Tuesday, September 30, 2008
Assignment I - Philosophy Part II
Philosophy Part II Assignment 1
October 1, 2008
Rati Sivashankar
Chapter 1:
The greatness of the human personality begins at birth and any change to be brought about on earth has to come from children for they are the makers of man.
Chapter 2:
Education must incorporate biological and social aspects wherein it is not only an education of the sciences but that of life itself to help form a whole human being.
Chapter 3:
There are distinct phases of growth in a child 0 – 6y (0-3, 3-6); 6y – 12y; 12y– 18y (12-15, 15-18). The first period is when impressions do not merely enter the child’s mind but form it…this has been referred to as the Absorbent Mind.
Chapter 4:
The child’s life is a connection between two adult lives; the adult who creates the child and the other who the child becomes. The whole life of the child is an advance toward perfection; as a result the child will enjoy doing the work to complete himself.
Chapter 5:
A single germ cell multiplying to multiple cells and then the different cells evolving to perform unique functions cause the formation of a human being.
Chapter 6:
Within the embryo is summed up the whole evolution of a species and the ability to incorporate changes to itself in response to its environment.
Chapter 7:
The child absorbs his environment, takes everything from it, and incarnates it in himself. What children are exposed to in this young age can bring humanity to a deeper understanding, a higher well- being and to a greater spirituality….the child is one that brings us great hope and a new vision.
Chapter 8:
The child is following nature’s plan; he arrives at freedom which is the first rule of life. He achieves independence by means of continuous activity and becomes free by means of continuous effort.
Chapter 9:
It is of great importance that the first few days of the infant’s life are spent in close proximity to its mother with minimal intrusions to his being. After a short period the child may be exposed to its culture / language and surroundings as it actively seeks out its environment mentally.
Chapter 10:
Language in a child develops naturally like a spontaneous creation provided there is language in his environment. There is an unconscious activity that prepares speech in a young child followed by a conscious process which slowly awakens and takes from the unconscious what it can offer.
Chapter 11:
The child is born with an innate ability to hear and then form language in speech form. The child must be exposed to clear articulate language to serve the need to acquire language which unites communities.
Chapter 12:
It is often we the adults who obstructs the child, and so become responsible for anomalies that last a lifetime. The real preparation for education is the study of one’s self; it is far more than the learning of ideas, it is the training of character and preparation of the spirit.
Chapter 13:
The whole system of brain, senses and muscles is called the system of relationship. The system must exert itself in all its parts, none of them being neglected for excelling in any one of the parts. To perfect any given activity, movement is needed provided that the action which occurs is connected with the mental activity going on.
Chapter 14:
The child whose intelligence is developed with the help of his hand reaches a higher level of intelligence and has a stronger character.
October 1, 2008
Rati Sivashankar
Chapter 1:
The greatness of the human personality begins at birth and any change to be brought about on earth has to come from children for they are the makers of man.
Chapter 2:
Education must incorporate biological and social aspects wherein it is not only an education of the sciences but that of life itself to help form a whole human being.
Chapter 3:
There are distinct phases of growth in a child 0 – 6y (0-3, 3-6); 6y – 12y; 12y– 18y (12-15, 15-18). The first period is when impressions do not merely enter the child’s mind but form it…this has been referred to as the Absorbent Mind.
Chapter 4:
The child’s life is a connection between two adult lives; the adult who creates the child and the other who the child becomes. The whole life of the child is an advance toward perfection; as a result the child will enjoy doing the work to complete himself.
Chapter 5:
A single germ cell multiplying to multiple cells and then the different cells evolving to perform unique functions cause the formation of a human being.
Chapter 6:
Within the embryo is summed up the whole evolution of a species and the ability to incorporate changes to itself in response to its environment.
Chapter 7:
The child absorbs his environment, takes everything from it, and incarnates it in himself. What children are exposed to in this young age can bring humanity to a deeper understanding, a higher well- being and to a greater spirituality….the child is one that brings us great hope and a new vision.
Chapter 8:
The child is following nature’s plan; he arrives at freedom which is the first rule of life. He achieves independence by means of continuous activity and becomes free by means of continuous effort.
Chapter 9:
It is of great importance that the first few days of the infant’s life are spent in close proximity to its mother with minimal intrusions to his being. After a short period the child may be exposed to its culture / language and surroundings as it actively seeks out its environment mentally.
Chapter 10:
Language in a child develops naturally like a spontaneous creation provided there is language in his environment. There is an unconscious activity that prepares speech in a young child followed by a conscious process which slowly awakens and takes from the unconscious what it can offer.
Chapter 11:
The child is born with an innate ability to hear and then form language in speech form. The child must be exposed to clear articulate language to serve the need to acquire language which unites communities.
Chapter 12:
It is often we the adults who obstructs the child, and so become responsible for anomalies that last a lifetime. The real preparation for education is the study of one’s self; it is far more than the learning of ideas, it is the training of character and preparation of the spirit.
Chapter 13:
The whole system of brain, senses and muscles is called the system of relationship. The system must exert itself in all its parts, none of them being neglected for excelling in any one of the parts. To perfect any given activity, movement is needed provided that the action which occurs is connected with the mental activity going on.
Chapter 14:
The child whose intelligence is developed with the help of his hand reaches a higher level of intelligence and has a stronger character.
The Absorbent Mind: The Absorbent Mind: Outline of Montessori Philosophy Part 2
October 1, Homework
The Absorbent Mind
Chapter 1: From the moment a child is born he is ready to learn and fulfill his destiny in the world that surrounds him.
Chapter 2: The child must be provided from birth with education to insure his success.
Chapter 3: Every stage of life is capable of different levels or forms of learning and physical and mental growth, the ages from birth – 6 being the most important.
Chapter 4: The child is an extension of their parents and also a new beginning for those parents.
Chapter 5: The development of an embryo from a single cell and how complex all the cells that multiply are to form a life.
Chapter 6: The development of cells their individuality, adaptability and importance to each living being.
Chapter 7: A child absorbs his environment and makes it his own, imprinting memories as he experiences life.
Chapter 8: A child has an inner need for independence, for his mental and physical development.
Chapter 9: From birth a child should part of his mother’s everyday life and be exposed to its new world and surroundings so it become comfortable with it and learns from it.
Chapter 10: A baby learns to speak from hearing human voices; the brain is programmed to favor that over any other sound it hears.
Chapter 11: How a child speaks develops from what he can hear and process and then verbalize, being sensitive to the sound of the human voice.
Chapter 12: The development of language should be carefully watched and the child should be allowed to express themselves, and we should be patient so we may understand.
Chapter 13: Movement is needed for the physical and mental development of a child.
Quote: All movement thus has a most intricate and delicate machinery. But in man none of it is established at birth. It has to be formed and perfected by the child’s activity in the world. Page 143
Quote: Dancing is the most individual of all movements, but even dancing would be pointless without an audience; in other words, without some social or transcendental aim.
Page 147
At my school there is one little girl that is very daring, loves to climb and hand upside down and swing from the play set wherever she can grab, trying to get higher every time. She scares us sometimes but we let her do as much as she wants at a safe level. Her movements have improved so much since last year. The best part of it all is that she has inspired movement in other children also. Even our three year old want to swing and hang upside down like her.
Quote: The child’s first instinct is to carry out his actions by himself, without anyone helping him, and his first conscious bid for independence is made when he defends himself against those who try to do the action for him. To succeed by himself he intensified his efforts. Page 90-91
When I read this right away I though of so many children that get so frustrated and upset when an adults does something for them because they (the adult) feel they need help or just can’t wait any longer for the child to be done. I watched this happen recently at school when a child was being picked up. The child wanted to open the sliding door on his mother’s van and attempted it several times to pull it. The mother waited for him to try a few time but then went ahead and opened the door. The child was so upset and started to cry and yell that “he wanted to do it”. She felt embarrassed because other parents were watching and I just felt sad for the little boy who just wanted to do it himself.
Quote: We can only use the machinery of our own language; no one but a child can construct his own machinery and so learn to perfection as many languages as he hears spoken about him. Page 111
We have a new little girl in our classroom that doesn’t speak a word of English, or I should say she didn’t speak a word of English when she started two weeks ago. She already says and understands the commands of our routine, wash hands, hanger, jacket, draw, line, paper, outside, and can follow and remember song that we sing at circle time. I am in constant amazement of what children can learn when it comes to languages. We have another little girl that last year didn’t speak English and is speaking almost perfectly this year. I can’t remember from one day to the next a word that she teaches me. When I started school in this country in Kindergarten I didn’t speak English either and remember clearly not understanding the teacher but I don’t remember when I started to understand. I know that by first grade I spoke and understood perfectly.
The Absorbent Mind
Chapter 1: From the moment a child is born he is ready to learn and fulfill his destiny in the world that surrounds him.
Chapter 2: The child must be provided from birth with education to insure his success.
Chapter 3: Every stage of life is capable of different levels or forms of learning and physical and mental growth, the ages from birth – 6 being the most important.
Chapter 4: The child is an extension of their parents and also a new beginning for those parents.
Chapter 5: The development of an embryo from a single cell and how complex all the cells that multiply are to form a life.
Chapter 6: The development of cells their individuality, adaptability and importance to each living being.
Chapter 7: A child absorbs his environment and makes it his own, imprinting memories as he experiences life.
Chapter 8: A child has an inner need for independence, for his mental and physical development.
Chapter 9: From birth a child should part of his mother’s everyday life and be exposed to its new world and surroundings so it become comfortable with it and learns from it.
Chapter 10: A baby learns to speak from hearing human voices; the brain is programmed to favor that over any other sound it hears.
Chapter 11: How a child speaks develops from what he can hear and process and then verbalize, being sensitive to the sound of the human voice.
Chapter 12: The development of language should be carefully watched and the child should be allowed to express themselves, and we should be patient so we may understand.
Chapter 13: Movement is needed for the physical and mental development of a child.
Quote: All movement thus has a most intricate and delicate machinery. But in man none of it is established at birth. It has to be formed and perfected by the child’s activity in the world. Page 143
Quote: Dancing is the most individual of all movements, but even dancing would be pointless without an audience; in other words, without some social or transcendental aim.
Page 147
At my school there is one little girl that is very daring, loves to climb and hand upside down and swing from the play set wherever she can grab, trying to get higher every time. She scares us sometimes but we let her do as much as she wants at a safe level. Her movements have improved so much since last year. The best part of it all is that she has inspired movement in other children also. Even our three year old want to swing and hang upside down like her.
Quote: The child’s first instinct is to carry out his actions by himself, without anyone helping him, and his first conscious bid for independence is made when he defends himself against those who try to do the action for him. To succeed by himself he intensified his efforts. Page 90-91
When I read this right away I though of so many children that get so frustrated and upset when an adults does something for them because they (the adult) feel they need help or just can’t wait any longer for the child to be done. I watched this happen recently at school when a child was being picked up. The child wanted to open the sliding door on his mother’s van and attempted it several times to pull it. The mother waited for him to try a few time but then went ahead and opened the door. The child was so upset and started to cry and yell that “he wanted to do it”. She felt embarrassed because other parents were watching and I just felt sad for the little boy who just wanted to do it himself.
Quote: We can only use the machinery of our own language; no one but a child can construct his own machinery and so learn to perfection as many languages as he hears spoken about him. Page 111
We have a new little girl in our classroom that doesn’t speak a word of English, or I should say she didn’t speak a word of English when she started two weeks ago. She already says and understands the commands of our routine, wash hands, hanger, jacket, draw, line, paper, outside, and can follow and remember song that we sing at circle time. I am in constant amazement of what children can learn when it comes to languages. We have another little girl that last year didn’t speak English and is speaking almost perfectly this year. I can’t remember from one day to the next a word that she teaches me. When I started school in this country in Kindergarten I didn’t speak English either and remember clearly not understanding the teacher but I don’t remember when I started to understand. I know that by first grade I spoke and understood perfectly.
Monday, September 29, 2008
October 1 Homework
Chapter 1
Everytime a baby is born there is a new chance for a better person to exist on our planet, who can create a better, peaceful, loving world.
Chapter 2
Education begins at birth and should incorporate all aspects of the human in order to create a healthy normalized person.
Chapter 3
There are three stages to human growth. The greatest changes occur from 0-6 and 12-18. After 18 we only grow in age.
Chapter 4
People and animals live two lives, one as parent and one as a member of society. Our better half comes through with our children.
Chapter 5
Nature is brilliant. Every organ in our body is intricate and all the organs are interconnected yet man is created from a single cell.
Chapter 6
The newborn baby is like the single cell. He is about to transform through absorbing his environment in to a man of his time that can accomplish wonders.
Chapter 7
Surroundings and experiences in childhood have an immense effect on the spirit of man. You cannot change or fix an adult. To influence society we must turn our attention to childhood.
Chapter 8
It is normal for a child to want to be mentally and physically independent. A child achieves freedom through constant movement, work and interaction with the environment.
Chapter 9
At first a child must remain with his mother but then needs mental stimulation through social interactions for psychological health.
Chapter 10
Learning your first language happens effortlessly through absorption. It is incredible how easily and effortlessly a child learns to speak correctly by the age of 6.
Chapter 11
Hearing human voices stimulates and excites a baby more than any other sound. Babies need to be exposed to adult language spoken clearly.
Chapter 12
If children do not or cannot communicate or be understood it may cause tantrums and if they are not gently encouraged to speak it can cause a permanent difficulty with speech.
Chapter 13
Mental development and physical development go hand in hand. Work is inseparable from movement.
Quotes and experiences…
1. "It is because the adult cannot always understand what the little child is trying to say that the child’s bouts of irritation and anger occur…All his efforts if not crowned with success, provoke him to rage." (128)
2. "…It often happens that a child does not react violently. It might be better if they did, because the child who gets angry has discovered how to defend himself, and may then develop normally. But when he replies by a change of character, or by taking refuge in abnormality, his whole life has been damaged. Adults are unaware of this and think there is nothing to worry about unless the child gets angry." (p132)
3. "I have worked for a long time…trying to make myself the child’s interpreter, and have noted with surprise how if you try to do this for them, they come running to look for you, as if understanding that here is someone who can help them."(p133)
4. "It seems clear that the tiny child’s basic need for order takes priority over all other social claims that the world may make upon him." (135)
I found chapter 12 very interesting; I had to pick four quotes and examples because I felt they all were connected. I was reminded of experiences with my son (3) and daughter (4 ½) and one of my students, named E (4 1/2).
My son C just turned three. C is having a lot of tantrums lately. The minute something does not go as expected or requires effort he gets furious and cannot be calmed down until we can figure out and mend the disorder that has disturbed him. This rage is shocking to us but to read that this is normal and actually a healthy response is a comfort.
Next I think of E my student who is 4 ½ and does not speak clearly and is very hard to understand. When you ask her to repeat herself she does but lately is beginning to respond with "Just forget it." It is easier to just give up than have to repeat herself continually to everyone. I see now that the fight to communicate in C may be better than E giving up.
E’s friend M also 4 1/2 speaks perfectly but since school began she is spending more and more time with E and she has begun to talk like E- using a silly babyish voice. It worries me because she doesn’t know that E isn’t trying to be silly (although E does act silly to cover up her difficulty with speaking.) I'm not sure what to say or do. I am worried that M will offend E. I have simply told M I don’t understand her and to please speak clearly when she is talking to an adult.
Finally, I think of how fortunate my son is to have his big sister. She is his best interpreter. When ever I don’t know what he has said I ask my daughter and she always knows. Fortunately her ability to translate has not diminished C's need to talk and make himself heard.
Everytime a baby is born there is a new chance for a better person to exist on our planet, who can create a better, peaceful, loving world.
Chapter 2
Education begins at birth and should incorporate all aspects of the human in order to create a healthy normalized person.
Chapter 3
There are three stages to human growth. The greatest changes occur from 0-6 and 12-18. After 18 we only grow in age.
Chapter 4
People and animals live two lives, one as parent and one as a member of society. Our better half comes through with our children.
Chapter 5
Nature is brilliant. Every organ in our body is intricate and all the organs are interconnected yet man is created from a single cell.
Chapter 6
The newborn baby is like the single cell. He is about to transform through absorbing his environment in to a man of his time that can accomplish wonders.
Chapter 7
Surroundings and experiences in childhood have an immense effect on the spirit of man. You cannot change or fix an adult. To influence society we must turn our attention to childhood.
Chapter 8
It is normal for a child to want to be mentally and physically independent. A child achieves freedom through constant movement, work and interaction with the environment.
Chapter 9
At first a child must remain with his mother but then needs mental stimulation through social interactions for psychological health.
Chapter 10
Learning your first language happens effortlessly through absorption. It is incredible how easily and effortlessly a child learns to speak correctly by the age of 6.
Chapter 11
Hearing human voices stimulates and excites a baby more than any other sound. Babies need to be exposed to adult language spoken clearly.
Chapter 12
If children do not or cannot communicate or be understood it may cause tantrums and if they are not gently encouraged to speak it can cause a permanent difficulty with speech.
Chapter 13
Mental development and physical development go hand in hand. Work is inseparable from movement.
Quotes and experiences…
1. "It is because the adult cannot always understand what the little child is trying to say that the child’s bouts of irritation and anger occur…All his efforts if not crowned with success, provoke him to rage." (128)
2. "…It often happens that a child does not react violently. It might be better if they did, because the child who gets angry has discovered how to defend himself, and may then develop normally. But when he replies by a change of character, or by taking refuge in abnormality, his whole life has been damaged. Adults are unaware of this and think there is nothing to worry about unless the child gets angry." (p132)
3. "I have worked for a long time…trying to make myself the child’s interpreter, and have noted with surprise how if you try to do this for them, they come running to look for you, as if understanding that here is someone who can help them."(p133)
4. "It seems clear that the tiny child’s basic need for order takes priority over all other social claims that the world may make upon him." (135)
I found chapter 12 very interesting; I had to pick four quotes and examples because I felt they all were connected. I was reminded of experiences with my son (3) and daughter (4 ½) and one of my students, named E (4 1/2).
My son C just turned three. C is having a lot of tantrums lately. The minute something does not go as expected or requires effort he gets furious and cannot be calmed down until we can figure out and mend the disorder that has disturbed him. This rage is shocking to us but to read that this is normal and actually a healthy response is a comfort.
Next I think of E my student who is 4 ½ and does not speak clearly and is very hard to understand. When you ask her to repeat herself she does but lately is beginning to respond with "Just forget it." It is easier to just give up than have to repeat herself continually to everyone. I see now that the fight to communicate in C may be better than E giving up.
E’s friend M also 4 1/2 speaks perfectly but since school began she is spending more and more time with E and she has begun to talk like E- using a silly babyish voice. It worries me because she doesn’t know that E isn’t trying to be silly (although E does act silly to cover up her difficulty with speaking.) I'm not sure what to say or do. I am worried that M will offend E. I have simply told M I don’t understand her and to please speak clearly when she is talking to an adult.
Finally, I think of how fortunate my son is to have his big sister. She is his best interpreter. When ever I don’t know what he has said I ask my daughter and she always knows. Fortunately her ability to translate has not diminished C's need to talk and make himself heard.
Tuesday, September 16, 2008
Monday, September 15, 2008
Outline of Montessori Philosophy Part 2
CMTE NJ 2008 Assignments:
Students will read The Absorbent Mind. They will write a summary sentence for each chapter. They will write five quotes from five different chapters they see as significant. They will write five examples from their experience in the classroom that confirms, contradicts or raises questions about these quotations. They will comment on one of each classmates examples.
Students will research and write a three page paper on Montessori and Peace Education. One page details a method of incorporating a peace curriculum in the 3-6 classroom. Further details will be provided during the course.
Each Student will write a comparison of Montessori and another educational model. Details to be provided during course.
Album check on final night of class. Philosophy albums should contain tabbed sections according to the document: Guide to Organizing Your Philosophy Album.
Sessions Dates and Assignments:
1. September 24 Wednesday The Village School, Warwick NJ 5:00PM to 8:00PM.
Receive Notes and details of assignments:
Assignment For October 1: Online session. By October 1, 5 pm you must read The Absorbent Mind. [Chapter 1-13] and
a. Post one sentence sumary of each chapter.
b. Post 3 quotes relating to:
Sensitive Periods,
Normalization,
Psychic Principles,
Prepared E Environment,
Role of the Teacher.
c. Post three examples from your experience with children that confirms,
contradicts or raises questions about these quotations.
2. October 1, Wednesday Online. 5:00PM.
View and comment on class postings.
Assignment for October 8:
a. Post summaries of chapters 14-28 of The Absorbent Mind.
b. Add two more significant quotations from these chapters.
c. Add two more experiences from your classroom that confirm, contrdict or
question the meaning of these quotations.
3. October 8, Online by 5 PM:
a. Read the class' postings. Make at least three comments on the
postings, quotations or experiences.
b. Research and Write a two page paper on Peace Education. It must
include a lesson plan for how you will implement Peace Education in the
3-6 classroom.
4.October 15 Online by 5 PM Final class
a. Post paper on Peace Education.
b. Post links to other methods of Education such as Reggio Emilia,
Rudolf Steiner Waldorf, High/Scope, Bank Street,
c. Comment on similarities and differences between Montessori and one
of these or another method.
Albums will be checked at another time.
Students will read The Absorbent Mind. They will write a summary sentence for each chapter. They will write five quotes from five different chapters they see as significant. They will write five examples from their experience in the classroom that confirms, contradicts or raises questions about these quotations. They will comment on one of each classmates examples.
Students will research and write a three page paper on Montessori and Peace Education. One page details a method of incorporating a peace curriculum in the 3-6 classroom. Further details will be provided during the course.
Each Student will write a comparison of Montessori and another educational model. Details to be provided during course.
Album check on final night of class. Philosophy albums should contain tabbed sections according to the document: Guide to Organizing Your Philosophy Album.
Sessions Dates and Assignments:
1. September 24 Wednesday The Village School, Warwick NJ 5:00PM to 8:00PM.
Receive Notes and details of assignments:
Assignment For October 1: Online session. By October 1, 5 pm you must read The Absorbent Mind. [Chapter 1-13] and
a. Post one sentence sumary of each chapter.
b. Post 3 quotes relating to:
Sensitive Periods,
Normalization,
Psychic Principles,
Prepared E Environment,
Role of the Teacher.
c. Post three examples from your experience with children that confirms,
contradicts or raises questions about these quotations.
2. October 1, Wednesday Online. 5:00PM.
View and comment on class postings.
Assignment for October 8:
a. Post summaries of chapters 14-28 of The Absorbent Mind.
b. Add two more significant quotations from these chapters.
c. Add two more experiences from your classroom that confirm, contrdict or
question the meaning of these quotations.
3. October 8, Online by 5 PM:
a. Read the class' postings. Make at least three comments on the
postings, quotations or experiences.
b. Research and Write a two page paper on Peace Education. It must
include a lesson plan for how you will implement Peace Education in the
3-6 classroom.
4.October 15 Online by 5 PM Final class
a. Post paper on Peace Education.
b. Post links to other methods of Education such as Reggio Emilia,
Rudolf Steiner Waldorf, High/Scope, Bank Street,
c. Comment on similarities and differences between Montessori and one
of these or another method.
Albums will be checked at another time.
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