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Sequence 12is, or can be, referred to the whole; where the whole is a set of ordered parts; and, finally, where specialization of… |
Sequence 12is, or can be, referred to the whole; where the whole is a set of ordered parts; and, finally, where specialization of… |
Sequence 1THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 5Kahn: Another part of Cosmic Education are the charts and the time- lines. Doesn't your original work in Kodaikanal run… |
Sequence 11is,not just an outdated image, made obsolete by physical research. It is rather a very helpful and ever valid image of the… |
Sequence 1COSMIC EDUCATION: SOWING LIFE, NOT THEORIES by David Kahn This is an attempt to clarify the role of Cosmic Education in… |
Sequence 4have little to do with science for science's sake, but rather is an expres- sion of a philosophical view which in turn… |
Sequence 10This not to abandon the scientific rigors of the material to be pre- sented to the child. Montessori is quite clear in that… |
Sequence 10Professor Allan Bloom, who wrote The Closing of the American Mind, judges today's University students as, "young… |
Sequence 1Montessori: The Humanities Connection Mythos, Logos, and the Generalist Ideal by David Kahn Montessori education may be a… |
Sequence 5We are now in the third year of our follow-up study and two new campuses have been added to the program resulting in an… |
Sequence 24generalizations and integrative structures. Most programs are worked empirically with different segments evolving into an… |
Sequence 12is, or can be, referred to the whole; where the whole is a set of ordered parts;and,finally,… |
Sequence 1CHARACTER AND MORAL DEVELOPMENT by Johnnie Denton Ms. Denton's summary of her workshop session on character development… |
Sequence 6had its cosmic task. And some of these tasks were not pleasant for human beings. The children might consider the task horrible… |
Sequence 5Montessori was deeply interested in serving the child's religious needs and creating an environment that would foster the… |
Sequence 3history, the purpose and finality of civilization, the unity of self and world, the need for intimate contact with the earth… |
Sequence 15Held by the Sun: The loving embrace. Implementing a curriculum founded upon new themes in cosmol- ogy has been rich. It also… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 7We have to be careful that we recognize that Cosmic Education is not a scheme in which education is divided into subjects of… |
Sequence 12development is not to teach a syllabus-not even that so-called sylla- bus that is in your albums-but instead to be able to… |
Sequence 15upon earth, that new actor. And to help the child understand and realize the part that he has been called upon to play and… |
Sequence 17being is the change agent with regard to the environment, that man has the urge not only to adapt himself to the environment… |
Sequence 26knowledge has been acquired mechanically (just as you might drop potatoes into a sack) and not by a process of integrating… |
Sequence 6tion is the educational plan for six- to twelve-year-olds. The Greek idea of cosmos refers to the totality of the universe,… |
Sequence 1HOMO LOQUENS: LANGUAGE IN THE CONTEXT OF COSMIC EDUCATION by Margaret E. Stephenson Placing language in the context of human… |
Sequence 2ALIGNING CLASSROOM PRACTICE WITH TRUE MONTESSORI ESSENTIALS by Peter Gebhardt-Seele Peter Gebhardt-Seele presents his… |
Sequence 4tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 244tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 11The standards-based model is characterized by standards and consequent curriculum developed by committees overseen by state… |
Sequence 12nation. The lessons are to entice and inflame the interest of the child. The Montessori program at our school was initially… |
Sequence 13presented with items of knowledge because we think they have to understand it and to learn it. (77) For over ten years in our… |
Sequence 4needs and solutions at the Montessori elementary level. What are human needs? How are humans different in how they find… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 7COSMIC EDUCATION: SOME MEANS TO AWARENESS In Montessori education we base our approach to children on what their needs are.… |
Sequence 9comes together. Maria Montessori uses the metaphor of the Great River to initially illustrate how each function of a society… |
Sequence 25great Italian poet, Dante, has said: "La somma sapienza e il primo amore," or "The greatest wisdom… |
Sequence 29We need the help of numbers for painting the imaginative picture, and if statistics be not available we can speak in terms of… |
Sequence 33move based on what you discern. It is the question of "why?" whose answer is most difficult but yet fairly… |
Sequence 3simple tool-the pencil-a sense of the whole and the interconnec- tions between things and people. The elder hoped to awaken… |
Sequence 12because one does not put him in contact with nature. (From Childhood to Adolescence 35) I share these very personal… |
Sequence 29COSMIC EDUCATION by Annette Haines Annette Haines makes a clear and well-doc11me11ted presentatio11 of Cosmic Education,… |
Sequence 12• Atmospheric Physics • Climatology • Atmospheric Chemistry • Meteorology ... Which brings us to a question that second-… |
Sequence 26certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 21elementary classroom, social cohesion is built through stories: When the children share something from home, or when we offer… |
Sequence 2• Language is the vehicle for passing on culture (through literature, history, science, mathematics). • Language is the… |
Sequence 16and it is my job to give them all. However, over the years as I've gone back to look more deeply at the plan of Cosmic… |
Sequence 2PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 81Montessori Nacionat Curriculum for the Second Plane of Development from Six to Twelve Years Abstraction and Imagination The… |
Sequence 237Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years interact… |
Sequence 2and future human activity. Montessori also searched for a spiritual thread that links events in history into a culminating… |
Sequence 991 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 395 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with… |
Sequence 1Maria Montessori’s cosMic vision, cosMic Plan, and cosMic education by Camillo Grazzini This classic position of the breadth… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 2120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 5123 Stephenson • Cosmic Education Here once again, in her book To Educate the Human Potential, is a clear directive from Dr… |
Sequence 10128 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 responsibility. What is the collective order but a realization of the… |
Sequence 11129 Stephenson • Cosmic Education which touches and educates that sentiment, they see it as a reality that happens every day… |
Sequence 1deePeninG cosMic education by Gerard Leonard This article is a special blend of research, theory, and practice, with clear… |
Sequence 5139 Leonard • Deepening Cosmic Education bling. They were captivated not only by the beauty of the plant world, but by its… |
Sequence 5283 O’Shaughnessy • Epilogue: The Child and the Environment might be given along with other names, and whose function is to… |
Sequence 5283 O’Shaughnessy • Epilogue: The Child and the Environment might be given along with other names, and whose function is to… |
Sequence 15103 Ludick • The Work of the Hand of these inner drives, those strong drives within the human that urge her toward survival… |
Sequence 444 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 ing, and responding freshly to the needs of the child, wherever it takes… |
Sequence 789 Huneke-Stone • Grace and Courtesy in the Elementary Community observe them effectively and guide them so that we can… |
Sequence 1868 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 about the way the world works and the way that we work as human beings… |
Sequence 1the hungry mind: from the first to the seCond plane of deVelopment by Baiba Krumins Grazzini Baiba Krumins Grazzini has… |
Sequence 10100 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 new realities that he is interested in, from the vast environment of the… |
Sequence 7273 Baker • Question and Answer: Observation in the Elementary Classroom and engenders responsibility toward others. These… |
Sequence 4124 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 encouraged in most Montessori environments, as it should be, and there… |
Sequence 1from cosmic eDucation to civic resPonsibility by Judith Cunningham Bookending her article with questions for the Montessori… |
Sequence 725 Cunningham • From Cosmic Education to Civic Responsibility dently, the systems of the human body are weak, but when… |
Sequence 826 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 is empowered. Rather than seeing himself as a cog in the machine, the… |
Sequence 927 Cunningham • From Cosmic Education to Civic Responsibility where a sense of social responsibility is fostered. The… |
Sequence 1moral DeveloPment: from cosmic eDucation to aDolescent action by Elizabeth Henke “The most essential component to offering… |
Sequence 232 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 “kingdom of powers.” Taking a unit bead, a seven bar, a seven square,… |
Sequence 2Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 96 materials and language. In reality, we… |
Sequence 73Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 96 materials and language. In reality, we… |
Sequence 74Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 96 materials and language. In reality, we… |
Sequence 233 Leonard • Cosmic Stories and Contemporary Science This talk was presented at the NAMTA conference titled Montessori… |
Sequence 738 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 on the coral, and of the many little shoals of fish they provide a home… |
Sequence 1243 Leonard • Cosmic Stories and Contemporary Science and most relevant insights from these great branches of learning to give… |
Sequence 1344 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Maria Montessori was well aware of the amazing work of the microbes (… |
Sequence 1445 Leonard • Cosmic Stories and Contemporary Science Marsh, George P. The Earth as Modified by Human Action: Man and Nature.… |
Sequence 7We will trust that our next keynote speaker, Max Stossel from the Center for Hu- mane Technology, will share more fully what… |
Sequence 18172 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 172 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 The Montessori… |
Sequence 22THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 26Kahn: Another part of Cosmic Education are the charts and the time- lines. Doesn't your original work in Kodaikanal run… |
Sequence 72is,not just an outdated image, made obsolete by physical research. It is rather a very helpful and ever valid image of the… |
Sequence 85COSMIC EDUCATION: SOWING LIFE, NOT THEORIES by David Kahn This is an attempt to clarify the role of Cosmic Education in… |
Sequence 88have little to do with science for science's sake, but rather is an expres- sion of a philosophical view which in turn… |
Sequence 94This not to abandon the scientific rigors of the material to be pre- sented to the child. Montessori is quite clear in that… |
Sequence 115Professor Allan Bloom, who wrote The Closing of the American Mind, judges today's University students as, "young… |
Sequence 43Montessori: The Humanities Connection Mythos, Logos, and the Generalist Ideal by David Kahn Montessori education may be a… |
Sequence 73We are now in the third year of our follow-up study and two new campuses have been added to the program resulting in an… |
Sequence 73generalizations and integrative structures. Most programs are worked empirically with different segments evolving into an… |
Sequence 55is, or can be, referred to the whole; where the whole is a set of ordered parts;and,finally,… |
Sequence 116CHARACTER AND MORAL DEVELOPMENT by Johnnie Denton Ms. Denton's summary of her workshop session on character development… |
Sequence 45had its cosmic task. And some of these tasks were not pleasant for human beings. The children might consider the task horrible… |