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Sequence 8final point. It is the passages that characterize the Montessori Method. If we say the passages are not the important thing we… |
Sequence 13The most peneti-ating statement of this universal driving force found in all living things is that of Aristotle, the father of… |
Sequence 23Reprinted as The Duty Of Nu,·sin,g Chilch-en in Child (Ill(/ Fa111i/y Reprint Booklet, The Nm":<ing Mother:… |
Sequence 2Maria Montessori was well versed in philosophy. Her footnotes include allusions to Sequin, Tolstoi, Froebal, Pascal, Poincare… |
Sequence 6Montessori and the Humanities means a clarification of goals. We have a saying in Montessori - "Montessori is an aid… |
Sequence 2we have discovered ourselves, over generations, to be. As Maria Montessori-and earlier, Aristotle-understood, the natu- ral… |
Sequence 5The great works of the human mind in the western intellectual tradi- tion fulfill this requirement in a preeminent way. The… |
Sequence 1Teaching, Learning, and Their Counterfeits (1976; 1987) by Mortimer Adler In "Teaching, Learning, and Their… |
Sequence 2There is a broad spectrum of interest in the six year old, and Mont- essori suggests accordingly that we must sow as many… |
Sequence 6The Greek Educational Analogue We look to the classics at this point, not to suggest that a study of the ancient culture… |
Sequence 11The humanities also deal with the interpersonal. The child learns to discuss, to interpret, to act out what he knows,… |
Sequence 12all ... (ln relation to the Greeks, she writes in To Educate the Human Potential:) So a critical faculty of mind was awakened… |
Sequence 7generosity in his understanding and treatment of others in both private and public life-in marriage and in citizenship. I… |
Sequence 1THE OB)ECl1VFS OF THE PAIDEIA PROPOSAL* by Mortimer J. Adler "Piecemeal refonn measures beget piecemeal results, if… |
Sequence 8We could cooperatively establish a curriculum using as a guide the student's goals, interests, and needs. Coming out of a… |
Sequence 1HAPP~ REvlSITED by Mihaly Csikszentmihalyi Mihaly Csikszentmihalyi has spmt the last 25 years pursuing an understanding of… |
Sequence 1MORAL EDUCATION: A CONVERSATION WTIH ARIS'fOil.E by Steven S. Tigner The fallowing light-hearted rendition of Aristotle… |
Sequence 2here only about the part chat goes on in schools. That's partly why I say "to help cultivate" rather… |
Sequence 12University of California Press, 1980), pp. 395-435. 31 Plato Apology 29e. 32 See, e.g., Plato Protagoras 360d: courage is… |
Sequence 8ogy (covering all of cosmic time back to I 0·30 seconds) is almost over, and Act Two (the attempt to elucidate what happened… |
Sequence 9Mover, itself unmoved. This Mover he called God. Aristotle's God was not the sort of being one would be inclined to… |
Sequence 7is commonplace to think of moving from teaching to administration as a promo- tion! Benjamin Franklin knew better, as he… |
Sequence 15The group read and reread books and essays already assigned to their students, such as Ibsen 's An Enemy of the People… |
Sequence 1Orn TRUTIIS, NEW CHIIDREN by Edwin J. Delattre, Ph.D. Holding up such exemplars of intellectual diligence as Helen Keller and… |
Sequence 4eve'fythlng' turns on the na- ture of the habits, Including ha&its of language, we Jorm by accident and… |
Sequence 6Surely, this is one of the lessons we as teachers should convey to our students by example and deed, and in our words. James… |
Sequence 19resolute without becoming impenetrable to evidence and losing all traces of intellectual and moral humility. It means, as one… |
Sequence 20Science Skits There are many discoveries in science that were, at the time, subject to intense debate among scientists, and… |
Sequence 5together any civilization and compare their findings with modem times. For starters, the Montessori elementaty curriculum also… |
Sequence 1INmooucnoN THE NATURAL INSTITUTION OF THE FAMILY Herbert Ratner's unique portrayal of nature's design of the fami~y… |
Sequence 9These differences set the female apart to be the primary caretaker of the newborn. Since nature fashioned the mammalian… |
Sequence 18If the ecologic era bears any message it is this: When nature is treated well she reciprocates. A persuasive case can be… |
Sequence 1REvlsITING THE NATIJRAL INSTITUTION OF THE FAMILY FOR THE NINETIES: AN INTERVIEW WITH DR. HERBERT RATNER by David Kahn Kahn… |
Sequence 18In any case, when the conditions of flow are present, people tend to report an optimal state of inner harmony that they desire… |
Sequence 19THE CONSEQUENCES OF FLOW There are many reasons why experiencing flow is beneficial. Per- haps the most important is also the… |
Sequence 8corporate agriculture-farm owners don't want to live where they farm because it's boring, it's dirty; they… |
Sequence 18know it today will be destroyed or saved because of the West- maybe destroyed in the rain forest and maybe destroyed in… |
Sequence 4Mart doesn't care. All they care about is that you have 59 cents in your pocket, and you're the same as a person… |
Sequence 2... education researchers have shown that someone who experiences in- terest in a topic also demonstrates more complex… |
Sequence 5phers from Socrates, in the Apology, referring to himself as a midwife; through the early Medi- eval period, beginning… |
Sequence 6is why they start a search for know ledge of that Truth. Such is also the case with Montessori's search into how children… |
Sequence 17not yet fully formed: he has not yet gathered about him the last folds of his robe of flesh and of love which is made up of… |
Sequence 13Relationship, to speak somewhat paradoxically, turns out to be the very substance of things. Every entity is in some sense a… |
Sequence 21• the nature of the story (Homer, the Bible) • the nature of dialogue (Aristotle and Plato) • the history of religious… |
Sequence 78• the nature of the story (Homer, the Bible) • the nature of dialogue (Aristotle and Plato) • the history of religious… |
Sequence 12If you play a drum, the skin vibrates in waves. If you could get very close to it and slow things down considerably, you would… |
Sequence 4Naturally, one must ask what originally was the impulse that moved Plato to make such a happy distinction. As a human being… |
Sequence 1or Los Angeles. But the Greeks who began to live on the farm created a chauvinism about what they did and who they were.… |
Sequence 11was very well-meaning. But as soon as people got capital for them- selves, what did they do with it? Did they go out and buy… |
Sequence 19Selma. Wal-Mart doesn't care. All they care about is that you have fifty- nine cents in your pocket and you're the… |
Sequence 8HUMANITIES PROJECTS 2000-2001 Study of the Maya I. Study of Living Things II. Technology and the Building Up of Civilization… |
Sequence 30In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |
Sequence 6hormone levels. Conversely, if the baby is separated from the mother, high stress hormone levels may remain for as long as six… |
Sequence 3graduation speeches, letters they've written to me, or, in many in- stances, essays they wrote for their applications to… |
Sequence 2continuum of human history and to some degree, more or less, a product of her time and education and her medical training. A… |
Sequence 3There are, of course, other classical figures that a cursory study by a somewhat seasoned eye can discover in Montessori'… |
Sequence 4all cases, the empirical method of observation ideally demands that every child who has existed, is existing, or will exist… |
Sequence 7Maria Montessori comes out of a classical and medieval tradition that simply understands, as she did, that to exist fully as… |
Sequence 9example of Marie Curie, "who felt only annoyance when some univer- sity wanted to interrupt her work on radium to… |
Sequence 14Peace 29). But if one wishes to follow her suggestion in a resourceful classroom, how does a teacher present such a vision of… |
Sequence 19instant of a child's appearance in a classroom to the same child's eventual final disappearance at the end of an… |
Sequence 20that final experience, among many adults in the endless past, the standard that always has been offered to children for… |
Sequence 22consciousness of its dignity and worth" (To Educate the Human Poten- tial 21). To the chorus of people who might… |
Sequence 24Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 8In the end, nothing in a Montessori space may be irrelevant to Montessori's conception of education. Such a space… |
Sequence 14the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 17philosopher with students happens to be Friedrich Nietzsche (1844- 1900). [t is understandable in the sense that Nietzsche… |
Sequence 19would not have been any need for Aristotle, his student, to address those pioneering Platonic difficulties in a likewise grand… |
Sequence 23Aristotle indicates that a human being is "potentially" a noble rational animal. Apparently for him, the… |
Sequence 27cist would accept) that appearances, in a sense, are not the "real" world. But "in reality"… |
Sequence 44rupting the good principles of their original virtuous nature ... but the true, content mortal alone earns and cultivates… |
Sequence 63sapientes, the late arriving, distressed, questioning, deception-loving guests. Who .invited them anyway? God? Probably no one… |
Sequence 10• Figure 7 Figure 8 corresponding rhomboids, and doing the same with the red one, it is clear that the sguare built on the… |
Sequence 4to keep track of all these scrolls. Each book might have multiple scrolls, and they all had to be numbered and organized.… |
Sequence 5• Claudius Ptolemy • Philip of Macedon • Eratosthenes • Parmenius • Solon • Julius Caesar • Pythagoras • Aeschylus •… |
Sequence 8Hence, we have to think that Montessori, who obviously did not know neuroscience, arrived to the same conclusion starting… |
Sequence 32perceptible brush of pursed pilgrim lips, two at a time, rounded in a kiss, or perhaps a slight graze of the hand, creating… |
Sequence 33The School of Athens. Plato is pointing up, indicating his philosophy that truth is knowable through pure ideas and… |
Sequence 16106 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 cated interdependencies. We cannot afford to be ignorant of one half of… |
Sequence 527 Orr • The (Missing) Politics in Environmental and Sustainability Education straightforward: Politics, policy, and… |
Sequence 774 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 And play matters. "It would be so simple to allow chil- dren,… |
Sequence 10One piece of evidence of trust: pool all professional development dollars and can- cel contracts and plans for spending that… |
Sequence 684 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 and preferences until the day we die. They are potentialities, the raw… |
Sequence 8162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 using a grandiose… |
Sequence 7until Einstein and the physicists began to challenge the mechanistic view - was not a scientific age, but a scientistic age.… |
Sequence 1Feature Article: The Future of Montessori in America by Sanford Jones Mr. Jones· keynote lecture at the NAMTA Washington… |
Sequence 1Socialization and the Development of Self Concept by Jon R. Osterkorn, Ph.D. Dr. Osterkorn '.s integration of academic… |
Sequence 2give me this lecture when I began to administer. Even if there had been, it might not have helped much; for as Aristotle… |
Sequence 6neglected in the case of his own son. Why then should he be criticized who sets down for the benefit of the public what he… |
Sequence 334 Language may be studied from the humanistic point of view that it is an adaptive medium whereby the human relates to his… |
Sequence 1Montessori Syntopican: Proposal Abstract b} Mary Boehnlein and David Kahn To date there is no definitive chronicle of… |
Sequence 36final point. It is the passages that characterize the Montessori Method. If we say the passages are not the important thing we… |
Sequence 66The most peneti-ating statement of this universal driving force found in all living things is that of Aristotle, the father of… |
Sequence 76Reprinted as The Duty Of Nu,·sin,g Chilch-en in Child (Ill(/ Fa111i/y Reprint Booklet, The Nm":<ing Mother:… |
Sequence 59Maria Montessori was well versed in philosophy. Her footnotes include allusions to Sequin, Tolstoi, Froebal, Pascal, Poincare… |
Sequence 63Montessori and the Humanities means a clarification of goals. We have a saying in Montessori - "Montessori is an aid… |
Sequence 10we have discovered ourselves, over generations, to be. As Maria Montessori-and earlier, Aristotle-understood, the natu- ral… |
Sequence 28The great works of the human mind in the western intellectual tradi- tion fulfill this requirement in a preeminent way. The… |
Sequence 35Teaching, Learning, and Their Counterfeits (1976; 1987) by Mortimer Adler In "Teaching, Learning, and Their… |
Sequence 44There is a broad spectrum of interest in the six year old, and Mont- essori suggests accordingly that we must sow as many… |