF MonTessori
educATion And… |
| 38
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
piece of embroidery—the whole constitutes a magnificent
cloth. (From… |
| 39
Kahn • Global Science and Social Systems
The MonTessori eleMenTAry inFrAsTrucTure
The Interdependencies: The Abstract… |
| 40
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
in the interests of the harmony of creation, which is
achieved by the… |
| 41
Kahn • Global Science and Social Systems
ecosystem contains most meaningful (Greg MacDonald, unpub-
lished course notes… |
| 42
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
This is the Montessori big picture constituting “networks
of the mind” (… |
| 43
Kahn • Global Science and Social Systems
not an end in themselves. And to understand anything in
the real world, to help… |
| 44
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
system for evolution—the most comprehensive, dynamic drama of
all time… |
| 45
Kahn • Global Science and Social Systems
evolutionary end of human history implicit in Montessori’s cosmic
plan. In a… |
| 46
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
The brief review that we have taken of history of human
civilization has… |
| 47
Kahn • Global Science and Social Systems
The knowledge demanded is not a subject to be covered,
but rather knowledge to… |
| 48
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
From a current list of Montessori occupations on the farm from
Hershey… |
| 49
Kahn • Global Science and Social Systems
Occupations Classified as Science Lessons 2001–2002
Chemistry
•
Atoms and… |
| 50
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
Scientists and Scientific Contributions
•
Louis Pasteur: cell biology,… |
| 51
Kahn • Global Science and Social Systems
Zoology
•
Characteristics of mammals
•
Characteristics of birds
•
Systems… |
| 52
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
the ecological exchange of information is a result of many years of… |
| 53
Kahn • Global Science and Social Systems
achieving on tests, but for the sake of the production and exchange
within the… |
| 54
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
sense of justice and life will blossom tranquilly under
ordered labour… |
| 55
Kahn • Global Science and Social Systems
and of activity. If during the period of adolescence that
interest in the… |
| 56
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
an ability to identify the significant components of
•
a problem,
a… |
| 57
Kahn • Global Science and Social Systems
can invite other international schools and then meet with all summit… |
| 58
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
Complex global issues are a compelling and developmentally
appropriate… |
| 59
Kahn • Global Science and Social Systems
awareness wherever there is a Montessori adolescent program. This
is a need for… |
| 60
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
sysTeMs Thinking shiFTs FroM The pArTs To The whole:
MonTessori supporTs… |
| 61
Kahn • Global Science and Social Systems
all stages of the child’s self-construction, widening like the spider
web is the… |
| 62
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
Jeff Norris |
| 63
Norris • Biodiversity and Peace
biodiversiTy And peAce:
where Technology And MonTessori
coMe TogeTher in The
children’s… |
| 64
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
technology. However, over the past three years, I’ve been working
to… |
| 65
Norris • Biodiversity and Peace
Box 1. The Children’s Eternal Rainforest: The Heart of Conservation in
Costa Rica
Per… |
| 66
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
gies in the prepared environment is not necessarily new. At lunch
our… |
| 67
Norris • Biodiversity and Peace
Namara), I would argue that well-trained Montessori students are
exactly the people we… |
| 68
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
Figure 1. a) Shows the distribution of Costa Rica’s 12 different life… |
| 69
Norris • Biodiversity and Peace
science experience, 2) generate much needed baseline data for the
CER, and 3) establish a… |
| 70
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
Box 2. Monteverde and The Children’s Eternal Rainforest: The Soul of… |
| 71
Norris • Biodiversity and Peace
dents naturally start asking their own questions and making their
own observations.… |
| 72
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
Working on both specialist-led projects and their own indepen-
dent or… |
| 73
Norris • Biodiversity and Peace
database and interactive maps of what’s being documented, where,
and when. “Maps tell… |
| 74
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
bat, and frog vocalizations as auditory signals are converted into… |
| 75
Norris • Biodiversity and Peace
on the edges of our seats every morning are the camera traps that
use motion and infrared… |
| 76
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
the student. These moments may be enhanced through technology:
like the… |
| 77
Norris • Biodiversity and Peace
Finally, it’s really only during the last or third period of the
experience when we start… |
| 78
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
“balance and harmony.” As I write I’m realizing that these should
be… |
| 79
Norris • Biodiversity and Peace
Eisenberger, M. & Norris, J. Biodiversity and Peace: An
Inquiry-Based Rainforest… |
| 80
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
McNamara, J. (2016). “How the Montessori Upper Elemen-
tary and… |
| 81
Norris • Biodiversity and Peace |
| 82
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
John McNamara |
| 83
McNamara • Naturally Integrates Science, Mathematics, Technology
how The MonTessori upper eleMenTAry
And AdolescenT… |
| 84
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
I want to begin with two stories that have had a huge impact
on my… |
| 85
McNamara • Naturally Integrates Science, Mathematics, Technology
uses a similar expression: “Forced growth weakens the… |
| 86
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
Ken Robinson, in his book, Creative Schools, defined creativity
as “the… |
| 87
McNamara • Naturally Integrates Science, Mathematics, Technology
I was astounded. I had never known this shortcut. I then… |
| 88
The NAMTA Journal • Vol. 41, No. 2 • Spring 2016
I might also add that if these students were in the habit of using a… |