Grace and Courtesy: A Human Responsibility. AMI/USA

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Grace and Courtesy: A Human Responsibility. AMI/USA
TITLE
Conference (Oak Brook, Illinois, July 23-26, 1998).
American Montessori International of the United States,
INSTITUTION
Inc., Rochester, NY.
1999-05-00
PUB DATE
137p.; "A Montessori Community for Adolescents" copyrighted
NOTE
by Camillo Grazzini and Baiba Krumins G.
Association Montessori International of the United States,
AVAILABLE FROM
Inc., 410 Alexander St., Rochester, NY 14607 ($15). Tel:
716-461-5920; Fax: [phone]; e-mail: [email protected]
($15).
Proceedings (021)
Collected Works
PUB TYPE
MF01/PC06 Plus Postage.
EDRS PRICE
*Adolescents; Child Development; *Children; Conference
DESCRIPTORS
Papers; Conferences; Curriculum; *Educational Practices;
Elementary Secondary Education; *Montessori Method; Moral
Development; Preschool Education; *Responsibility
*Courtesy; Erdkinder; Montessori Preschools; Montessori
IDENTIFIERS
Schools
ABSTRACT
This conference proceedings compile presentations from a
1998 meeting of the American Montessori International of the United States,
focusing on the importance of grace and courtesy in children's lives and in
"Grace--The Felicity of
Montessori education. The papers presented are:
(1)
"A Montessori Community for Adolescents"
Being" (Renilde Montessori);
(2)
"My Tribute to Mario Montessori"
(Camillo Grazzini and Baiba Krumins G.);
(3)
"The Natural Unfolding of Grace and Courtesy in
(Camillo Grazzini);
(4)
"Grace and Courtesy for the
Children under Three Years" (Judi Orion);
(5)
"Grace and
Primary Child: Theoretical Foundations" (Janet McDonell);
(6)
"Growing
Courtesy during the Years of Lost Manners" (Allyn Travis);
(7)
Responsive Schools: An Evolving Theory of Montessori Administration" (Sharon
"Respect as the Foundation for Grace and Courtesy in the
L. Dubble);
(8)
"A Montessori Erdkinder Program,
Elementary Classroom" (Laura Smyczek);
(9)
"The Gift of Grace and
Practical Considerations" (Peter Gebhardt-Seele);
(10)
"Maria
Courtesy: Revealing the Normalized Community" (Mary Lou Cobb);
(11)
"The Company
Montessori and the Cosmic Creation Story" (Brian Swimme);
(12)
(13) "Peer Mediation--A Useful Tool for
of the Elect" (Renilde Montessori);
(14) "Chivalry
Grace and Courtesy in the Elementary Classroom" (Carol Hicks);
and the Development of Service" (Margaret E. Stephenson);
"The
(15)
Integration of Cultures: The Montessori Contribution" (Winfried Bohm);
(16)
"All Day Montessori: The Role of Grace and Courtesy" (Laura Morris);
(17)
"Grace and Courtesy: A Foundation for Moral Development" (Kay Baker);
(18)
"Taking Your School On-Line"
"The Grace of Music" (Nicole Marchak);
(19)
"The Role of the Assistant in a Montessori Classroom"
(Bruce Marbin);
(20)
(21) "Emerging Adolescence: Finding One's Place in the
(Sandra Girlato);
(22) "Graceful Passages: Exploring Culture
Cosmos" (Patricia Schaefer);
(23) "Community: Valuing People in the
through Literature" (Joen Bettmann);
Montessori School" (Tom Lepoutre-Postlewaite); and (24) "Education, Ethics
Some papers contain references.
and the Family" (Mona Grieser) .
(KB)
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wi an
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NV COPY AVAILABLE
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AMI
Oak Brook, 011inois
USA
JuDy 23-26,1998
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© 1999, Association Montessori International of the United States, Inc.
All rights reserved.
This book and any portion thereof may not be reproduced for any purpose, whether private or public, without tbe expressed written permission of the
Association Montessori Internationale and the Association Montessori International of the United States Inc.
TABLE OF CONTENTS
4
Conference Schedule
6
Renilde Montessori
Grace
The Felicity of Being
9
A Montessori Community for Adolescents
Camillo Grazzini, Baiba Krumins G.
My Tribute to Mario Montessori
Camillo Grazzini
19
grt,,--
24
to- Judi Orion
The Natural Unfolding of Grace and Courtesy in Children Under Three Years
27
Janet McDonell
Grace and Courtesy for the Primary Child: Theoretical Foundations
31
Grace and Courtesy During the Years of Lost Manners
Allyn Travis
Sharon L. Dubble, Ph.D.
Growing Responsive Schools: An Evolving Theory of Montessori Administration
37
Respect as the Foundation for Grace and Courtesy in the Elementary Classroom
Laura Smyczek
41
A Montessori Erdkinder Program, Practical Considerations
49
Peter Gebhardt-Seele, Ph.D.
dte.-
54
The Gift of Grace and Courtesy: Revealing the Normalized Community
Mary Lou Cobb
58
Maria Montessori and the Cosmic Creation Story
Brian Swimme, Ph.D.
.fo-
Renilde Montessori
62
The Company of the Elect
Peer Mediation A Useful Tool for Grdce and Courtesy in the Elementary Classroom
Carol Hicks
64
Chivalry and the Development of Service
Margaret E. Stephenson
73
The Integration of Cultures: The Montessori Contribution
Prof. Dr. Winfried Bbhm
81
All Day Montessori: The Role of Grace and Courtesy
86
Laura Morris
do-
Grace and Courtesy: A Foundation for Moral Development go Kay Baker, Ph.D.
88
94
The Grace of Music e5.-
Nicole Marchak
Bruce Marbin
Taking Your School On-Line
102
et-
Sandra Girlato
The Role of the Assistant in a Montessori Classroom
107
Emerging Adolescence: Finding One's Place in the Cosmos e-
Patricia Schaefer
112
Joen Bettmann
Graceful Passages: Exploring Culture Through Literature
118
Community: Valuing People in the Montessori School
Tom Lepoutre-Postlewaite
124
Education, Ethics and the Family et Mona Grieser
130
5
CONFERENCE SCHEDULE
Thursday
July 23, 1998
Grace
The Felicity of Being
7:00 p.m. - 8:00 p.m.
Renilde Montessori
Slide Show Tribute to Mario Montessori
8:00 p.m. - 8:30 p.m.
Reception
8:30 p.m.
Friday
July 24, 1998
A Montessori Community for Adolescents
10:00 a.m. - 11:00 a.m.
Camillo Grazzini & Baiba Krumins
My Tribute to Mario Montessori
11:00 a.m. - 12:00 noon
Camillo Grazzini
Seminar Sessions
2:00 p.m. - 3:15 p.m.
+ The Natural Unfolding of Grace and Courtesy in Children Under Three Years, Judi Orion
Grace and Courtesy for the Primary Child: Theoretical Foundations, Janet McDonell
+ Grace and Courtesy During the Years of Lost Manners, Allyn Travis
+ Growing Responsive Schools: An Evolving Theonj of Montessori Administration, Sharon L. Dubble, Ph.D.
Seminar Sessions
3:45 p.m. - 5:00 p.m.
+ The Role of the Grace and Courtesy Lessons in the Development of Compassion, Generosity and
Kindness,* Wendy Calise
Respect as the Foundation of Grace and Courtesy in the Elementary Classroom, Laura Smyczek
+ A Montessori Erdkinder Program, Practical Considerations, Peter Gebhardt-Seele, Ph.D.
. The Gift of Grace and Courtesy: Revealing the Normalized Community, Mary Lou Cobb
Saturday
July 25, 1998
Maria Montessori and the Cosmic Creation Story
9:00 a.m.
10:30 a.m.
Brian Swimme, Ph.D.
Seminar Sessions
11:00 a.m. - 12:15 p.m.
+ The Universe Story,* Brian Swimme, Ph.D.
+ What Does Grace and Courtesy Mean When Working With Children Under Three?,* Judi Orion
The Company of the Elect, Renilde Montessori
Peer Mediation A Useful Tool for Grace and Courtesy in the Elementary Classroom, Carol Hicks
Sunday
July 26, 1998
Chivalry and the Development of Service
9:00 a.m. - 10:30 a.m.
Margaret E. Stephenson
The Integration of Cultures: The Montessori Contribution
11:00 a.m. - 12:00 noon
Prof. Dr. Winfried Böhm
Seminar Sessions
2:00 p.m. - 3:15 p.m.
+ All Day Montessori: The Role of Grace and Courtesy, Laura Morris
+ Grace and Courtesy: A Foundation for Moral Development, Kay Baker, Ph.D.
The Grace of Music, Nicole Marchak
+ Taking Your School On-Line, Bruce Marbin
Seminar Sessions
5:00 p.m.
3:45 p.m.
+ The Role of the Assistant in a Montessori Classroom, Sandra Girlato
+ Emerging Adolescence: Finding One's Place in the Cosmos, Patricia Schaefer
+ Graceful Passages: Exploring Culture Through Literature, Joen Bettmann
+ Community: Valuing People in the Montessori School, Tom Lepoutre-Postlewaite
Banquet Address
7:30 p.m.
Education, Ethics and the Family
Mona Grieser
* Not available for this printing.
Grace
The Felicity of Being
Renilde Montessori
It has been said that the child comes
forgotten grace with which to meet the
pensate for a lethargic indifference that
into the world in a state of grace. Grace
pristine, unsullied, infinitely generous
renders us inert. Above all, the children
a word rich in spiritual meaning, a
grace of the child.
demand meaning, and they are given
word many of whose acceptances are
none and so their spirit shrivels. They
How long will it take humanity to see
applicable to the child. The child
do not know their world; they do not
the newborn child in all its dignity, how
charms, the child provides unmerited
know themselves.
long until we learn to appreciate in this
divine assistance to man for his regen-
miraculous being the powerful force of
They come to life disposed to love
eration and sanctification, the child is
life, until we allow ourselves, delight-
and their love is not allowed to find
disposed to kindness and clemency.
edly, to be swept along with the great
expression. They are condemned to the
Above all, the child loves and inspires
vitality generated by this companion-
bleak desolation, akin to hell, of ceas-
love.
able, funny, tender, demanding little
ing to love
grace withered, the felic-
Love is a term much maligned, be-
person? Instead, we dig in our heels
ity of being destroyed. These are the
smirched and muddied. This is to be
and put all our energies into retaining,
children born to endless night.
deplored.
restraining, stultifying the vigorous life
A sombre picture, but for a great
we ourselves have engendered. We
In The Secret of Childhood (Chapter IV-
number of the world's children it is a
smother it with the obfuscated igno-
Where Adults Impede "The Intelligence
true picture, true enough to awaken our
rance of instinct run dry, replaced by a
of Love") Maria Montessori says, "The
alertness, an alertness dulled by the
cacophony of information, so much
whole labour of life, which fulfils itself
horrors of heinous crimes committed
and so deafening that we can no longer
through its laws and brings things into
against other great numbers of children
distinguish good from bad from non-
harmony, reaches consciousness under
rape, incest, murder, mutilation, pros-
sense from outrageous.
the form of love. It is not the motor
titution, every possible violation of
impulse, but it is a reflection of the
Babies, children, the young, do not
their defenseless young bodies, their
motor impulse, as planets reflect the
provide information, they present us
minds, their spirits. These overt crimes
light of the sun. The motor is instinct,
with life in its essential form. We must
are bruited and the call to action on
the creative urge of life. But this, in
become adequate to recognise again
their behalf has sounded. The call to
bringing creation to being, tends to
and heed those ancient, perennial di-
action against the covert crimes has not
make love felt, and therefore love fills
rectives which once urged us to live,
been voiced for the sinister reason that
the consciousness of the child. His self-
when we ourselves were in a state of
they are perceived to be virtues.
grace and the felicity of being was
realisation comes about in him through
What to do? Accept the children's
love."
strong within us.
gentle invitation to follow with them
It is said, "The child is born of love."
Instead, something dreadful is hap-
nature's firm and clear directives, to
Perhaps, perhaps not; and, if so, with
pening to us. We become more or less
bask in the benevolent glow of their
bizarre misconceptions of what is
willing victims of an onslaught of
inherent grace, to pursue with them the
things and fashions, which we can
meant by love. Doctors' waiting rooms
felicity of being.
abound in pamphlets bearing jarring
withstand or not depending on our ca-
As parents, as educators, we tend to
titles such as "safe love."
pacity to discriminate the good and
be ponderous devoid, in fact, of grace.
useful from the superfluous and
One day, when life's essential values
In everyday terminology, we need to
overtly damaging.
emerge from the absurd chaos in which
lighten up, to rid ourselves of super-
evolving humanity finds itself, we may
Particularly where our children are
fluous preoccupations, to rid the child's
laugh, ruefully and with compassion,
concerned our nearsightedness verges
environment of useless things. From
at the inane and shallow mores of the
on the pathological. The children give
the very beginning of its existence we
must allow ourselves to enjoy the
second millennium, characterised by a
us love; we give them things. The chil-
gamut of mean, lewd, petty interpreta-
dren ask for our companionship; we
child's company, recognise its dignity,
tions of the primordial energy we call
give them television and computers.
respect its freedom and, above all, have
love.
The children demand that they be al-
faith in the wholesomeness of its vig-
lowed to walk, to run, to move, to ex-
orous endeavours. We have to admire
Love, cloaked in grace, is the child's
plore their splendid universe; we
its efforts, rejoice in its achievements
endowment. Those who call the child
paralyse them in vehicles, in cages, in
into the world, and those who make
and learn not to intrude with our anxi-
restricted soul-killing environments.
themselves responsible for ensuring the
eties, our undue expectations, our fears
The children invite dialogue; we give
for these are all obstructions to the
excellence of its existence in this world,
them food, a bottle, a pacifier to corn-
must seek within to find again that old,
sanity of its interaction with the envi-
Renilde Montessori
wisdom, chose to celebrate.
the destiny of man. It is merely the last
ronment.
phase in the evolution of the child; it is
Deep awareness and joyful accep-
As Maria Montessori says, "the child
the almost divine and mysterious cre-
these are two human phenom-
tance
learns through spontaneous, meaning-
ation of something resembling a social
ena whose development is allowed,
ful activity." The ability to recognise the
embryo."
helped and encouraged in splendidly
meaning in the child's activity is a fas-
explicit silence by a Montessori pre-
cinating aptitude well worth pursuing.
This is the embryo of the enlightened,
pared environment for children three-
Observation is the fundamental art re- interdependent society towards which
as a species we are stumbling, errati-
to-six years of age; provided that those
quired of all scientists, most certainly
who prepare this environment are
of all educators, and most particularly
cally, but most certainly following evo-
themselves fully aware of its potential
of all parents.
lutionary directives in the same manner
for becoming a milieu divin, an ambi-
that each child follows the directives
"Yes," we object, "but it takes time."
ence which provides all elements nec-
which urge it towards its own construc-
Indeed. Yet time, the sense of endless
essary for the children to construct
tion.
time, is a condition for allowing the fe-
themselves and, together, create the
licity of being to flower. Haste, where
Humanity evolves in the magnificent
embryo of a perfect human society.
children are concerned, is ugly and
environment that is our earth, the earth
The Montessori prepared environ-
damaging. For them, because they are
which brought us forth and to which
ment, if well understood and imple-
following life's rhythms and must not
we shall return, content, if our life has
mented, is itself deserving of silent
be impeded from doing so. For us, be-
been well lived.
fanfare, not only for its uncommon
cause it makes our perception ragged
St. Francis of Assisi, in one of the
common sense, but also for an aspect
and tatters our soul.
most exquisite songs of praise ever cre-
which has consistently been disre-
A child who is allowed the freedom
ated, thus celebrates the earth:
garded and overlooked.
to learn all the essential disciplines of
Laudato si', mi Signore, per sora nostra
its environment through spontaneous
Montessori pedagogy has been held
madre terra, la quale ne sustenta et governa,
culpable for not taking into account the
activity, driven by 'the creative urge of
et produce diversi fructi con caloriti fiori et
child's emotional development. The
life,' will know itself. A child who is
herba
withholding of unsolicited praise, of
given the absolute assurance that its
'Be praised, my Lord, for sister our
existence has profound meaning to
uncalled-for caresses, is perceived as a
mother earth, who sustains and gov-
lack of warmth and nurturing. The vis-
those who gave it life, will never have
erns us, and produces diverse fruits
ible expression of 'any unnecessary
to search for meaning. A child who is
with colourful flowers and grass' and
allowed to participate as a contribut-
help is a hindrance to development' is
thus our death
ing member of its family and every
considered a form of malice.
Laudato si', mi Signore, per sora nostra
milieu it further encounters, will be-
Another source of the prevalent mis-
morte corporale, da la quale nullu homo
come responsible for itself and capable
conception that children's emotional
vivente po skappare.
of assuming responsibility for others.
life is disregarded is the austerity of the
'Be praised, my Lord, for sister our
Such a child will grow strong and free
environment, which nevertheless con-
physical death, from whom no living
and hardy, its initial grace intact, its fe-
tains, implicit and intelligible, all physi-
man can escape.'
licity of being an ineradicable given. It
cal, intellectual and spiritual properties,
will become an individual not needy
There is an extraordinary compan-
abstract and concrete, aesthetic and sci-
of a group to give it power and pur-
ionableness in 'sister our mother earth,'
entific, of the phenomena of human ex-
pose, but a fully functioning, indepen-
without which the joy of living would
istence, thus giving the child's inherent
dent element in an enlightened,
not exist and in 'sister our physical
love of life the possibility to become
interdependent society.
death,' without which there would be
rooted in truth and reality through
no evolution. The grace of our existence
meaningful, spontaneous activity.
In The Absorbent Mind (Chapter )(XIV
springs from love for 'sister our mother
- Cohesion in the Social Unit), Maria Mon-
The prosaically termed 'Exercises of
earth' and the comfort of knowing that
tessori gives the following description:
Practical Life' contain in essence all the
we are sustained and governed by her,
"The example of a society where social
elements of the domestic household,
however much we may be misled into
integration exists can be given: it is the
and these translate into the greater hu-
cohesive society of young children,
thinking it is we who govern her.
man household with all the extraordi-
achieved by the magic powers of nature.
narily complex, varied, multifaceted
The grace of our existence also lies
ramifications of 'Care of the Environ-
"We must consider it and treasure it
in the sure knowledge that we are fi-
where it is actually being created, be-
ment, Indoor and Outdoor,"Care of the
nite and no living human can escape
Person,"Grace and Courtesy' and
cause neither character nor sentiments
'sister our physical death.' The felicity
'Movement.'
can be given through teaching: they are
of being is contingent upon a deep
the product of life.
awareness and joyful acceptance of
The sensorial materials give the child
these two 'sisters' whom St. Francis,
the possibility of individually recreat-
Cohesive society, however, is not the
with all the humility of his spiritual
ing and becoming intimately knowl-
same as the organised society that rules
The Felicity of Being
Grace
to be a sacred trust and heed the silent
edgeable about the abstractions it took
humanity hundreds of thousands of
mandate to ensure to the utmost of our
ability, with the intelligence of love,
years to reach; to acquire habits of the
intelligence such as observation and
their felicity of being, thereby becom-
ing worthy of the unconditional be-
classification which are the basis of all
science; to make aesthetic decisions.
nevolence with which they accept us
their parents, their educators. +
The language materials allow the
children to enrich and explore language
that specifically human tool, the in-
strument of collective thought
ab-
Renilde Montessori is Maria Montessori's youngest
sorbed passionately and insatiably
grandchild.She lived and traveled with her grandmother
since the very beginning of their exist-
as a child.She attended Montessori schools and finished
her secondary studies in the Montessori Lyceum of
ence, making their own its poetry, its
Amsterdam. In 1968 she joined the Montessori move-
scientific exactness and precision, its
ment, first as a personal assistant to her father, Mario
beauty and vitality, an investment in
Montessori. She obtained her primary Montessori di-
ploma from the Washington Montessori Institute in 1971
enchantment for their entire life.
and has since then been lecturer,trainer and AMI exam-
The math materials elevate sensorial
iner. From 1989 to 1995 she was Director of Training at
The Foundation for Montessori Education in Toronto. In
classification to number and measure,
September of 1995 she became the General Secretary
converting it into a transmissible sci-
of AMI.
ence with myriad applications. They
offer the tranquillity of dealing with
absolutes, and the peace or disquiet
of infinity.
Each piece of material is unique, iso-
lating one activity, one concept, never
to be repeated in any other piece of
material, so giving luminous clarity to
the message, the information, the exer-
cise it contains. The child is given the
possibility of uninterrupted concentra-
tion, of voluntary and consistent rep-
etition, the sense of endless time
without which there is no learning, no
abstraction, no incarnation and thus no
creation or recreation.
In this deceptively simple environ-
ment with its discreetly named areas
Practical Life, Sensorial, Language and
the seeds are sown for every
Math
aspect of human endeavour
the arts
and architecture, music and dance, the-
atre and literature, science and technol-
ogy, etc., etc., etc.
Never to be forgotten is that the ste-
reotypical Montessori prepared envi-
ronment known as the Casa dei Bambini
is the result of delicate, precise choices
made by many generations of children,
of all races, of all nationalities, of every
socio-cultural origin, beginning with
the small group gathered in Via dei
Marsi, in the Quartiere San Lorenzo, in
Rome, in 1907.
Our premise is that children are in a
state of grace. Grace is life's given, not
ours to give. As parents, as educators,
we must perceive our children's grace