Living in peace

This blog is my experiment with how my own small and everyday choices for peace impact my life and others. – Peggy Pate-Smith (2010) in “Peace is a choice”

Everyday choices often have a far-reaching impact because we live in a world that’s so interconnected. I tend to think in terms of the environmental impact of my actions: Do I buy this pair of shoes that may have been made by child labor in China? If I get a new, better cell phone will the old one be recycled properly or will it shipped off to some developing country where its corrosion will contaminate the water supply?

Peggy Pate-Smith from Park View Montessori‘s Middle School in Jackson, TN has been thinking about peace. Her blog, appropriately titled Peace is a Choice, logs her thoughts on small and big matters regarding peace. I’ve found it a great place to find out about peace projects, many with a Montessori link, in which students might be interested in participating.

This year I decided to do an experiment with peace. My hypothesis is that if each day I make at least one conscious decision to choose peace in my life AND blog about it that I will find my life more peaceful. I want to move beyond imagining peace and make a deliberate effort to choose peace. Peggy Pate-Smith (2010) in “Peace is a Choice”.

Ms. Pate-Smith’s master’s thesis, “Implications of Peace in the Montessori Environment” won American Montessori Society’s 2007 Outstanding Master’s Thesis Award.

Clark Montessori almost got Obama

Clark Montessori, a public Junior/Senior High School in Cincinnati, will get a senior administration member, but not President Obama, to give their commencement address. They were one of three finalists for the Presidential visit. I offer them my congratulations on what their students achieved. Their petition was student initiated and organized, the very thing you hope and expect to see in a great school.

Clark’s website has a lot of the links and news articles about the competition, and it’s interesting to trace everything that happened on their Race to the Top Blog.

Montessorian on the web: Dr. Sarah Baird

Sarah Baird, from the Sea Pines Montessori Academy‘s Middle School, has recently started posting articles on K-12 education at Savannah K-12 Examiner. Dr. Baird was a research scientist (chemistry) before getting into Montessori so she’s not afraid to delve into the scientific literature to support her articles, yet her writing is targeted to a general audience.

“I am doing it to write (because I love it) and educate teachers and parents outside Montessori about our philosophy…. I feel like Montessorians keep all the info to themselves. We need to share and be proud to even have a little positive impact on our public schools,” Sarah Baird (2010) personal communication.

Having been blogging here for a few months I can say I greatly appreciate this sentiment, especially since one of the things I’ve been most impressed about with the Montessori approach is how it encapsulates so much of the modern pedagogy about constructivist education.

Score one for adding another intelligent voice with a Montessori perspective to the web.

Circadian rhythms and a nature deficit

Nature trail in winter.

I remain fascinated by the Brazilian study that found that kids living in homes without electricity did not have the same sleep deprivation issues as those with electricity. I thought of it again recently when I ran across the term “nature-deficit disorder” in Oak Hill Montessori school’s newsletter.

Unstructured nature time is so important because children live through their senses. When they are right there in the forest, they are getting a primary multi-sensory experience of nature as opposed to the secondary, often distorted, dual-sensory view presented by TV. – Daniels, 2009 (p. 4)

The idea of nature-deficit disorder comes from the book “Last Child in the Woods” by Richard Louv. Written in 2005 and updated in 2008 with a bunch of practical things you can do to change things, Louv’s book advocates for more time in nature because, “a growing body of research links our mental, physical, and spiritual health directly to our association with nature.” Not only does it affect our individual health, but directly experiencing nature also helps increase environmental awareness (which ties into the Montessori peace curriculum). Louv argues that children have a fundamental right to walk in the woods:

Science sheds light on the measurable consequences of introducing children to nature; studies pointing to health and cognition benefits are immediate and concrete. We also need to articulate the underlying “first principle”—one that emerges not only from what science can prove, but also from what it cannot fully reveal; one that resists codification because it is so elemental: a meaningful connection to the natural world is fundamental to our survival and spirit, as individuals and as a species. Louv (2009)

I can’t say I disagree very much with this diagnosis. My adolescents are too often opting for technology rather than being outside, especially if it’s in nature. This is one reason my students are building the nature trail. The trail has been coming along slowly though, but the seasons are changing and we’ll spend more time outside in the warmer weather. The timing is also nice because we’ve just finished covering simple machines in physics. There are logs and junk to be moved and saplings to be cleared.

Note: Louv has a long list of links to print and broadcast articles on the whole “nature-deficit disorder” concept.

Twittering a Montessori Middle School

I ran into the twitter page for the Montessori Middle School of Louisville today. It is regularly updated (as of May 2010) and the tweets give a fascinating glimpse of what a rural Montessori school near Knoxville, Tennessee, is up to. They have everything from programming computer games with Flash to working the gardens and composting.

The school’s website is at: http://www.discoveret.org/mms/ and they also have a blog at http://montessorimiddle.blogspot.com/