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,…

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…

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)

Explains that in Maria Montessori's California presentations during 1915, she specified the difference between "her" teacher who observed, guided and learned from children and the "regular" teacher who taught what adults thought children should know. Conveys that Montessori advocated teachers be humble, patient, and learn to…

Describes the German land schools, focusing on the Country Home School founded in 1898 and other early rural German educational experiments as a backdrop for an examination of Montessori's formulation of Erdkinder. Recommends a systematic historical study of ideas and writing surrounding the genesis of Erdkinder so that contemporary implementers…