In this article, I (1) argue for approaching processes, events-in-the-making, by means of process categories--to learn, to teach--not by means of categories that denote differences in state and (2) exemplify doing and writing research consistent with process philosophy. To understand process we must not think, research, and write them in terms of…

This article examines the origins, uses, and effects of the rhetorical construct of "work" in the Montessori method. Grounded in analysis of classroom interactions in a Montessori primary (3-6-year-olds) classroom, I argue that Montessori's conception of work substantially revises prevailing assumptions about the nature of childhood, the roles of…