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Sequence 5Ii is difficult to leach children about God by only using words. God is abslracL, but Christ is concrete. And what is around… |
Sequence 3word "paard." The other, which struck me forcibly, was the impor- tance of the word to represent what he had… |
Sequence 6highlighting the contrast between the solemn, aloof teacher who sits as one enthroned on high before an audience that hears… |
Sequence 5multiplicity of forms (myths, legends, folklore, poems, nonfiction, short stories, novels) with self-confidence intact,… |
Sequence 107multiplicity of forms (myths, legends, folklore, poems, nonfiction, short stories, novels) with self-confidence intact,… |
Sequence 5impressions to each of which one word is attached, and with the repetition of the word, every time the same impression occurs… |
Sequence 16Remember no one can do it all alone. It is necessary to have fellow workers to help and to carry on in the future. However,… |
Sequence 51. ADOLESCENT NEEDS AND MONTESSORl'S ANSWER Knowledge of the adolescent's characteristics, physical and physi-… |
Sequence 9And if we complain that the elements of our liturgy have lost their savor because we are no longer an agrarian culture, then… |
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 8room, calmly smiling. She sat down at the edge of my bed and asked me: "Mario, do you see the chandelier swinging… |
Sequence 9made possession with which he can do as he wishes. Rather he will be keenly aware that the child belongs to God much more… |
Sequence 11Kingdom of Heaven." Now let us picture among those to whom these words were spoken, an ardent, worshipping soul, who… |
Sequence 13the teacher and the scientist an Apostolic spirit. This Apostolic spirit sees not only the spirit of study about the child but… |
Sequence 14life, the first flowers of affection, of gentleness, of spontaneous love for righteousness which perfume the souls of such… |
Sequence 16this Ezekielian, Christlike, and" Apostolic" spirit while teaching chil- dren. 4 This, of course, means that… |
Sequence 4language which others would not be able to understand-to use imagination. All could perhaps be made use of in order to arouse… |
Sequence 3We of the past century have been educated in a particular and odd sort of way. We divided the whole of reality and the… |
Sequence 5Without doubt, what we have here is a real idea of the social mission of society itself. It is entirely false to suppose that… |
Sequence 5represents human work and the development of the intellect. We ask the question that has been asked throughout time, "… |
Sequence 61. ADOLESCENT NEEDS AND MONTESSORl'S ANSWER Knowledge of the adolescent's characteristics, physical and physi-… |
Sequence 781. ADOLESCENT NEEDS AND MONTESSORl'S ANSWER Knowledge of the adolescent's characteristics, physical and physi-… |
Sequence 9Jn Ed11cntio11 and Peace, Montessori writes, Young people can become passionately involved in doing calm, serene, beautiful… |
Sequence 4262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 are called upon to take an active part in the life of humanity, they… |
Sequence 4162 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Now if we extend the analogy, on a physical plane it is evident that the… |
Sequence 2about whether or not they really desire to expose their children to an en- vironment that involves the spiritual development… |
Sequence 4with a bright green altar cloth and adorned with Christmas holly. Some of the older children carry the artistically good… |
Sequence 5popular love-acts are "pick up my toys" or "do the dishes for my mommy." Mothers have told… |
Sequence 5and moral education. Perhaps the most difficult to integrate is moral education. Moral knowledge has different categorical… |
Sequence 754 tried to destroy his religious beliefs; and I think it would be criminal. Of course it would. And the same with a child.… |
Sequence 1Conclusion Religious Potential of the Child (Ages Three to Six) by Sofia Cavalletti Reaching the end of our brief… |
Sequence 90Ii is difficult to leach children about God by only using words. God is abslracL, but Christ is concrete. And what is around… |
Sequence 8word "paard." The other, which struck me forcibly, was the impor- tance of the word to represent what he had… |
Sequence 69highlighting the contrast between the solemn, aloof teacher who sits as one enthroned on high before an audience that hears… |
Sequence 95multiplicity of forms (myths, legends, folklore, poems, nonfiction, short stories, novels) with self-confidence intact,… |
Sequence 19impressions to each of which one word is attached, and with the repetition of the word, every time the same impression occurs… |
Sequence 35Remember no one can do it all alone. It is necessary to have fellow workers to help and to carry on in the future. However,… |
Sequence 1421. ADOLESCENT NEEDS AND MONTESSORl'S ANSWER Knowledge of the adolescent's characteristics, physical and physi-… |
Sequence 59And if we complain that the elements of our liturgy have lost their savor because we are no longer an agrarian culture, then… |
Sequence 68is why they start a search for know ledge of that Truth. Such is also the case with Montessori's search into how children… |
Sequence 70room, calmly smiling. She sat down at the edge of my bed and asked me: "Mario, do you see the chandelier swinging… |
Sequence 71made possession with which he can do as he wishes. Rather he will be keenly aware that the child belongs to God much more… |
Sequence 73Kingdom of Heaven." Now let us picture among those to whom these words were spoken, an ardent, worshipping soul, who… |
Sequence 75the teacher and the scientist an Apostolic spirit. This Apostolic spirit sees not only the spirit of study about the child but… |
Sequence 76life, the first flowers of affection, of gentleness, of spontaneous love for righteousness which perfume the souls of such… |
Sequence 78this Ezekielian, Christlike, and" Apostolic" spirit while teaching chil- dren. 4 This, of course, means that… |
Sequence 83language which others would not be able to understand-to use imagination. All could perhaps be made use of in order to arouse… |
Sequence 129We of the past century have been educated in a particular and odd sort of way. We divided the whole of reality and the… |
Sequence 201Without doubt, what we have here is a real idea of the social mission of society itself. It is entirely false to suppose that… |
Sequence 51represents human work and the development of the intellect. We ask the question that has been asked throughout time, "… |
Sequence 1841. ADOLESCENT NEEDS AND MONTESSORl'S ANSWER Knowledge of the adolescent's characteristics, physical and physi-… |
Sequence 330Jn Ed11cntio11 and Peace, Montessori writes, Young people can become passionately involved in doing calm, serene, beautiful… |
Sequence 272262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 are called upon to take an active part in the life of humanity, they… |
Sequence 168162 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 Now if we extend the analogy, on a physical plane it is evident that the… |
Sequence 4337 Coulter • All Is Gift: Enjoying the Presence of God The Gift of Baptism and the Language of Signs. During this first… |
Sequence 5246 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 The fact that these children, who have direct experience of shep- herds… |
Sequence 7064 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 we must not fear to use it because this is indeed what Jesus tells us in… |
Sequence 7973 Coulter • All Is Gift: Enjoying the Presence of God refer to other parts of Scripture. For instance, we have mentioned… |
Sequence 8074 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 parts, from which each person received a part. This custom made it very… |
Sequence 9993 Coulter • All Is Gift: Enjoying the Presence of God As they discuss this, their sequencing and placement of these objects… |
Sequence 117111 Coulter • All Is Gift: Enjoying the Presence of God ~ If my light grows, all grow. ~ (Refers to the person in parable of… |
Sequence 121115 Coulter • All Is Gift: Enjoying the Presence of God and ask, “I don’t see anything around who is capable of doing this—… |
Sequence 142136 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 History of Salvation. (Cavalletti & Coulter 2010, 15). Courtesy… |
Sequence 169163 Coulter • All Is Gift: Enjoying the Presence of God S: Who knows us all by name…. ~ We are branches. S: We live with… |
Sequence 174168 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 C: They have a feast. ~ Which never ends. Sofia brings out the material… |
Sequence 178172 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 The following commentary is taken from a transcribed audio record- ing… |
Sequence 49about whether or not they really desire to expose their children to an en- vironment that involves the spiritual development… |
Sequence 51with a bright green altar cloth and adorned with Christmas holly. Some of the older children carry the artistically good… |
Sequence 52popular love-acts are "pick up my toys" or "do the dishes for my mommy." Mothers have told… |
Sequence 40and moral education. Perhaps the most difficult to integrate is moral education. Moral knowledge has different categorical… |
Sequence 5854 tried to destroy his religious beliefs; and I think it would be criminal. Of course it would. And the same with a child.… |
Sequence 25Conclusion Religious Potential of the Child (Ages Three to Six) by Sofia Cavalletti Reaching the end of our brief… |