Keynotes

Friday 5 October 17.30 – 18.30


Ginni Sackett
The scientist in the classroom: The Montessori teacher as scientist

The Montessori adult supports the development of creativity and scientific innovation in children through the integrated approach known as Montessori education. But in order to implement this integrated approach, we must ourselves be first and foremost scientific practitioners – implementing a method which Montessori described as characterized by “experiment, observation, evidence, recognition of new phenomena, and reproduction and utilization of the new phenomena”. Together we can explore our work as scientists – scientists who use our creativity and our practical skills to generate knowledge and discover the truth about the children in our care.

Ginni Sackett is AMI Director of pedagogy, trainer, lecturer, consultant, and examiner with over thirty-five years of experience in Montessori education

After 12 years as a 3-6 classroom teacher, Ginni joined the staff of the Montessori Institute Northwest in Portland, Oregon USA as course assistant in 1994. She later joined the AMI Training of Trainers Program and achieved the status of AMI trainer in 2002. She was a director of 3-6 Training at Montessori Northwest until 2017. In January 2018, she joined the staff of the Association Montessori Internationale in Amsterdam as Director of pedagogy. Ginni frequently presents on a variety of topics at regional, national, and international workshops and conferences. Her articles have been published in AMI Communications and the NAMTA Journal and she is the author of two pamphlets published by AMI/USA.

 


Saturday 6 October 9.00 – 10.00

Steven Arnold
The 21st century belongs to the adolescent; what are you doing about it?

We do not own the Earth, we did not inherit it from our grandparents, we borrow it from our children.
We, the adults, decision makers, and stakeholders, do not know the way; the best thing is that we try to get out of the way. The adolescents are coming, ready or not.
In a time of uncertainty and change, akin to the likes of the pace of changes witnessed in technology, society and evolution of industry of the early parts of the 21stcentury – we need:

  • individuals with strong resilience, and belief in self.
  • communities with cohesion, communication and capability of rapid response.
  • The Earth to be nurtured through immediate and mindful action, to limit, and replace harmful practice.

The adolescents of today will be the decision makers of tomorrow. The shape of the future of humanity falls to them, in a way unprecedented in human history. Until now the future has been shaped by traditions and heritage from the past, over generations and sometimes millennia. From now on the future will be decided in the present, in a matter of months or weeks or hours
Our adolescents need strong aidentity, values, and a sense of agency and autonomy.  They need pro-social skills, especially in an age of (anti)-social media. They need to be risk takers, and they need to know how to fail. We need innovation, compassion in equal measure, and we need support, flexibility and encouragement. We need widely connected and informed agents, who are capable of contributing, and seeing things differently.
The current standard secondary programmes around the world, do not address the needs of the individual, and the needs of societies and needs of the planet. There are alternatives.
This presentation invites you to a world where we can offer the adolescent, through radical Montessori education, the  individual freedom limited only by the vision of the individual, their community and our environment. Welcome to Peace Experiment, www.peace.school.nz

Steven Arnold holds various Montessori credentials including AMI 3 -6, 6 – 12 and AMS 12 – 15, 15 – 18. He also holds the AMI Assistant certificate in 0 – 3. He has a master’s degree in education – Montessori Integrative learning and is also currently adjunct faculty on the TIES Masters programme. Steven has worked in a variety of Montessori settings including Early learning centres, elementary schools, secondary schools and as a senior lecturer at University where he taught Montessori papers. Steven is currently the director of PEACE EXPERIMENT which is a Montessori 

 

secondary education programme that he founded in 2017. He believes firmly in the role of Montessori education in the future of our planet, and also the role of the adolescent emerging as the new human. Steven lives in New Zealand, with his wife, and has two adult sons. Steven is an education consultant and enjoys theatre and travel.

 


Sunday, 7 Oct 2018, 9.30 – 10.30


B
aiba Krumins Grazzini
CosmicEducation

We live on Earth, our planetary home that is made up of land, water and air (lithosphere, hydrosphere and atmosphere) and is populated by all kinds of living beings (biosphere) including ourselves, the human being (psychosphere). Yet Earth exists, can only exist, within the context of the Universe and the grandest vision any of us can acquire is that of “Man in the Universe”.

This is the vision offered in cosmic education, an educational approach which was developed by Dr Maria Montessori and her son, Mario Montessori, in response to the specific needs of children aged six to twelve.

Baiba Krumins Grazzini is director of elementary training at the Fondazione Centro Internazionale Studi Montessoriani (Bergamo, Italy), an AMI Traning Centre which was founded by Mario Montessori in 1961. She has been involved with Bergamo’s AMI elementary training course since 1975, became an AMI elementary trainer in 1986, and a director of training in 1992. Baiba Krumins Grazzini trained in London with Hilla Patell and Muriel Dwyer, in Bergamo with Eleonora Honegger Caprotti and Camillo Grazzini and, as part of her Training of Trainers Programme, in Washington with Margaret Stephenson and Fahmida Malik. In addition to her work in Bergamo, she has lectured in Spain, Ireland, India and in Japan, where she gave the first elementary training course.
She is  a seminar leader of the Elementary Training of Trainers Programme, and  served on the AMI Pedagogical Committee (now the Scientific Pedagogy Group) from 2004 until 2013.