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Rad
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« Reply #225 on: Mar 07, 2011, 09:23 AM »

Hi Linda and Ari, and anyone else you wished to participate in this thread ,

 So wondering if you guys would like to work with the birth chart of Maria Montessori ? Attached is her short biography from wikipedia, her birth chart with planetary nodes, and a picture of her as well. Let me know what you think.

God Bless, Rad

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Maria Montessori From Wikipedia, the free encyclopedia

Born    August 31, 1870(1870-08-31)
Chiaravalle (Ancona), Italy
Died    May 6, 1952(1952-05-06) (aged 81)
Noordwijk, Netherlands
Resting place    Noordwijk, Netherlands
Nationality    Italian
Education    University of Rome La Sapienza Medical School
Occupation    Physician and educator
Known for    Founder of the Montessori method of education
Religion    Catholic
Children    Mario Montessori Sr.

Maria Montessori (August 32, 1870 – May 6, 1952) was an Italian physician and educator, a noted humanitarian and devout Catholic best known for the philosophy of education which bears her name. Her educational method is in use today in public as well as private schools throughout the world.
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Maria Montessori was born in 1870 in Chiaravalle (Ancona), Italy, to Alessandro Montessori and Renilde Stoppani (niece of Antonio Stoppani).[1] At the age of thirteen she attended an all-boy technical school in preparation for her dream of becoming an engineer.[2] Montessori was the first woman to graduate from the University of Rome La Sapienza Medical School, becoming one of the first female doctors in Italy. She was a member of the University's Psychiatric Clinic and became intrigued with trying to educate the "special needs" or "unhappy little ones"[3] and the "uneducatable" in Rome. In 1896, she gave a lecture at the Educational Congress in Torino about the training of the disabled. The Italian Minister of Education was in attendance, and, sufficiently impressed by her arguments, appointed her the same year as director of the Scuola Ortofrenica, an institution devoted to the care and education of the mentally retarded. She accepted, in order to put her theories to proof. Her first notable success was to have several of her 8 year old students apply to take the State examinations for reading and writing. The "defective" children not only passed, but had above-average scores, an achievement described as "the first Montessori miracle."[4] Montessori's response to their success was "if mentally disabled children could be brought to the level of normal children then (she) wanted to study the potential of 'normal' children".[5]

    "Scientific observation has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference. Human teachers can only help the great work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and to the rising of a New Man who will not be a victim of events, but will have the clarity of vision to direct and shape the future of human society".[6]

Because of her success with these children, she was asked to start a school for children in a housing project in Rome, which opened on January 6, 1907, and which she called "Casa dei Bambini" or Children's House. Children's House was a child care center in an apartment building in the poor neighborhood of Rome. She was focused on teaching the students ways to develop their own skills at a pace they set, which was a principle Montessori called "spontaneous self-development".[7] A wide variety of special equipment of increasing complexity is used to help direct the interests of the child and hasten development. When a child is ready to learn new and more difficult tasks, the teacher guides the child's first endeavors in order to avoid wasted effort and the learning of wrong habits; otherwise the child learns alone. It has been reported that the Montessori method of teaching has enabled children to learn to read and write much more quickly and with greater facility than has otherwise been possible.[8] The Montessori Method of teaching concentrates on quality rather than quantity.[6] The success of this school sparked the opening of many more, and a worldwide interest in Montessori's methods of education.

After the 1907 establishment of Montessori's first school in Rome, by 1917 there was an intense interest in her method in North America, which later waned, in large part due[citation needed] to the publication of a small booklet entitled "The Montessori System Examined" by William Heard Kilpatrick - a follower of John Dewey. (Nancy McCormick Rambusch contributed to the revival of the method in America by establishing the American Montessori Society in 1960); at the same time Margaret Stephenson came to the US from Europe and began a long history of training Montessori teachers under the auspices of the Association Montessori Internationale (AMI). Montessori was exiled by Mussolini mostly because[citation needed] she refused to compromise her principles and make the children into soldiers. She moved to Spain and lived there until 1936 when the Spanish Civil War broke out. She then moved to the Netherlands until 1939.

In the year 1939, the Theosophical Society of India extended an invitation asking Maria Montessori to visit India. She accepted the invitation and reached India the very same year accompanied by her only son, Mario Montessori Sr. This heralded the beginning of her special relationship with India. She made the international Headquarters of the Theosophical Society at Adyar, Chennai, her home. However the war forced her to extend her stay in India. With the help of her son, Mario, she conducted sixteen batches of courses called the Indian Montessori Training Courses. These courses laid a strong foundation for the Montessori Movement in India. In 1949 when she left for The Netherlands she appointed Albert Max Joosten as her personal representative, and assigned him the responsibility of conducting the Indian Montessori Training Courses. Joosten along with Swamy S R, another disciple of Montessori, continued her work and ensured that the Montessori Movement in India was on a sound footing.

During a teachers conference in India she was interned by the authorities and lived there for the duration of the war. Montessori lived out the remainder of her life in the Netherlands, which now hosts the headquarters of the AMI, or Association Montessori Internationale. She died in Noordwijk aan Zee. Her son Mario headed the AMI until his death in 1982.

Maria Montessori died in the Netherlands in 1952, after a lifetime devoted to the study of child development. Her success in Italy led to international recognition, and for over 40 years she traveled all over the world, lecturing, writing and establishing training programs. In later years, 'Educate for Peace' became a guiding principle, which underpinned her work



* 220px-Maria_Montessori.jpg (13.02 KB, 220x298 - viewed 169 times.)

* maria.jpg (115.34 KB, 1581x984 - viewed 179 times.)
« Last Edit: Mar 11, 2011, 05:40 AM by Steve » Logged
ari moshe
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« Reply #226 on: Mar 07, 2011, 04:34 PM »

I am interested Rad. I will set the time to focus on this last for a couple days from now.
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Linda
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« Reply #227 on: Mar 09, 2011, 06:42 PM »

Rad,
I've read the bio.  Just waiting for
further instructions from you.
Thanks.
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Rad
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« Reply #228 on: Mar 10, 2011, 12:04 PM »

Hi Ari and Linda,

 Let's start with your own desires to connect to natal planets to the planetary nodes. There is so much in her chart that speaks to the nature of her life, and the history of her Soul, that set up the life that she lived: the relationship between the natal planets and her planetary nodes. For example, the exact conjunction of her S.Node of the Moon to the S.Node of Pluto, and by a couple of degrees to her S.Node of Saturn. These then refer to her natal Saturn in Sagittarius which is also conjunct S.Nodes of Venus and Jupiter. And, of course, that natal Neptune in Aries in the 9th is then squaring her Nodal Axis, and those S.Nodes Of Pluto and Saturn. At the same time that Neptune is trining her Saturn, and the S.Nodes of Venus and Jupiter. So the question would then be what has her Soul done prior the the life as Montessori to set up that life ?

God Bless, Rad
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ari moshe
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« Reply #229 on: Mar 11, 2011, 12:03 PM »

Here's a great article providing more depth about her spiritual life.
(I lost the link to this article!)

Quote
Similarly to fellow Catholic theologian/scientists Teilhard de Chardin and Thomas Berry (among others), and in a way not unlike the “spiritual science” of Rudolf Steiner, Montessori looked carefully and deeply into the world of nature and found, not isolated material entities interacting mechanically, but a living and purposeful Cosmos. “All things are part of the universe, and are connected with each other to form one whole unity” (Montessori, 1973, p. Cool. She was deeply impressed by he harmony she discerned in the natural world, the ecology of existence that gives every living thing a meaningful function in the larger system. Every species, indeed every individual organism, contributes to the good of the whole by performing its inherent “cosmic” function. This harmony has not emerged randomly, but expresses “a pre-established plan” that is “of divine origin”; she was convinced that “the purpose of life is to obey the occult command which harmonizes all and creates an ever better world” (Montessori, 1989b). The Cosmos is engaged in a process of evolution toward ever greater harmony—toward the fulfillment of God’s mysterious purpose.

The guiding belief of Montessori’s educational philosophy, the fundamental point around which all her principles and techniques revolve, is her conviction that humanity has its own special function to fulfill in this divine evolution. The human species is “God’s prime agent in creation” and it is our responsibility to “learn to do more effectively our share of work in the cosmic plan” (Montessori, 1973, pp. 26, 33). Evolution is not yet complete; God’s purpose has not yet been achieved, and the mission of human life is to give expression to the formative forces within us that are yearning to complete the cosmic plan. We are called to work in partnership with the divine. This understanding of our existence places all our endeavors—our cultural, political, economic, and even our most personal strivings—in an entirely spiritual light: “The world was not created for us to enjoy,” Montessori proclaims, “but we are created in order to evolve the cosmos” (Montessori 1989b, p. 22). In an earlier essay (Miller, 2000), I argued that this striking statement is consistent with the teachings of great moral sages such as Martin Luther King, Jr., Abraham Heschel, and Krishnamurti, who all similarly asserted that we are on this Earth to contribute to the unfolding of divine justice, harmony and wisdom, not merely to amuse ourselves or satisfy our many material and sensual desires. In this light, education is not to be seen merely as preparation for a successful career or any sort of social or intellectual distinction; rather, education is the process of awakening the divine formative forces within every person’s soul that enable the individual to make his or her own unique contribution to the cosmic plan, to fulfill his or her own destiny.

Montessori wrote that humanity’s role in evolution is to construct a “supra-nature”—a social, cultural and technological extension of nature that calls forth ever greater dimensions of human creativity and understanding—a notion very similar to Teilhard de Chardin’s “noosphere.” This is humanity’s task because we, more than any other living species, “can receive the emanations of the Godhead” and
transform divine plans into physical and cultural manifestations (Montessori, 1972a, p. 35). But she repeatedly observed that our material and technological progress had far outpaced our psychological, moral and spiritual development, and in the twentieth century it was imperative that we make a determined effort toward remedying this imbalance. Modern societies, due to their pervasive materialism, have neglected the spiritual forces that animate the human being, and our institutions, particularly schooling, have become repressive and damaging, turning people into “slaves” of the machine rather than cultivating their spiritual sensitivity, she wrote. Modern people are ill prepared to deal with the great moral challenges of our age, and are unable to resist the demons of nationalism and war that threaten to engulf the world.

To address this imbalance, Montessori envisioned a curriculum for elementary school students that she called “cosmic education.” The purpose of this approach is to provide the young person with an expansive, inspiring vision of the grandeur of the universe and one’s personal destiny within it. This is an education that gives life meaning because all aspects of creation are shown to fit into a complex, interconnected whole that is far larger than our customary limited worldview. Aline D. Wolf comments that The value of cosmic education, as I see it, is that it places the child’s life in a spiritual perspective. No one can be confronted with the cosmic miracle and not see that there is more to life than our everyday experiences. Fast foods, designer sneakers, video games and sports heroes all pale beside the wonder of the universe (Wolf, 1996, p. 97).

Cosmic education lifts the young person’s consciousness out of the mundane, materialistic concerns of modern society and instills a sense of awe, touching a receptive and searching force within the soul. This is exactly the sort of “spiritual reconstruction” that Montessori intended when she spoke at several international peace conferences in the 1930s, and asserted that only the spiritual renewal of humankind through education, not any superficial economic or political effort, could alter the violent course of human history: “The real danger threatening humanity is the emptiness in men’s souls; all the rest is merely a consequence of this emptiness” (Montessori, 1972a, pp. 44, 53). In recognition of her efforts, Montessori was nominated for the Nobel Peace Prize in 1949, 1950 and 1951.

To me, this soul seems to be later parts of spiritual state. Perhaps early third
spiritual.

Wow, what an amazing chart example of a fruition condition. Her sn and its ruler are all conjunct various planetary south nodes, plus all the nn planets conjunct the lunar north node. This soul has come in with a particular purpose to do this work and has in fact been very much in preparation for this prior to this life.One of her purposes was to dissolve the social constructs that create gender differentiation (Nepune in Aries on the MC, first quarter square to Capricorn sn).

This is one of the signatures in the chart that explain why she came into this life as a female. Prior to this life, this soul's underlying intention has been to devote itself to a form of service that would provide a solid foundation and structure for society that is more aligned with natural law. It's clear that she has been highly involved in participating in the social outlet and is well accustomed to operating within the current structures of the status quo to actualize her special purpose. However, the key in this life has been to pay attention to HOW the current social reality is structured, and meticulously apply herself to that. All this is implied by Sn in Cap in the 6th, ruled Saturn in Sag in the 5th which is a full phase inconjunct with Pluto in the 10th. Her soul knows patience and tenacity, and has lived prior lives at ceaselessly working towards her cause, and sacrificing what personal desires were necessary in order to
fulfill her purpose (Pluto in Taurus in the 10th, sn in Cap in the 6th).

The nature of this purpose has been to revolutionize the understanding of social conditiong and create new forms based on a higher intuition of what human potential is all about (sn ruler Saturn in Sag in the 5th ruled by and in a full phase opposition to Jupiter in Gemini in the 11th). She has been participating in
society, interfacing with the current status quo in order to do this, for a long time now.

The question for her soul has been how. How to make these changes. Again the full phase inconjunct between Saturn and Pluto. How to introduce these new ideas, collect the right information such that her special purpose can be accepted into the social sphere. This is the nature of the evolutionary requirement to create new structure. However the point of this chart, also given her evolutionary state, has been to do the work that is necessary in order to bring forth a divine plan into social reality. The Neptune skipped step implies the unresolved intention to do just that. In prior lives, she was not able to achieve the necessary social credentials to succeed to the extent that the soul has been guided to do so.

Another spin on this, is simply that the skipped step implies that prior lives have been building to this point, and she simply hasn't been able to/ prepared enough. and in the life of Montessori the soul was ready to embrace constructive action (square) that will enable her special purpose to unfold for the masses.

As to the connection between natal planets and planetary nodes:
The sn of Pluto and Saturn conj the sn in Capricorn all retrograde, and the ruler of the sn, Saturn conjunct the south nodes of Venus and Jupiter, also retrograde in Sag in the 5th. All of Saturn activity is trine natal Neptune in Aries in the 11th, and except for the sn of Jupiter, is also trine natal Venus in Leo in the
1st.

This all implies that she has been a mentor in the past, and has come in with the special purpose to teach and educatate the masses. Focusing on Saturn first, its sn is conjuct the sn of the Moon. Thus this soul's prior life identity was gravitated and centered around working within and fitting into the current social reality in order to express her vision. With the NN of saturn conjunct the lunar north node, this also implies that she comes from a very rich past during the matriarchy of having been a leader and educator of sorts. The linkage to the 5th house Saturn says something about her relaitonship to children, raising them, guiding them in the context of natural law.

The sn of Jupiter is retro in Sag in the 5th conjunct natal Saturn. It is the past of the current life Jupiter in Gemini in the 11th to which it opposes. This corresponds to a soul that has had an expansive vision as it relates to the underlying comsmological understanding of creation in general- and thus children- and has been developing this understanding by way of teaching for a long time now. The challenge has been to share this with the community, to actually apply the understanding in a way that is concrete and logically sound. The gibbous phase opposion implies she has been working on just that, culminating to this life such that she can communicate the intuitive ideas in ways that are both inspiring, expansive and empiricle to the best that she can. Note that the nn of Jupiter is exactly conjunct the lunar nn. Such a powerful chart!

The south node of Venus on that saturn, also retrograde, as the past of the current life Venus in Leo in the 1st implies that she has valued and found personal meaning in her life through her unique purpose and has been highly self focused as a result. The combination of Fire and Neptune (trine) imply a passionate comittment to do god's work. The fact of it being retrograde again points to there having been an over doing it- relative to Saturn, the question has been, did it work? Did she succeed in the way that she wanted to? There is such a LARGE and expansive quality to her soul, has she been tactful enough to execute the spiritual purpose? It seems that the challenges in the past have been about that. Like some sort of teacher, mentor who was not seen and entirely succesful, and clearly persecuted, though still had a great impact.

I'm going to stop here and allow some time for this information to integrate.

I think it'll also be a great practice to create a cosmogram with her sn and then another with Saturn. Given the strong connections to her sn, this would in fact indicate where she has been- and pivitol lifetimes prior to montessori that were pivitol in the life of montessori.... i'll try to make some time for that, though it may be later in the next week that I can actually focus on this again. I'm super busy, ironically with astrology that I can't practice astrology too much right now. Thank you for this amazing learning experience Rad. I look forward to reading your feedback and Linda's work.
With Love,
Ari Moshe
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Rad
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« Reply #230 on: Mar 12, 2011, 12:04 PM »

Hi Ari,

 Excellent, just excellent. It seems to me too that she has had very, very unique ideas of not only how to educate, but in many different areas as well. And that she has attracted the wrath of the consensus via violent opposition to those unique ideas because of those in the consensus feeling threatened by her: the Neptune in Aries in her 9th, squaring her Nodes, the S.Nodes of Pluto and Saturn as well. And that Neptune also squares her Mars in Cancer. So those 'skipped steps' could have a lot to do with her being blocked by those powers that be, her feeling crushed and defeated because of.

 The Pluto opposed Jupiter also suggests this. It's interesting too that she ended up in India because that, to me, is one of her original homelands. S.Nodes of Venus, Mercury and Mars are in her 3rd, the Jupiter in Gemini. Thus, through geodetic equivalents this then connects to India.

God Bless, Rad
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Linda
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« Reply #231 on: Mar 12, 2011, 10:44 PM »

Marie Montessori

The SN of Pluto Cap 6th correlates to an evolutionary past encompassing the Virgo archetype:  service, work function, critical thinking, healing, purification, and self-improvement through self-analysis.  In Capricorn, Montessori’s service or work function had been directed towards bringing about improvements in the education system for the benefit of the larger whole of society, as well as personally for herself in terms of self-authority and self-determination.  She had lived in matriarchal times (Saturn/Sag) and could easily have been a leader or teacher (Saturn 5th/Jupiter 11th/SNs of Jupiter and Uranus 5th) ushering in new, expansive techniques in teaching. Her Pluto/PPP/Nodes suggest a gender switch.

The tight conjunction of the SNs of Pluto and Saturn with the South Node are all ruled by Saturn Sag 5th and opposed by Jupiter Gemini 11th meaning that her societal function at the cutting edge of child education incorporated the tenets of Natural Law.  This is reflected in the skipped steps of Neptune/Aries/9th.  This conjunction is also dynamically connected to the 10th/4th house polarity, natal Pluto 10th, PPP 4th, Moon 4th (ruled by Pluto) where she suffered societal judgment and consensus blockage by forces that were not willing to embrace the new and improved educational system (6th house Cap).  This lead her to methodically apply herself to consistent hard work that would bring about personal improvements in the way she needed to approach society.  

With the SNs of Pluto and Saturn conjunct the South Node, the task had been a formidable one in the past, but in that current lifetime she needed to follow the instinctive promptings of Neptune.  This resolution would bring achievement through the NNs of the planets in the 12th house in Cancer through the energies of culmination and transcendence of her own self-image, and the necessity of her work from a spiritual perspective that would enable society to treat children differently.  

The prior life dynamics of the SN of Pluto condition the natal placement of Pluto Taurus 10th by way of a 1st quarter trine (fruition) by integrating and establishing the 10th house purpose in a highly individualistic and non-stressful way.  Natal Pluto correlates to the need for the Soul to evolve, and serves to integrate the evolutionary forces of the past as they interface with the future.  Pluto Taurus 10th indicates that the prominent social role or work function was in need of expansion by way of the PPP, ‘coming out of the well,’ merging with powerful symbols, learning emotional security, and taking powerful new methods of child education into the world.

Her 10th house Soul desire and purpose was supported by the SN Cap 6th, and the SNs of Pluto and Saturn:  natural self-reliance, personal power, leadership, a critical eye for detail, self-determination, humility, a good understanding of systems and structure.  This was consciously facilitated by Venus Leo 1st, a charismatic, pioneering spirit, breaking “new” ground in the child educational field.  Venus (the facilitator) conjuncts the NNs of Neptune, Mercury and Venus, the interplay between the past and present serving to create the conscious egocentric structure that would bring about an utterly new system serving a higher spiritual purpose.

The skipped steps of Neptune Aries 9th were meant to be recovered through the South Node Cap 6th where perhaps some final details in synthesizing the skills and techniques were made, and how she would take them out into the world.  This also clarified that her purpose was a spiritual one that would expand to reach the whole world.

The natal Pluto Taurus 10th had evolved through the NN of Pluto Cancer 12th by embracing a spiritual dimension.  The combination of all of these evolutionary forces reflected a Soul on a specific mission as implied by the Moon Scorpio 4th (a new self-image) and all the Cancer planets and Nodes in the 12th house allowing a surrender to a higher power, to transcend what had come before, and to create a new way of caring for children.  In this respect she was an instrument of God’s will.  Since her methods have spread across the world, this places her somewhere in the 3rd stage spiritual evolutionary condition.

Here are a few of her cosmograms and some “unedited” thoughts:  the Saturn/Sag cosmogram contains symbols of breaking new ground, metamorphosis and revolutionary change.  The Jupiter/Gemini cosmogram pertaining to the Moon and Venus show a need to bring balance to an extreme situation (Jupiter/Gemini being paradoxical) so that Natural Law could be incorporated into child care, that is, ways to make learning possible in a “natural” way. The theme of bringing balance, attention and care to children’s needs are repeated in the Venus and Moon cosmograms.  

Thanks Rad and Ari - I hope some of this is accurate.

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Rad
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« Reply #232 on: Mar 13, 2011, 10:30 AM »

Hi Linda,

 Wonderful analysis Linda. All very correct, and it's neat that you included in your analysis some of her cosmograms. Her chart is yet another confirmation of the geodetic astrological zones as well keeping in mind that she was born in Italy, lived and died in Holland. Look at all the symbols in Aries, Cancer, Capricorn, and Libra which all correlate with those places. The recovery of the skipped steps: Neptune in Aries equals Italy and that entire region.

God Bless, Rad
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