Dr. Peter Gebhardt-Seele earned a Ph.D. from the Erlangen-Nürnberg University and a high school teacher's certificate in Bavaria, Germany. He holds an AMI special education diploma from Aktion Sonnenschein, Munich and an AMI elementary diploma from the Washington Montessori Institute, Washington D.C. He has followed the AMI Training of Trainers Programme and presently directs the AMI elementary summer course at MIA &emdash; the Montessori Internationales Ausbildungszentrum, Munich, Bavaria (Germany). His book The Computer and the Child, a Montessori Approach has been published by the Computer Science Press, Rockville, Maryland. We quote from the preface of Dr. Gebhardt-Seele's article on 'Moral Development'..."The moral issue touches on the deepest philosophical issues. It cannot be treated fully in a text of this size but I hope that this analysis will clarify the fundamental issue. I will discuss three areas:The knowledge of what is good.The will to choose what is good.The freedom to act upon that will."
Mrs. Silvia Carbone-Singh holds the AMI diplomas for the Assistant to Infancy and Primary levels. She has taken courses at Bank Street School of Education and New York University towards an Early Childhood Certificate. At the National University (UNAM), Mexico she completed a course, Exploring the Brain, for children with special needs. She became an AMI trainer for the Assistants to Infancy level in 1993. Since 1995, she is the Director of Training at the Instituto Montessori de México A.C.In her article 'The Mind and the Hand' Mrs. Carbone-Singh discusses the close relationship between language, thought, mind, and intelligence. As she points out, 'Montessori herself, when talking of the hand (Absorbent Mind, Chapters 14, 15) always united hand and word, hand and language.' (...)..."If the hand therefore thinks, if the hand has been able to build, to create music, painting, science, then how should the child educate his hands? The child is not born with a special ability, he has to learn and develop. During the first year, the child's brain is building its structures and function step by step following the maturation of the nervous system. Only when a certain maturation in the nervous system has occurred, can the child move his hands and his thumb in opposition to the index finger. When the hand of the child is able to move intentionally then its education begins. The child uses his hand in the environment to imitate the movement of the adult.Maria Montessori also talks about the child's tendency to imitate. She says that this imitation is not passive because the child first internalises the movement he sees, then processes it and finally expresses it in his own movement." ...
This issues' Question and Answer section on Transition from Casa to Elementary offers some insights and invites further dialogue with the readership.
From 'Impressions Educateurs sans Frontières'"When Montessori principles are applied in the wider context of society, their possibilities are vast and all-encompassing. They can be of incalculable help to parents, social workers, child-care workers, family counsellors, in short, to any person involved with the developing human being; they can be and have been applied with children undergoing lengthy hospitalisation, maladjusted children, physically impaired children, children victims of violence, children abandoned, and children at risk."Renilde Montessori, 1998This issue of Communications features a special section dedicated to Educateurs sans Frontières. The contents are as follows:Educateurs sans Frontières 1999, Renilde MontessoriA Pictorial Focus on AMI's Historical Links with the Villa MontescaOfficial OpeningThe ProgrammeSpotlight on the SpeakersReflections on the First Assembly, Muriel W. AdcockImpressionsThe ParticipantsEducateurs sans Frontières 'at work'Chief Seattle's 1854 SpeechEducateurs sans Frontières 'at play'Pictures from the Farewell EveningFarewell Evening
From '70 Years of AMI' - (article giving historical background information on the 'birth' of AMI in 1929)"By 1929 Dr. Montessori had gained so much international fame that she had to travel incognito to Denmark and the interest in her findings had called for a separate Montessori course within the structure of the Conference of the New Education Fellowship. While the list of speakers was formidable and featured many names of well-known experts in the fields of education, philosophy and psychology from all corners of the world, three names were given extra prominence in the programme. One of these was Dr. Montessori's, together with those of Tagore, Indian poet, philosopher, musician, writer, educator, Nobel laureate (1861-1941) and children's art innovator Professor Franz Cizek from Austria, who had rallied a great following in the Anglo-Saxon world. Other speakers included Dr. Ferrière, Dr. Elisabeth Rotten and Professor Jean Piaget.Dr. Montessori gave no less than five public lectures. They were: 'The Adult and the Child', 'The Teacher's Task', 'The Child's Environment', 'Geometry' and 'Psychological Principles in Education'.Other lectures on the Montessori Method were given by Mr. Claude Claremont, Mrs. R. Joosten-Chotzen, Mrs. M. Marstrand, Miss L. Roubiczek and Miss C.W. Tromp."
From 'A Birthday Celebration In Denmark': Renilde Montessori reporting on a special function organised by the Danish Montessori Institute, dedicated its annual workshop held in Elsinore to the commemoration of the foundation of AMI ,70 years ago."On Sunday October 31, a tour of Kronborg Castle and a 'Danish Lunch' rounded off the historic event. In 1929, Kronborg Castle was home to the Fifth International Conference of the New Education Fellowship and the first International Montessori Congress. It was moving to stand in the immense ballroom (62 x 11m) and realise that Maria Montessori spoke there on the eve of the foundation of AMI, the organisation that was to carry on her work."
'The Child's Environment' lecture delivered by Maria Montessori in 1929 at the Vth International Conference of the New Education Fellowship in 1929 - the time and place when the Association Montessori Internationale was conceived."In a modern city one might exclaim: "But where are the children?" The schools are larger than the houses. They are like hospitals or prisons."
From 'Question and Answer'"It is a question that arises again and again: Why do we give the children the cursive alphabet rather than printed letters?Maria Montessori very deliberately presented the children in San Lorenzo with the cursive alphabet. Experience over many decades, in many countries and societies, has shown that the cursive letters are preferable for several reasons.Perhaps the most striking of these is that children who, from the beginning, learned to write with the cursive alphabet were able to spontaneously read any type of script."