Presents flow theory in the context of evolution. Defines the elements of "flow" and contends that flow results in an optimal state of inner harmony which improves one's chance for survival. Identifies consequences of flow for creativity, peak performance, talent development, productivity, self-esteem, and stress reduction. Examines the…

Working from normalization theory, uses a graphical metaphor to illustrate the liberation of the "hidden self." Explains the layers of the metaphor, the "false person," the "intelligent, rational person," and the "hidden person," and offers several ways educators can work to uncover the layers surrounding…

As an outgrowth of the theory of flow, looks at some fine distinctions regarding the adolescent's optimal conditions for growth. Points to the importance of the adolescent's ability to reinterpret conflicts which crop up in raw experience, to overcome psychic entropy with long-term challenges or "life themes," and to find new meaning and…

Discusses the Montessori method. Evolves a new vision of the school based on Montessori principles and addresses the anxieties felt during times of transition as part of the natural growth process. Claims that these transitions are cyclical, and affect more than just the children--they also create concern for teachers, parents, and administrators.…

Responds to William Sears's article: "Attachment Parenting: A Style That Works" (PS 523 690). Claims that there are alternatives to "attachment parenting" based on the Montessori philosophy, pointing out that Sears's suggestion of sleeping with the baby and carrying the baby in a sling may easily become obstacles in the path of…

Discusses how human evolution affects the achievement of flow experiences, including the role of complexity, or people's need to take on a greater range of challenges and opportunities to increase their skill level. Describes evolutionary obstacles to complexity, such as genetic instructions to conserve energy, and ways to overcome these…

Discusses identity as the development of functional and intellectual independence and as an involvement in such aspects of life as intimacy, sexuality, and vocation that give one a sense of belonging to the world. Suggests that establishing identity is an on-going process. Describes the Montessori professional's identity as director or directress,…

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)

Connects the imagination with one's affective states as related to 8- to 15-year-old students' engagement in a story or narrative. Discusses particular characteristics of narratives that engage students' imagination during these years and characteristics that are imaginatively engaging but in which the narrative component is less prominent. (BB)

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)

Makes an evocative plea for accepting children where they are developmentally and maintaining a vision of future possibility. Claims that adults are being guided and informed by children, and adjust their behaviors accordingly. Advocates encountering the child with a willingness to learn from the relationship, with the result that the educator…

Claims that Montessori's educational theory for 12- to 18- year olds, Erdkinder, should be considered as an educational alternative. Erdkinder, or "earth child," refers to observing children and, accordingly, creating a suitable environment. The task for education at this age is the creation of the socially conscious individual. Claims…

Maintains that children find their place in the world most securely by seeing themselves as part of the continuing work of creation. Considers how human tendencies, such as exploration, orientation, order, imagination, abstract thought, precision, repetition, self-control, and communication, allow humans to use the environment to meet various…

Defines work built around a systems view of consumers and producers to characterize work as seen through different cultures as a mingling of enjoyment. Shows how emerging agricultural settlements and cities resulted in families assuming inherited work or labor specialties to be passed to the next generation. Discusses generational concepts of work…

Examines the working lives of geneticists and journalists to place into perspective what lies behind personal ethics and success. Defines "good work" as productive activity that is valued socially and loved by people engaged in it. Asserts that certain cultural values, social controls, and personal standards are necessary to maintain good work and…