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Baker, Kay M. – NAMTA Journal, 2003
Asserts that although there are distinct characteristics to each of Montessori's planes of development, there is no separation, especially between early childhood and childhood. Suggests that these first two planes of education could fall under one "Children's House," and points to the path of responsibility and the steps toward living in society…
Descriptors: Child Development, Developmental Stages, Early Childhood Education, Educational Philosophy
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Dubble, Sharon L. – NAMTA Journal, 2000
Applies the principles of development and integration to the maturation of Montessori schools. Suggests that evaluative inquiry be used as the basis for community inquiry and problem solving by Montessori staff so that reflection, questioning, and decision making result in the highest level of Montessori implementation. (KB)
Descriptors: Children, Decision Making, Educational Philosophy, Educational Practices
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Greene, Maxine – NAMTA Journal, 1993
Depicts the isolation which results when education, particularly language arts education, is concerned primarily with the acquisition of skills. Urges educators not to lose sight of the fundamental purpose of the language arts, which are to help people make and articulate meaning from their experiences, to empower people, and to imagine…
Descriptors: Curriculum Development, Early Childhood Education, Educational Philosophy, Educational Practices
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Kahn, David – NAMTA Journal, 1993
To reinvent Montessori education, a new generation of individuals involved in Montessori education must probe questions involving the evolution of educational materials, educational philosophy, and social conscience. The expansion of Montessori education needs to include the traditions which reside in its educational methods and in the changing…
Descriptors: Early Childhood Education, Editorials, Educational Change, Educational Philosophy
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Montanaro, Silvana Quattrocchi – NAMTA Journal, 1999
Presents an intellectual view of transcendence in relation to the widening of consciousness. Indicates that the spiritual beginnings of life establish and integrate the human personality, which, when connected to a vital center, gives a fundamental point of reference. (Author/KB)
Descriptors: Child Development, Children, Educational Philosophy, Personality Development
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Gobbi, Gianna – NAMTA Journal, 1999
Considers the nobility of children's work, its relationship to human psychological health and peacefulness, its purposefulness, and its revelation of God's cosmic plan. Links Maria Montessori's cosmic view to the Catechists of the Good Shepherd and the Montessori community at large. (Author/KB)
Descriptors: Beliefs, Children, Educational Environment, Educational Philosophy
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Kahn, David – NAMTA Journal, 1999
Uses established Montessori analogies, metaphors, and abstract keys to examine the mental organization and practical experiences forming the spiritual foundations for the Erdkinder vision of connecting learning to moral behavior and practical experiences for adolescents. (Author/KB)
Descriptors: Adolescents, Beliefs, Educational Philosophy, Educational Practices
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Haught, John F. – NAMTA Journal, 1999
Examines eschatology as the heart of Christian faith, suggesting that an appreciation of an eschatological interpretation of the cosmos enables acceptance of nature's transience and a grounding for an ecological ethic. Maintains that recent scientific developments present a promising, rather than pessimistic, picture of the universe. Holds that…
Descriptors: Beliefs, Children, Christianity, Ecology
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Wolf, Aline D. – NAMTA Journal, 1999
Challenges Montessori educators to assess how effectively a Montessori education achieves its spiritual goals in the formation of character. Maintains that the prepared environment may not be enough, given the assault of commercialism on the growing minds of children, especially in the form of advertising. (Author)
Descriptors: Advertising, Children, Educational Environment, Educational Philosophy
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Gebhardt-Seele, Peter – NAMTA Journal, 1996
Claims that Montessori's educational theory for 12- to 18- year olds, Erdkinder, should be considered as an educational alternative. Erdkinder, or "earth child," refers to observing children and, accordingly, creating a suitable environment. The task for education at this age is the creation of the socially conscious individual. Claims…
Descriptors: Adolescent Development, Adolescents, Educational History, Educational Philosophy
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Zeman, Mary – NAMTA Journal, 1996
Defines "normalized school" and claims that faith in the child and courage to see the truth provide a firm foundation for any Montessori school community. Claims that in order for normalization to truly occur, adults in the community must be as concerned with the value and vitality of their own growth as they are for those of their…
Descriptors: Developmental Psychology, Developmentally Appropriate Practices, Educational Philosophy, Individual Development
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Bohm, Winfried – NAMTA Journal, 1999
Asserts that Maria Montessori's concept of education is a theory, explaining that Montessori did not teach a method, but rather a vision for child development. Compares Montessori theory with five other educational theories. Emphasizes the power of different visionary, utopian educational theories which seek a definition of humans and their aims.…
Descriptors: Comparative Analysis, Educational Philosophy, Educational Theories, Foundations of Education
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Kahn, David – NAMTA Journal, 1998
Introduces this theme issue on Mario Montessori's writings. Describes how his life experiences contributed to the idea of freedom in education, seen as a recurring theme in his mother, Maria Montessori's writings, and also contributed to the integration of the Montessori perspective. (KB)
Descriptors: Educational Philosophy, Educational Practices, Educational Principles, Freedom
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Montessori, Mario M.; Claremont, Claude A. – NAMTA Journal, 1998
Synthesizes the Montessori stages of life from birth to adulthood and provides an integrated description of Montessori educational principles. Examines the role of the teacher as learner, revolutionary, and scientist following the child through life. Identifies education as ongoing research on the laws of human development. (KB)
Descriptors: Child Development, Developmental Stages, Educational History, Educational Philosophy
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Montessori, Mario M.; Montessori, Renilde – NAMTA Journal, 1998
The three lectures reprinted here, given in 1957 London Elementary course, integrate the Montessori perspective on the Elementary child and Cosmic Education: (1) differences between children before and after 7 years of age; (2) characteristics of children 7 years and older; and (3) the adult role in responding to children in the second stage of…
Descriptors: Adult Child Relationship, Child Development, Educational Philosophy, Educational Practices
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