Analyzes public school bureaucracy and ways to reform institutions into learning communities that value shared knowledge and learning experiences. Describes how a bureaucratic organizational structure impairs learning. Proposes the "learning organization" in which adults learn alongside students, planning is decentralized, families are…

Describes evolution of the Montessori perspective as Montessori adolescent programs attempt to reinforce the elementary and early childhood stages. Asserts that although development of these programs is experimental and undefined, a crystallization point around the whole of Montessori may occur amid diverse implementation. Asserts that Montessori…

Connects the imagination with one's affective states as related to 8- to 15-year-old students' engagement in a story or narrative. Discusses particular characteristics of narratives that engage students' imagination during these years and characteristics that are imaginatively engaging but in which the narrative component is less prominent. (BB)

Discusses the inequalities and hidden curriculum of public education and the role that the Montessori approach can play in revolutionizing educational assumptions, values, and conventions as it expands in the public sector. Suggests that Montessori models for self-discipline, meaningful work, choice, respect, and holistic psychology provide a…

Discusses a framework for the creation, evolution, and development of Montessori schools, focusing on the creation of preschool programs, addition of primary and elementary education, and expansion to include middle school and secondary programs. Examines the role of teachers, parents, and students at each of these stages. (MDM)

Discusses the role of the Learning through Landscapes organization in Britain, which emphasizes the importance of suitable school grounds and gardens for the effective environmental education of children. Also discusses briefly how school grounds can be used in geography, science, mathematics, and physical education instruction. (MDM)

Discusses the "Erdkinder" concept of education advocated by Maria Montessori, in which adolescents spend several years on a farm to learn practical skills and character-building values. Describes one teacher's experiences with his students on week-long stays at an Amish farm in Geauga County, Ohio. (MDM)

Discusses the four "planes of development" posited by Maria Montessori: (1) from birth to age 6; (2) from age 6 to 12; (3) from age 12 to 18; and (4) full maturity. Although Montessori schools have been successful in dealing with children during the first two planes, efforts need to be focused on adolescents at the third stage. (MDM)

This interview focuses on the Montessori adolescent program begun by John McNamara in 1978 at Ruffing Middle School in Ohio, describing the adolescent-centered curriculum, activities, and materials utilized in the program. Suggests that such programs need to provide an environment where children can first and foremost experience community,…

Addresses the development of different curriculums and approaches to implementing Montessori programs at the middle school level, including a humanities-centered approach, interdisciplinary minicourses, master-apprentice programs, and team teaching approaches. Maintains that Montessori middle schools must move beyond the experimental stage and…

Excerpts from the Carnegie Council on Adolescent Development's report "Turning Points: Preparing American Youth for the 21st Century," issued in 1989, indicate the need to develop a more adolescent-centered approach to education in the middle grades that is very similar to the basic ideas of the Montessori method. (MDM)

Presents anecdotal reflections on the serenity and revelations of the "new child" in relationship with God. Maintains that knowing one's religious tradition provides the basis for being open to all religions. (KB)

Examines Maria Montessori's views on coordinating medical practice and educational theory and her spiritual convictions. Maintains that her rigorous scientific orientation is coupled with clear exhortations for the spiritual development of teachers so that they could see the spiritual "epiphany" in each child. (Author/KB)

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)

Provides a participant's commentary on a seminar discussing authentic progress in innovative educational practices such as those of Maria Montessori and Frank Lloyd Wright. Notes that there was agreement among participants regarding basic parameters around which innovation within limits was possible. Concludes that innovation is possible when…