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Power Over or Power With: Children’s personalities reflect the way adults engage with them

Children’s behavior is a good guide to where their significant adults stand on the Influence Continuum. Sometimes the freedom we give children isn’t free. When we implicitly pressure children to make the choices we want while we are telling them the choice is theirs, the effects on their behavior are the same as if we … Continue reading Power Over or Power With: Children’s personalities reflect the way adults engage with them

Ten Horsemen of the Educational Apocalypse

It's impossible to conceive of different ways to think about education without first identifying and momentarily suspending our most basic (and usually unexamined) assumptions. The illustration below is an attempt to assess our current, common, core beliefs about education. I intend to write follow-up posts about the Ten Horsemen … and the language, policies, and … Continue reading Ten Horsemen of the Educational Apocalypse

Return to Scientific Pedagogy (or: why I’m a feral Montessorian)

To my way of seeing it, "Montessori" has ceased to be a meaningful descriptor. Through the systematic formulation and implementation of a discipline she called Scientific Pedagogy, Maria Montessori developed and documented a successful, well-defined, and thoroughly integrated classroom practice for assisting the healthy and natural education of pre-school and elementary age children. Montessori's American … Continue reading Return to Scientific Pedagogy (or: why I’m a feral Montessorian)

Scientific Pedagogy, Part III: formulating a new discipline

This illustration is simply an attempt to clarify and – believe it or not (see previous post) – simplify (for my own understanding), the streams of thought that appear to have influenced Dr. Maria Montessori in her work of formulating a Scientific Pedagogy. The components described here are not drawn from any explicit references, in … Continue reading Scientific Pedagogy, Part III: formulating a new discipline