Claims that Matthews sees independence as moving freely and being able to function apart from the adult, leading to competence and cognitive development for life. Reiterates the importance of emotion, relationships, and the mother as the central part of the child's prepared environment. (MOK)

Suggests that the formation of habits is the basis of character and morality. Supports this suggestion with citations from Henry James and other writers, and with examples of intellectual diligence from the lives of Helen Keller and Anne Frank. (HTH)

Presents two charts designed by Maria Montessori to illustrate the four planes of development. Claims that Montessori's meticulously researched commentary signals an emerging organic vision of the developmental continuum from birth to adulthood that is relevant to the educational needs of our time. (MOK)

Contextualizes the mathematical intelligence as revealed in the human tendencies, as supported by the extended family, and facilitated by choice within a responsive environment. Reviews the function of Montessori materials, including mathematical materials, and emphasizes that the personal intelligences are integral to all activities simply…

Emphasizes the intrinsic unity of all the intelligences as well as the inseparable nature of the interpersonal and intrapersonal. Emphasizes the theories of both Gardner and Montessori as a whole, and looks at common features in intelligence profiles and educational environments described by both. (MOK)

Presents a summary of the theory of multiple intelligences in the context of developmental learning. Emphasizes the implications of the theory for assessment, including a strong argument against standardized testing. Describes various methods to engage and assess the pluralistic abilities of each individual and cites practical examples such as…