I have been developing the Dimensions of Observable Growth for more than ten years (at my own expense, and without compensation) starting when my own two children were in school in Colorado in the early 2000's. The strong (and still intensifying) U.S. push for "data driven" decision making in classrooms prompted me to find a … Continue reading the DOG: From where? and For what?
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
Maria Montessori synthesized the principles and practices of four sciences and put them to work in a large room full of small children to develop a framework for the discipline she came to call Scientific Pedagogy. Not long after the opening of her first classroom, a rising tide of enthusiasm for replicating the miracles that … Continue reading Scientific Pedagogy, Part II: the intellectual ingredients
It's hard to talk about Scientific Pedagogy succinctly. This week, I put before myself the challenge of encapsulating my understanding of this discipline using only 100 words (… and a quote, whose words I don't feel obligated to count). In the two or so posts that will follow this one, I'll flesh out my summary … Continue reading Scientific Pedagogy, Part I: a summary in 100 words
Even if there is some content knowledge that a culture deems truly necessary for every, single, solitary citizen, are we to believe that transmitting that body of skill and knowledge should take all of the first 18 years of life, that it must necessarily be delivered to all children (sorted by birthdate) in lockstep, and that individualizing education goals on the basis of strength, interest, and local resources should not begin until maturity?