| The
NAMTA
Journal
The
NAMTA
Journal
Frameworks for
Adolescent Communities
Volume 42 Number 3
Summer 2017
Dean… |
| 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… |
| Frameworks For
adolescent communities
Preface… |
| 1
Richards • Preface
Preface
by Julia Richards
In the book Toward a Theory of Instruction (1974), Jerome Bruner
combines… |
| 2
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
present adolescent community frameworks based on a mission of
social… |
| 3
Waski • Development of a Framework
DeveloPment of a framework
by Michael Waski
“Montessori disciplines are more than just… |
| 4
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
a
We first must connect our adolescent work with the work that has
come… |
| 5
Waski • How the Mathematical Mind of the Adolescent Develops
How tHe matHematical minD of tHe
aDolescent DeveloPs from… |
| 6
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
third passenger (the mathematician) has. And what makes it ring so
true… |
| 7
Waski • How the Mathematical Mind of the Adolescent Develops
ences. For example if I put a brain teaser or puzzle up for… |
| 8
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
work as a means to achieve a goal rather than seeing the math as a… |
| 9
Waski • How the Mathematical Mind of the Adolescent Develops
the math does become more complex and diverse in its… |
| 10
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
deduction beautiful, fascinating, and invigorating. Let’s speak a bit… |
| 11
Waski • How the Mathematical Mind of the Adolescent Develops
circles without a formal definition, and knowing that… |
| 12
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
Deductive proof:
Given at the wrong time, a deductive proof becomes… |
| 13
Waski • How the Mathematical Mind of the Adolescent Develops
Eventually we want students to generalize a formula for an n… |
| 14
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
We can observe that the cubes with two sides exposed are always
on the… |
| 15
Waski • How the Mathematical Mind of the Adolescent Develops
discover this ratio. After working on this for over a week,… |
| 16
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
Recently students were working with the concept of complet-
ing the… |
| 17
Waski • How the Mathematical Mind of the Adolescent Develops |
| 18
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
Judith Cunningham |
| 19
Cunningham • From Cosmic Education to Civic Responsibility
from cosmic eDucation to
civic resPonsibility
by Judith… |
| 20
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
the early years of Italian unification. During this time there was
much… |
| 21
Cunningham • From Cosmic Education to Civic Responsibility
problems” (Barres). She
recognized and respected
their… |
| 22
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
subjects, the unity of humanity, and the gratitude to all of the past… |
| 23
Cunningham • From Cosmic Education to Civic Responsibility
day-to-day actions of each and contributes to the maintenance… |
| 24
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
all people, global view, interdependency of all life” (Kahn). Our… |
| 25
Cunningham • From Cosmic Education to Civic Responsibility
dently, the systems of the
human body are weak,
but when… |
| 26
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
is empowered. Rather than seeing himself as a cog in the machine,
the… |
| 27
Cunningham • From Cosmic Education to Civic Responsibility
where a sense of social responsibility is fostered. The… |
| 28
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
AMI Refresher Course, Austin, TX. February 17-20,
2017.
Kahn, David. “… |
| 29
Cunningham • From Cosmic Education to Civic Responsibility |
| 30
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
Elizabeth Henke |
| 31
Henke • Moral Development
moral DeveloPment: from cosmic
eDucation to aDolescent action
by Elizabeth Henke
“The most… |
| 32
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
“kingdom of powers.” Taking a
unit bead, a seven bar, a seven
square,… |
| 33
Henke • Moral Development
(Education and Peace 70) There are many powerful materials in the
elementary environment that… |
| 34
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
The Great River is a sixth story that is told. While not considered
a… |
| 35
Henke • Moral Development
more complex understandings of right and wrong. As part of the
Montessori elementary classroom… |
| 36
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
Throughout the NAMTA event at the AMI Refresher Course in
Austin, I was… |
| 37
Henke • Moral Development
While all of the work for social and moral development has
implications locally, with the older… |
| 38
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
This meaningful work for the betterment of humanity must be
done… |
| 39
Henke • Moral Development
deep knowledge of current events and ethical discussions around
the social and environmental… |
| 40
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
is the perfect choice (The Earth Charter can be found at http://… |
| 41
Henke • Moral Development |
| 42
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
Katy Myers |
| 43
Myers • Designing Montessori Discipline Frameworks for All Settings
Designing montessori DisciPline
frameworks for all… |
| 44
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
Now, four years later, we have a solid junior high school with 126… |
| 45
Myers • Designing Montessori Discipline Frameworks for All Settings
to Adolescence, Dr. Montessori writes that during… |
| 46
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
I brought my epiphany home to my very talented high-school
team, and it… |
| 47
Myers • Designing Montessori Discipline Frameworks for All Settings
curriculum, AP, concurrent enrollment, electives,… |
| 48
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
Michael Waski
Marilyn N. Doerr
Gregg Good |
| 49
Doerr, Good, and Waski • The Water Molecule
tHe water molecule:
How montessori HigH scHool,
international baccalaureate… |
| 50
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
Here is an essential principle of education: to teach de-
tails is to… |
| 51
Doerr, Good, and Waski • The Water Molecule
the appendices in From Childhood to Adolescence recorded her thoughts
for… |
| 52
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
The unique characteristics of water are known to us, but we
seldom… |
| 53
Doerr, Good, and Waski • The Water Molecule
Water is made up of two elements: hydrogen and oxygen. In
From Childhood to… |
| 54
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
Montessori is our oxygen and the International Baccalaureate
(IB) and… |
| 55
Doerr, Good, and Waski • The Water Molecule
is developing much more nonlinearly than linearly, there is not a
clear point… |
| 56
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
order to participate in society in ways according to their talents, gifts… |
| 57
Doerr, Good, and Waski • The Water Molecule
access to experts and adults and institutions in which they can
participate.… |
| 58
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
are lovers of knowledge, and how they continue to grow. The more
adults… |
| 59
Doerr, Good, and Waski • The Water Molecule
at any given point in time. However, whatever is chosen should be
its natural… |
| 60
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
fer larger projects and individualize learning because students have… |
| 61
Doerr, Good, and Waski • The Water Molecule
years, neuroscientists have discovered that a teenager ’s brain is
different… |
| 62
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
The Evolution of Adolescence
Why have humans evolved this way? Why have… |
| 63
Doerr, Good, and Waski • The Water Molecule
reactions are often not helpful to the individual or to the group. So
the… |
| 64
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
important to the student as an individual. A relatively new emphasis
on… |
| 65
Doerr, Good, and Waski • The Water Molecule
“cookie cutter,” and performances in the music course are created
and… |
| 66
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
It is often said that the human brain is the most complex
system known… |
| 67
Doerr, Good, and Waski • The Water Molecule
Adolescents, especially late adolescents on the verge of adulthood,
are more… |
| 68
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
A third program unique to the IB DP is the Theory of Knowl-
edge class,… |
| 69
Doerr, Good, and Waski • The Water Molecule
inspire students in the creation of action plans that could be used
for… |
| 70
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
more reason for having Montessori high schools use assessments
that are… |
| 71
Doerr, Good, and Waski • The Water Molecule
Educator William Pinar writes often about the role of study in
education.… |
| 72
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
institute of music and spends some time with their unique library.
Dance… |
| 73
Doerr, Good, and Waski • The Water Molecule
study in the prepared environment would be based on economic and
social… |
| 74
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
basic sort. How does it function as an ecosystem? From
where does its… |
| 75
Doerr, Good, and Waski • The Water Molecule
Personality needs to be allowed spontaneous activities in a
prepared… |
| 76
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
The tight bonds among the three entities make for stability and… |
| 77
Doerr, Good, and Waski • The Water Molecule
The Cosmic Education circle represents the integrated overview
of the 6- to… |
| 78
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
bibliograPHy
Berry, T. The Great Work: Our Way Into the Future. New… |
| 79
Doerr, Good, and Waski • The Water Molecule
Thoreau, H. D. The Writings of Henry David Thoreau: Journal
Volume 7: 1853-… |
| 80
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
Marta Donahoe
Dean Woodring Blase |
| 81
Blase and Donahoe • High School Frameworks at Clark Montessori
HigH scHool frameworks at
clark montessori
by Dean… |
| 82
The NAMTA Journal • Vol. 42, No. 3 • Summer 2017
The reform of the secondary school is one of the most
important problems… |