Laurie Ewert-Krocker emphasizes the teacher's role in nature's prepared environment. Without directing or controlling the child's work, learning spaces can be maximized for concentration by connecting the adolescent's intrinsic learning to the beauty and order of the natural world. The most artful balance is the global understanding of the…

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…

Provides preliminary draft of proposal to kindle thought about what a Montessori secondary school could look like. Suggests ways to think about integrating a farm model and its extensions to adolescent students. Emphasizes the universality of work, the nature of commitment and contribution, the meaning of community, and an optimistic view of…

Offers specific rules for using humanities studies in Montessori schools to guide personality formation and social interest during adolescence, focusing on biography. Presents biography as a portrayal of mind connected with action, the success of individual struggle, self-awareness, balancing creativity with service, the importance of inner life,…

Advocates an environmentally congruent conception of child development and includes Montessori theory as part of a biocentric view where child development connects to the laws of nature. Explains orientations to the world informing development of a biocentric vision of childhood: mastery, immersion, and engagement. Discusses how mastery and…

Describes phases of the creative process, and historical and contemporary views of creativity, then presents a systems model of "Creativity," distinguished from the everyday creativity displayed by many people. Describes backgrounds and traits of "Creative" people, and concludes with comments on flow experience and…

Describes the view of intelligence in Montessori education and dismisses a variety of limited and dehumanizing models of education. Refers to the Montessori model as a "human metaphor" that actually responds to who children are and what they need, and extends that metaphor to the world community at large, encompassing the author's spiritual…

Describes the implementation of a humanities program in the context of a developing Erdkinder program in a Montessori secondary school set on a farm. Describes the curricular approach for the developing Erdkinder learning community in the first 3 years. Discusses adolescents' need to dramatize, fictionalize, and role-play to connect with other…