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Sequence 19Amish farm, those reflective and Places allow the adolescent to yet bustling moments in explore one of the profound mys-… |
Sequence 1PART II The observation of nature has not only a side that is philosophical and scientific, it has also a side of social… |
Sequence 2Yes, places can make real the human condition and the human experience, something critical in nurturing the life and ongoing… |
Sequence 3lectual experiences, and explorations that can connect with their previous experiences in their elementary studies on… |
Sequence 4Pedagogy of Place: • The adolescent is studying the evolution of society from nomad to agricultural settlement to village and… |
Sequence 5• Gather groups (interest level, diverse working abilities) • Compose guidelines for responsibilities with students •… |
Sequence 6-Independent interdisciplinary study is begun in accordance with student's interest following the excursion. It would be… |
Sequence 7Activities: • Frameworks of material and spiritual needs of people • Frameworks of human tendencies • Timelines • Knowledge… |
Sequence 81. What does the neighborhood look like? What kinds of houses, stores, religious structures, schools, industries and other key… |
Sequence 9F1EIDSTUDY: EVIDENCE REI'RIEVAL CHART Site/ Klndof Desc:ribe Evidence and Inferences Artifact Evidence You Can Draw… |
Sequence 10• Temporal Relationships help the student define a place in terms of its chronology, and the chronology of the environment in… |
Sequence 11"TI -.I <i5" 0 C: cil ~ !'l (/) ~ c ~ c. '< ~ Q.. ~ z (D ~ &… |
Sequence 12·Context.A place is rarely experienced in isolation, but rather in relationship to all of the elements in the natural and… |
Sequence 13• Values and Attitudes Having worked with all of the above models that explore Place as Pedagogy, it is easy to applaud the… |
Sequence 14Orr, David W. Ecological Literacy: Education and the Transi- tion toa Postmodern World. Albany, NY: SUNY Press, 1992. The… |
Sequence 15/ Maria Montessori at Montessori Congress in Oxford 174 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 1Pr.ut JJ: 71,,e, eau ~ .M~ g~ 11 . .Jl~P~ DR. MONTESSORI' s THIRD LECTURE GIVEN AT THE MONTESSORI CONGRESS IN OXFORD… |
Sequence 2he is born he associates with his mother. When he can walk he seeks out other people. To put it clearly, there is no clash… |
Sequence 3At puberty he comes to the end of this period. Nature marks the end. It is an extra-ordinary change, a point of life which… |
Sequence 4Why it is done, there is no reason. The reform of school for this period is very important. Many schools have been reformed.… |
Sequence 5Without doubt, what we have here is a real idea of the social mission of society itself. It is entirely false to suppose that… |
Sequence 6Social life is notsittingin a room together or living in a city. It does not regard social relations. The essence is that… |
Sequence 7PART II I should like to dear up some points already touched upon and I repeat these points to recall the fact that the life… |
Sequence 8Real earnest work and the exchange of its products constitute the mechanism or working of social life, because the aggregate… |
Sequence 9adult may be upset and there the matter ends. But in organized society no infringement of law can be tolerated because it… |
Sequence 10I repeat the same thing about money in order that the immorality and error bound up with it may be destroyed, and we must… |
Sequence 1well that money circulates, but on the other hand it is well to save money. On the one hand we say money is one of the… |
Sequence 2understood as forming part of one whole, so that not only in economics must we so explain the meaning of the subject, but we… |
Sequence 3hood and youth. We cannot remedy the terrible ills of our social system today by fine speeches or painting the schools bright… |
Sequence 4burden to his parent. The world in which this may become possible has to be ere a ted for the life of the young, so that they… |
Sequence 5A NEW EDUCATION FOR THE SECONDARY SCHOOL A PUBLIC LECfURE GIVEN AT UTRECHT, JANUARY 18, 1937 (ORIGINAL IN FRENCH) by Maria… |
Sequence 6adolescent or youth enters social life. We should also be able to get a clearer picture from this age of what should be done… |
Sequence 7where they force them to study several hours each day under various professors who are not interested in young people but only… |
Sequence 8are enormous forces in mankind that the adolescent must feel within himself. He must, undoubtedly, feel the sacrifice not only… |
Sequence 9just a question of education then, but a question of the defense of mankind and civilization. We need all the human forces… |
Sequence 1exercise his mental powers. Instruction is considered the on! y goal in secondary school, but what sort of instruction? What… |
Sequence 2prays for his mother and father. At this age, his soul has contact with everything, the environment, his parents, things and… |
Sequence 3soul, is to be strong enough for life, for the mission, to overcome obstacles, to acquire more ability than already given by… |
Sequence 4are needed, a social life with instruction at its basis. Studying is very different from living. The child of the first plan… |
Sequence 5Instruction gives a key to love, a passion to learn, that young people need, because a loving personality is able to study.… |
Sequence 6TWENTY-EIGHTH LECTURE OF THE TWENTY-THIRD INTERNATIONAL MONTESSORI COURSE AMSTERDAM, JANUARY-JUNE, 1938 DELIVERED MONDAY,… |
Sequence 7the secondary school cannot be renewed in isolation, nor can it be born by itself. It must be prepared in its entirety at the… |
Sequence 8age together. It creates boredom, and spiritual exchange becomes diffi- cult. It is like having a family with many pairs… |
Sequence 9This then would be the framework for creating a unified school, based upon gentle freedom. Incidentally, such a school has… |
Sequence 10mental barriers are precisely the proof of how grave a mistake it is to give only academics. It is a simple and evident fact… |
Sequence 11Once one has the basic information one can explore nature with an intelli- gent eye, as a free person. All those who explore… |
Sequence 12If we can understand that the expression of the children's human- ity depends on the process of learning, then we can… |
Sequence 13previous know ledge and wisdom. If the school teaches more or less on this basis, the child can immediately explore. Let us… |
Sequence 14was felt that truly a sublime peak had been reached. This is the current state of affairs. But the tragedy ofit all is that… |
Sequence 15Margaret Stephenson Abs Joosten 208 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 16ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 17The parents have to accept that you cannot give guarantees for one year. We can guaran- tee that we will get the child to a… |
Sequence 18Joosten: It is a kind of in-service training for a regular institution, so not like we have the pre-primary and primary people… |
Sequence 19you are not good at waiting. How can you be? We are, in Europe, suffering from the defects of old age, and that is why we… |
Sequence 20tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than… |
Sequence 21school-for those eleven years, the children went to the public exami- nation, and they didn't mind at all. And so then,… |
Sequence 22Joosten: The only thing is that you should assume obligations to the families and the children over periods of time, so that… |
Sequence 23Joosten: The individuals who would work in and for this experi- ment would work like concentric circles. At the center there… |
Sequence 24Joosten: The seventh leg is someone who really wants to do it. But it's not enough to want to. That is where we have to… |
Sequence 1they will be accepted. I think it is not-I am not good at defining personal qualities. Joosten: Let me try. They should be… |
Sequence 2experiment two or three times. And then do the same with the next three years, the senior high, fifteen through eighteen.… |
Sequence 3your child first goes on an independent shopping expedition and you shadow him. The present queen of Holland, when she was a… |
Sequence 4that it is not the full answer for setting it up, but the land is one of the things. If you get money, you will definitely… |
Sequence 5Joosten: Scientifically speaking, then already you do not have your experiment. Erdkinder Atlanta: It would be better to keep… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 7Erdkinder Atlanta: Would it be possible to include children who have had Montessori schooling, perhaps in the primary years… |
Sequence 1Joosten: You say that the first-year children may not be able to manage more than four and a half days. You also are a mother… |
Sequence 2Erdkinder Atlanta: Danish? Joosten: Yes, there are some schools there. But these are for prestige, not yet for education.… |
Sequence 3good as its criteria and the controls and the people executing the experiment must have clarity of vision. But anyone's… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 5Joosten: Some have disappeared and others have come in, etc. But whatever they use, whatever you see being used, will be a… |
Sequence 6foosten: But that's elementary material. Erdkinder Atlanta: So we don't have all the elementary material. Joosten:… |
Sequence 7is very important. We have to study the children to see what they do and how they do it and why they do it. We have to have… |
Sequence 8Mario Montessori, Jr. 232 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 9SOME CHARACTERISTICS OF A MONTESSORI ERDKINDER COMPROMISE by Phil Gang Phil Gang's article includes the historical… |
Sequence 10located in, or close to, a city where elementary Montessori programs already exist (see Figure 1). The urban school may or may… |
Sequence 11The entire community can become the environment for learning. Its resources, both individuals and institutions, can provide… |
Sequence 12... adolescents prove to be good teachers for small children who feel a certain repulsion for very adult personalities who… |
Sequence 13sure to have placed on them. Academically. They have exerted their own pressure upon themselves during the years from six to… |
Sequence 14The urban school that functions as a prerequisite to Erdkindercan continue to foster the same Montessori. attitudes that have… |
Sequence 15THE KIBBUTZ, Boy's ToWN, WILLIAMSBURG, AND THE MONTESSORI ERDKINDER by David Kahn David Kahn'sarticle, written in… |
Sequence 1There is a quantum leap from childhood to adolescence, most dramatic when Montessori literature evokes a residential farm… |
Sequence 2utopian drive of unspoken intensity in Montessorians. It is unspoken because raw human idealism is so vul- nerable, and… |
Sequence 3Farmer, be a free man among men, but a slave to the soil. Kneel and bow down to it every day. Nurse its furrows and then even… |
Sequence 4At the root of the Erdkinder experiment is what Montessori calls a social reform. She speaks of a valorization of personality… |
Sequence 5fruitfulness of a community. Montessori feels that this chance to work in a community of peers improves the students'… |
Sequence 1The Montessori Erd- The Montessori Erdkinder, insofar as it kinder concept is far from a is a home away from home for the… |
Sequence 2bands of children left behind from various invasions. Lots of children lost their parents because they were either killed or… |
Sequence 3The United States had an Irish priest and its own Boy's Town. Father Flanagan, the founder, took derelict, homeless,… |
Sequence 4potatoes. Those boys who were interested would work with trained adults and were given their own animals to raise and land to… |
Sequence 5The multi-age emphasis of Boy's Town is also important to the theme of love and fraternity within an adolescent community… |
Sequence 6Insofar as the Montessori Erdkinder is in loco parentis, we must provide common moral aims for the community. And although… |
Sequence 7Why not build on this "museum of machinery" concept? Why not establish a living historical village in view… |
Sequence 8awoke he found himself in the house of a farmer. The house was cool, for the mud reflected the sun. Then the hunter came out… |
Sequence 9farm life. The arts, music, history, geography, biology, chemistry, physics, literature, and the humanities can be derived… |
Sequence 10CHILDREN OF THE EARTH by Jan Koning and Fred Kelpin Jan Koning and Fred Kelp in' s interest in and commentan; about the… |
Sequence 11The ideal community for the adolescent would be a combination of a farm (where vegetables and cereals can be cultivated), a… |
Sequence 1The first objective is reached through experience with music, language, and "travaux artistiq11es" (drawing… |
Sequence 2After the Second World War, several secondary Montessori schools were founded in Germany. In general, they followed the same… |
Sequence 3MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |