DOCSLIB.ORG

Human Development Passages to Montessori Adulthood 2 AMI Journal 2020 Human Development –

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Human Development Passages to Montessori Adulthood 2 AMI Journal 2020 Human Development – Passages to Montessori Adulthood AMI Journal 2020 3 Editorial Team David Kahn, Executive Editor Joke Verheul, Managing Editor Aurora Bell, Editor Proofreaders: Carolina Montessori, Joke Verheul, Renee Ergazos Design: Toon van Lieshout, C03, Amsterdam Original material © 2020 by the Association Montessori Internationale (AMI). No content from this publication may be reproduced without permission from AMI. The AMI Journal is grateful to the Montessori-Pierson Publishing Company for permission to reproduce primary texts by Maria Montessori. We would like to express our gratitude to Baiba Krumins Grazzini for her generous sharing of essential knowledge and material from the legacy of Centro Internazionale Studi Montessoriani, also known as “Bergamo”. Thanks are also due to the North American Montessori Teachers’ Association (NAMTA) for access to its archival materials. Photographs and images in this issue: The Maria Montessori Archives, Amsterdam, Xavier Barrameda, Guadalupe Borbolla, Jennifer Brush, Cornerstone Montessori School, Judith Cunningham, Bill Detmer, Silvia C. Dubovoy, Forest Bluff Montessori School, Baiba Krumins Grazzini, Jenny Marie Höglund, Ruby Lau, Steve Lawrence, Gerard Leonard, Lesley Ann Patrick, Benjamin Staehli, The Sustainability & Indaba Institutes, Winnetka Public Schools, stock photography. ISSN: 1877-539X Acknowledgments This journal has an extraordinary range of contributions on an enriching range of topics, brought together in an adverse time. I would like to extend a special thank-you to Lynne Lawrence and Joke Verheul for being so receptive to this approach to the journal, which breaks away from the traditional discourse for an AMI Journal. Joke’s ability to find the right art and article resources and her editorial specificity for data is commendable. Our outside editor, Aurora Bell, always gives her attention to style and structure with the joy and dignity of her craft. For this journal we had a vast number of articles that gained visual impact from Toon van Lieshout’s layout skills. Thank-you always to Renee Ergazos for her help in the editorial process. I would be remiss if I did not acknowledge the dedication of my wife, Barbara Kahn, who gives without charge her absolute best effort to shaping my first drafts. David Kahn AMI Board Philip O’Brien, President Ian Stockdale, Treasurer Lynne Lawrence, Executive director Jennifer Davidson Henk Franken Christine Harrison Jacquie Maughan Patricia Miller Jennifer Shields Junnifa Uzodike 4 AMI Journal 2020 Opening Remarks Here between the hither and the farther shore While time is withdrawn, consider the future And the past with an equal mind. (T.S. Eliot, “The Dry Salvages”, 1941) Twenty-twenty, twenty-twenty — what a great rhythm — education that evokes global citizenship, love, respect a year in which the Montessori community was ready to and appreciation of others and of Planet Earth. It is dance to an inviting beat, celebrating the 150th birthday AMI’s mission to build on Maria Montessori’s legacy; of Maria Montessori. Then came COVID-19 and because to deepen our knowledge, to embrace all of life and of it and other startling global events, not least the human development in our studies and advocacy. important focus on the fact that still in the year 2020 a person can be prejudicially treated due to the colour We hope that our friends and partners will continue to of their skin, the belief system that they hold and the consider her legacy with deep commitment, continue gender that they are, a new awareness and urgency to question how we can all, each in our own way, bring emerged in our work. Many initiatives were affected, this legacy to a wider audience, whilst gaining deeper events were postponed, where we would have met in knowledge along the way. What has Maria Montessori person and engaged in lively conversation, recognizing really left us? An inspirational vision of human develop- that special spirit in each other’s “Montessori mind”. ment? A mission as to how to best serve human children Paradoxically perhaps in these times, we are confirmed in a healthy process of growing and becoming? A in our conviction of the necessity of following in the philosophy on how to help children and adults build footsteps of Maria Montessori: her advocacy for reform, a society that values all people? A call to action for an a revolution in education — a complete breaking away approach that leads to ecological sustainability? An from received traditions, if we want to offer education education offering a life-changing vision, from birth to that supports our natural human development in a just adulthood, throughout our lives? Once we have interro- and equitable world. We are even more acutely aware, gated these questions, quested for greater knowledge in this year twenty-twenty, of Maria Montessori’s philo- and re-affirmed our values, we can all choose our own sophy, her strong commitment to a harmonious world particular path and continue our journey together — filled with respect for one another, for Planet Earth and our learning curves will be many and rewarding. particularly conscious of our individual and collective responsibility to uphold this vision. These times have In that spirit I invite you to reflect on the articles in this demonstrated that education, which humankind has Journal and use them as seeds for your own continued determined is a fundamental human right, can so easily exploration of the work that lies ahead and express be “pushed aside” by competing economic interests and the hope that our celebrations of Maria Montessori’s ingrained prejudices both conscious and unconscious. birthday are but a prelude to elevating our joint commitment and knowledge in service to humanity. Montessori Education is driven by incredibly committed people, but we must set our minds to touching the lives of We are extremely grateful to David Kahn, to whom we more children and adults across the globe and we must turned when considering the production of this Journal. tackle those issues that still stand in the way of equitable A Journal to mark the 150th birthday of Maria Montessori and inclusive access to a Montessori educational approach. was no small undertaking and AMI’s managing editor, How can we reach more children including those in under- Joke Verheul and I, called upon David for his consider able served, under-valued and marginalized populations expertise, breadth of experience and history in the move- whose ability to access quality education is so much ment and requested that he become the Executive Editor. harder than it should be at the start of twenty-twenty? Having created the conceptual framework, David has worked How can we support our elders who are deserving of many, many hours, researching articles, embellishing a healthy, dignified and active life to the very end? How and expanding on the theme and refining content and do we ensure that the deeply embedded principles of linkage; for all this and more AMI is extremely grateful to responsibility and stewardship for Planet Earth and our him for volunteering his time over many months. Our Cosmos find even greater resonance in the future? We hope is that you too will find hours of stimulation and are at a critical juncture. We have to step up our resolve reflection from the articles sourced for your enjoyment. to develop, within ourselves, an ever greater and more finely nuanced understanding of Montessori principles Lynne Lawrence and we must increase our capacity to deliver it in Executive Director, practice. The pathway to a better world is education, Association Montessori Internationale AMI Journal 2020 5 6 AMI Journal 2020 PREFACE ‘Hey you!’ a friend cried out as he floated down the river on his boat. ‘Be my companion. Jump on and enjoy the star-studded night sky.’ I jump into his flowing consciousness, the rustling sound of ideas finding connections and movement on the stream, the sound of nocturnal crickets. The panorama blurs as we float and wonder at the life surrounding us. Montessori pedagogy builds as we recall the wonder of the ‘planes of education’. What is the coherence of the flowing ideas, these ideas in motion? The what for and wherefore of the philosophical questions gather points of consciousness along the river open to a bigger convergence of Montessori wisdom. We form a community of Montessori thinkers trying to do just that in 2020 with adolescents. Listen to the trailblazers of the Montessori past and present. ‘Life is a series of rebirths.’ A landscape sign reads ‘Welcome to the Century of Adolescents’. There are changes in Montessori philosophy created by the revelations of development. After welcoming the adolescent plane into nature’s whole, we reach the outer world of a loving universe and the inner reality of world consciousness. We respond to ‘Man, the Unknown’, which is simply the desire to learn more and to work harder, making our world better for the next Montessori generation, rowing around the shoals, finding the peace that the night sky provides. The lighted way opens to our gift of discovery. David Kahn For easy navigation of this journal, simply click on the title or page number of any article in the table of contents and you will be brought swiftly to the right location. At the end of each article, with one click on you can return to the table of contents. AMI Journal 2020 7 SECTION 1 Flow of Consciousness of Social Direction and History of Thought Editor’s Remarks 15 The Vision of Montessori in Perpetuity David Kahn An Approximal Point of Origin of Montessori Reform 16 The Secret of Childhood Maria Montessori To Save Displaced Children and Young Refugees 18 Montessori’s Early Initiatives for Children at Risk Erica Moretti Launching a Montessori Journey, at the Headwaters 26 Teacher Preparation David Kahn The Primacy of the Four Planes Psychology over Cosmic View 30 David Kahn Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education 32 Camillo Grazzini Introducing Abs Joosten, the Spark of the Montessori Revolution 42 Molly O’Shaughnessy A.
Recommended publications
  • Download Download

    Download Download

    Nordic Journal of Comparative and International Education (NJCIE) NJCIE 2021, Vol. 5(2), 65–78 http://doi.org/10.7577/njcie.4156 On Ki Hadjar Dewantara's philosophy of education Dorothy Ferary1 University College London, Institute of Education Abstract This comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are "pendidikan karakter" (character education) and "merdeka belajar" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia's current approach to education to find the similarities and differences of purpose relative to Dewantara's views of education. In this article, I argue that Dewantara's philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation. Keywords: Indonesia, Ki Hadjar Dewantara, Philosophy of Education Introduction In this article, I will discuss the purpose of education using Indonesia as a context.
  • The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles

    The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles

    Arab World English Journal (AWEJ) Volume 10. Number 1. March 2019 Pp.271-282 DOI: https://dx.doi.org/10.24093/awej/vol10no1.23 The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles Meriem Baghoussi Department of English, Faculty of Foreign Languages University of Abdelhamid Ibn Badis, Mostaganem, Algeria Ilhem Zoubida El Ouchdi Department of English, Faculty of Letters and Languages University of Abou Bakr Belkaid, Tlemcen, Algeria Abstract To help learners acquire and develop the necessary skills for the 21st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and thus to make learning more relevant and realistic for students. However, in practice, teachers find difficulties in putting into practice the two approaches. The aim of the present paper is to explore those obstacles that hinder the execution of the PBL approach in the third-year secondary education English classes and to identify to what extent English language teachers master and use PBL methodology in their classes. To reach the aim of the study, the following hypothesis is put forward: teachers lack both training and background knowledge on the approaches that help to implement PBL in classrooms. For the sake of collecting information about the issue tackled in this study, twenty EFL teachers from some secondary schools in Mostaganem city received a questionnaire. The research findings confirm the hypothesis mentioned above.
  • The Role of Educational Psychology in the Teaching Process Within an EFL Classroom

    The Role of Educational Psychology in the Teaching Process Within an EFL Classroom

    People’s Democratic Republic of Algeria Ministry of Higher Education and Scientific Research University of Mohamed Khieder-Biskra Faculty of Letters and Languages Department of Foreign Languages Division of English The Role of Educational Psychology in the Teaching Process within an EFL Classroom: Case study of Third Year LMD students-University of Biskra Dissertation submitted in partial fulfillment of the requirement for the Master Degree in English Option: Science of Languages. Submitted by: Supervised by: Moufida BOUAFFAR Mrs. Iman GUETTEL Members of the Jury: Houadjly Ahmed Chaouki Bencherf Sakina June 2012 BOUAFFAR 1 INTRODUCTION Educational psychology is the branch of psychology focused on the development of effective teaching techniques and the assessment of learners’ aptitudes and progress. In another words, educational psychology is the study of the behavior, social, ethical, and cognitive development of students during their growth from children to adult learners. Educational psychologists develop and apply theories of teaching, learning, and human development to determine the most effective ways for educators to teach students. The present research is an investigation on the role of educational psychology in the teaching process (EFL). The intention of this work is to carry out the strategies, techniques, and methods that are improving and developing the strategies of teaching. The aim of this study is to investigate to what extent educational psychology helps teachers for achieving the objectives of teaching and increasing their efficiency. 1. The statement of the problem: Nowadays, we observe a huge distance between teachers and students. The cause of this distance is the lack of teachers’ knowledge about the educational psychology and its values in teaching.
  • NATURE in EDUCATION by Maria Montessori

    NATURE in EDUCATION by Maria Montessori

    NATURE IN EDUCATION by Maria Montessori This piece of writing addresses the “boundless” garden created through the web of foresight and patience combined with the spontaneous activity necessary for growing food and harvesting the bounty. Most will be familiar with this unique writing by Montessori who suggests that it is not the work and actual produce of the garden but the activities of “living naturally” that enhance the child’s development. At the present time, however, and in the cir- cumstances of modern society, children live very far from nature and have few opportunities of coming into intimate contact with, or having any direct experience of, it. For a long time it was thought that nature had only a moral influence on the education of a child. Efforts were made to develop a sensible response to the marvels of nature, to flowers, plants, animals, landscapes, winds, and light. Later an attempt was made to interest a child in nature by giving him little plots of land to till. But the concept of living in nature is still more recent in a child’s education. As a matter of fact, a child needs to live naturally and not simply have a knowledge of nature. The most important thing to do is to free the child, if possible, from the ties which keep him isolated in the artificial life of a city. Today child In the school garden, Sri Lanka, 1940s hygiene contributes to the physical education of children by introducing them to the open air in public parks and by leaving them exposed to the way.
  • Association Montessori Internationale

    Association Montessori Internationale

    AssociAtion Montessori internAtionAle AMI LEGACY CAPACITY EDUCATE OUTREACH Our mission is to support the natural development of the human being from birth to maturity, enabling children to become the transforming elements of society, leading to a harmonious and peaceful world. 2 – Association Montessori Internationale Association Montessori internationale The Association Montessori Internationale (AMI) was founded in 1929 by Maria Montessori to maintain the integrity of her life’s work, and to ensure that it would be perpetuated after her death. AMI is the recognised international authority on Montessori education. During its long history AMI has fostered the growth and development of Montessori programmes and teacher training, and worked to support the development and education of children and young adults in a vast variety of settings throughout the world. AMI is a Non-Governmental Organisation (NGO) associated with the United Nations Department of Public Information (since 1985) and an NGO in operational relations with UNESCO (since 1962). the Mission The mission of the Association Montessori Internationale is to support the natural development of the human being from birth to maturity, enabling children to become the transforming elements of society, leading to a harmonious and peaceful world. AMI achieves this mission through its: leGAcY – The Study of Childhood AMI has a unique role as custodian of the history of the Montessori movement, maintaining the integrity of Maria Montessori’s legacy. In this role AMI is responsible for
  • A Celebration of the Contributions of Dr. Mortimer J. Adler

    A Celebration of the Contributions of Dr. Mortimer J. Adler

    A Celebration of the Contributions of Dr. Mortimer J. Adler August 19-21,1994 Aspen, Colorado Contents (interactive) Mortimer J. Adler: Philosopher at Midday- Jeffrey D. Wallin...................51 MJA, POLITICS: Summary - John Van Doren............................................76 Mortimer Adler: The Political Writings - John Van Doren........................79 Remarks – Mortimer J. Adler.......................................................................93 From the Editor’s Desk - Sydney Hyman...................................................95 Mortimer Adler and The Aspen Institute - Sidney Hyman........................99 Authors........................................................................................................118 51 Mortimer J. Adler: Philosopher at Midday Jeffrey D. Wallin ortimer J. Adler has made an unusual number of difficult M ideas accessible to “everybody.” Perhaps that is why he has been so uncharitably dismissed as a “popular” philosopher by his critics, a good number of whom come from that narrow breed of specialists once dismissed by Nietzsche as equipped at best to study the lives of a single species of insect, say, the leech, or that being too broad, perhaps only the leech’s brain. Adler is not a spe- cialist. He speaks to broad issues, issues of importance to all of us as men and women. Even more surprising, he speaks without jar- gon, evasion or irony. Unlike the owl of Minerva, which is said to begin its flight at dusk, this is one philosopher who learns and teaches in direct sunlight. Among the most important topics Adler has shed light upon are liberal education, democracy and human nature. Adler favors all of them, by the way. And nothing could further distance him from the strongest trends in American education. * * * In early May 1994 The New York Times carried a story about a controversy raging in Lake County, Florida.
  • Montessori and the Mainstream: a Century of Reform on the Margins

    Montessori and the Mainstream: a Century of Reform on the Margins

    Montessori and the Mainstream: A Century of Reform on the Margins KEITH WHITESCARVER JACQUELINE COSSENTINO College of William and Mary Background/Context: Montessori education has flourished as an alternative approach to schooling for a hundred years. In the century since the first Montessori school opened in the slums of Rome, the movement has undergone sustained growth while simultaneously endur- ing efforts to modify the method in order to reach a wider audience. Despite Montessori’s endurance and reach, the movement remains largely unstudied by educational researchers. This article presents a historical treatment of the method and the movement by treating Montessori as a case study of enduring and ambitious educational reform. Purpose/Objective: This article is an examination of the American Montessori movement as it has evolved over the course of the past one hundred years. Situated within an interna- tional context, the study traces the development of the movement from its failed introduction to the United States in 1991, to its rebirth in the 1960s, to its current resurgence as a time- tested alternative to conventional public schooling. Key questions revolve around Montessori’s ongoing status as an influential yet marginal force in American educational reform. Research Design: This is a historical case study drawn from archival data, interviews with Montessori leaders and practitioners, and secondary sources (biographies, memoirs) gener- ated between 1906 and 2007. The educational system known as the Montessori method presents a unique historical case study. It is international in scope; currently there are Montessori schools in at least 110 countries. It is enduring; the origi- nal Casa dei Bambini opened in Rome in 1907.
  • A BOWIE CELEBRATION” ANNOUNCES 32-DATE 2019 NORTH AMERICAN WINTER TOUR Tickets for the March 16 Concert at Parker Playhouse Go on Sale Friday, September 14

    A BOWIE CELEBRATION” ANNOUNCES 32-DATE 2019 NORTH AMERICAN WINTER TOUR Tickets for the March 16 Concert at Parker Playhouse Go on Sale Friday, September 14

    September 10, 2018 Media Contact: Savannah Whaley Pierson Grant Public Relations 954.776.1999 ext. 225 Jan Goodheart, Broward Center 954.765.5814 “A BOWIE CELEBRATION” ANNOUNCES 32-DATE 2019 NORTH AMERICAN WINTER TOUR Tickets for the March 16 Concert at Parker Playhouse Go On Sale Friday, September 14 FORT LAUDERDALE – A Bowie Celebration: The David Bowie Alumni Tour featuring Mike Garson and fellow key alumni musicians of David Bowie’s bands from across the decades has announced a 32-date North American winter tour for 2019. Tickets for the Saturday, March 16 concert at Parker Playhouse go on sale Friday, September 14 at 10 a.m. A Bowie Celebration features alumni band members Mike Garson, Earl Slick, Gerry Leonard and Carmine Rojas along with world-class vocalists such as Bernard Fowler and Corey Glover, among others, and drummer Lee John performing a mix of Bowie’s hits and deep-cuts. Kicking off February 6 in Mesa, Arizona, A Bowie Celebration then stops in Los Angeles February 7 at the Orpheum Theatre before making its way across the country and into Canada. The critically acclaimed show will stop in San Francisco, Seattle, Vancouver, Denver, Chicago, Detroit, Cleveland, Toronto, Montreal, Boston, New York City (March 5 at Irving Plaza), Philadelphia, Louisville, Nashville, Fort Lauderdale, Houston, and Austin, among many other cities, before wrapping March 22 in Dallas. See below for full list of North American tour dates and venues and visit www.abowiecelebration.com for ticket information. Watch the show’s trailer here. Keyboardist and band leader Mike Garson, the longest-standing member of Bowie’s bands, performed with David at his first and last concerts in the United States as well as 1,000 concerts together around the globe in between.
  • Political Science 5 Comparative Government Course Syllabus – Spring, 2015

    Political Science 5 Comparative Government Course Syllabus – Spring, 2015

    POLITICAL SCIENCE 5 COMPARATIVE GOVERNMENT COURSE SYLLABUS – SPRING, 2015 Course Sections, Reedley College: Instructor: Dr. Tellalian 55511: MW, 2:00 – 3:15 P.M., CCI-200 Email: [email protected] Office Hours: Tuesdays, 9:00 – 10:00 A.M. Fridays, 10:00 – 10:30 A.M., 1:00 – 2:30 P.M., and by appointment. Course Description: This course provides an introduction to the basic workings of various political systems throughout the world, with an emphasis on both the formal (i.e., governmental institutions, political processes) and informal (i.e., cultural exchanges) dimensions of politics. Students will engage in comparisons of these political systems using some of the basic concepts of political analysis. Course Objectives: In the process of completing this course, students will: 1. analyze political and governmental systems by using the comparative method, including, but not limited to representative democracies, parliamentary democracies, totalitarian systems, and authoritarian systems. 2. examine the political philosophies and historical cultural values of selected governments. 3. survey the variables that influence the governmental direction of transitional states. 4. examine the impact of regional, economic, historical, and cultural factors on political institutions and behavior within a country. 5. explore the forms of political participation, including individual actions and pluralist influences. 6. analyze the economic systems of the selected countries and how these relate to their systems of government and geopolitical standing. 7. evaluate the functioning of various political and governmental systems in light of current events. 8. appraise the liberties and rights of people living under various political/governmental regimes. 1 Required Texts: Lord, Carnes, trans.
  • Transgender People As “He, She Or It,” “Some Questions, a Woman in the Crowd Brought up Stop-And-Frisk First

    Transgender People As “He, She Or It,” “Some Questions, a Woman in the Crowd Brought up Stop-And-Frisk First

    Buttigieg Drops Presidential Campaign Bloomberg Campaign Stops by LGBT Detroit The Madness of Martha Wash On Being Heard 5 Detroit Women of Color Connect the Local with Global Work for Women’s Equality BTL Photo: Andrew Potter PRIDESOURCE.COM MARCH 5, 2020 | VOL. 2810 | FREE 4 BTL | March 5, 2020 www.PrideSource.com VOL. 2810/11 • MARCH 5, 2020 ISSUE 1142 PRIDE SOURCE MEDIA GROUP 20222 Farmington Rd., Livonia, Michigan 48152r Phone 734.293.7200 PUBLISHERS Susan Horowitz & Jan Stevenson EDITORIAL 30 Editor in Chief Susan Horowitz, 734.293.7200 x 102 [email protected] Entertainment Editor Chris Azzopardi, 734.293.7200 x 106 [email protected] News & Feature Editor Eve Kucharski, 734.293.7200 x 105 [email protected] 24 28 News & Feature Writers Michelle Brown, Ellen Knoppow, Jason A. Michael, Drew Howard, Jonathan Thurston CREATIVE Webmaster & MIS Director Kevin Bryant, [email protected] Columnists Charles Alexander, Michelle E. Brown, Mikey Rox, D’Anne Witkowski, Gwendolyn Ann Smith, Dana Rudolph Cartoonists Paul Berg Contributing Photographers Andrew Potter, Andrew Cohen, Roxanne Frith, Tih Penfil ADVERTISING & SALES Director of Sales 08 18 Jan Stevenson, 734.293.7200 x 101 NEWS LIFE [email protected] 8 Rep. Amash One of 4 Votes Against House Anti- 24 The Madness of Martha Walsh Sales Representatives Ann Cox, 734.293.7200 x 103 Lynching Bill [email protected] 28 Detroit’s Alex English Talks Flexing Comedic 8 Bloomberg Campaign Reaches out to Detroit’s Muscles on ‘National Lampoon Radio Hour: The National Advertising Representative LGBTQ Community of Color Podcast’ Rivendell Media, 212.242.6863 MEMBER OF 12 On Being Heard: 5 Detroit Women to Visit UN to 30 Review: ‘Portrait of a Lady on Fire’ Michigan Press Assoication Fight for Women’s Equality National LGBT Media Association 38 Deep Inside Hollywood National Gay & Lesbian Chamber 18 Pence Downplays Role in HIV Outbreak as Q Syndicate Indiana Governor 42 Detroit to Showcase its Mighty Real, Queer Art 20 Va.
  • Guitarist Magazine

    Guitarist Magazine

    WIN! A JACKSON QUILT-TOP SOLOIST ELECTR IC INSIDE Issue 404 MARCH 2016 COLLE C TOR’S E DITION The Stories Behind The Riffs FEATURING FIRST PLAY CARLOS ALOMAR MICK RONSON A ‘Real’ Gretsch NILE RODGERS for under £400? EARL SLICK p98 & MORE... Recording His Final Album Future Publishing Limited, Quay House, The Ambury, Bath, BA1 1UA Telephone 01225 442244 Email [email protected] Online www.guitarist.co.uk Changes Like many others, I think everyone at Guitarist had more or less considered David Bowie to be immortal. Likewise, Lemmy seemed too much a part of rock’s scenery to leave us so soon. As we went to press with this issue, we also learned the sad news that Eagles co-founder Glenn Frey had passed (look out for a full tribute next month), making this winter the worst in memory for losing legends. The only very slight consolation for all this is that it prompted us to listen again to the music that made them household names. In the case of Bowie, it was a reminder of the astonishing breadth and ambition of his music-making (see cover feature, p76). Rightly regarded as classic now, Bowie’s music must have been sensational when he was starting out – and I’m sure not everyone ‘got it’ at the time. Passing years have a habit of making the new and strange in music feel comfortably familiar, and finally classic. That thought has been a reminder of the importance of seeking out uncommon sounds, and not just sticking to your comfort zone of old favourites.
  • The New Education Fellowship and the Reconstruction of Education: 1945 to 1966

    The New Education Fellowship and the Reconstruction of Education: 1945 to 1966

    The New Education Fellowship and the reconstruction of education: 1945 to 1966 Christopher Clews List of abbreviations A EF American Education Fellowship IHQ International Headquarters ENEF English New Education Fellowship HMI His/Her Majesty's Inspector/ate LEA Local Education Authority NA National Archives NEF New Education Fellowship NGO Non-Governmental Organisation NUT National Union of Teachers PEA Progressive Education Association TES Times Educational Supplement UNESCO United Nations Educational, Social and Cultural Organisation USA United States of America WEA Workers' Educational Association WEF World Education Foundation ii Declaration I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Word count (exclusive of bibliography): 79,980 words. Christopher James Clews 20 June 2009 iii Abstract During the 1920s and 1930s, the New Education Fellowship (NEF), founded in 1919, established itself as an important international force for radical education and educational experimentation. Its membership was drawn from many different countries and included some of the most prominent progressive educators of that period. By 1945, however, the movement was experiencing international decline. Membership had fallen and in many countries the new educational network had ceased to exist. This situation was a result not only of the destruction of the new educational network in Europe during the Second World War, but also of the change in the outlook of educationists and reformers who sought new solutions to the problems of the reconstruction of society and education. The purpose of this study is to explore the NEF's importance as a disseminator of educational and political ideals after 1945 and its contribution to debates about the post-war reconstruction of education and society, using the considerable but currently little-researched material held at the Institute of Education, University of London.