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Sequence 181weekend. We certainly had an interesting discussion yesterday in that little workshop on using this information in-did we ever… |
Sequence 151does not become great until man, given the courage and strength, uses it to create. If this does not occur, the imagination… |
Sequence 141We, as students of Dr. Montessori's words and work, are in unique positions of leadership in the world of today, whatever… |
Sequence 153they have been grasped" (40-41). We in the Catechesis of the Good Shepherd use the canopy of Gift/Response to live… |
Sequence 31with bow drills, and researched a range of early technolo- gies such as basketry, bow and arrow, and natural dyes. Students… |
Sequence 113In the second unit, we explored the achievements of the Ancient and Classical periods, considering the Neolithic revolution,… |
Sequence 32population that will suffer our mistakes will be that of our children and our children's children. It is their future… |
Sequence 138Or there is the chilljng evolutionary thought that Ignorance is essential for the human race to function and to survive,… |
Sequence 182~-------------------------------- ---- and knowledge, not necessarily accurate insofar as one can use the term "… |
Sequence 184senting a projected unity, justifying all assumptions of all subject matter-a unity that a curriculum of juxtaposition ignores… |
Sequence 190of" knowable being" is to hide and hide again the order of phenomena from a pursuing human mind. Clearly,… |
Sequence 199REFERENCES Arendt, Hannah. Tire H11111a11 Condition. Chicago: U of Chicago P, 1998. Aelian. Historical Miscella11y. Loeb… |
Sequence 121cookie cutter floor plan, factory outlet furnishings, and no view. Such a dwelling is no place to house an Einstein, a da… |
Sequence 203science. He to whom this emotion is a stranger, who can no longer pause to wonder and stand rapt in awe, is as good as dead:… |
Sequence 225• Is this an im,tance of conflict between a religious search for truth and the scientific search for fact? • Why would it be… |
Sequence 226So what do you have? For the adolescent, it's them at the center. This is the healthy egocentrism. But it is never just… |
Sequence 138our new experiences, thus creating meaning and understanding. In this way, stories are human truth. Stories are how our brains… |
Sequence 58stimulated by an optimal environment, the proper connections may not be kept. This past October I read in The New York… |
Sequence 13created weapons capable of destroying the world. All of these sci- entific achievements, for good or for bad, are the creative… |
Sequence 30humans as children that lends a sense of the cosmic to Montessori's thinking. This cosmic sense pervades all of… |
Sequence 145REFERENCES Einstein,Albert. "Autobiography." In P. Schilpp, Ed.,Albert Ei11stei11: Philosopher-Scie11tist.… |
Sequence 176166 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Throughout my educational experiences, I was told stories that evoked an… |
Sequence 178168 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 suddenly every detail of every encounter becomes an invitation into… |
Sequence 1711 Black, Linares, O’Shaughnessy • The Best for the Youngest Respond when colleagues and others stereotype poor • students… |
Sequence 3125 Black, Linares, O’Shaughnessy • The Best for the Youngest PosTscriPT: macaella’s sTorY Macaella joined the Cornerstone… |
Sequence 110104 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 creations!” “Yes, ma’am,” the bellman nods. “I’d say these elevators… |
Sequence 164159 Stephenson • Cosmic Education ments for each year in the 6–12 class, that are always available to the children, there is… |
Sequence 135Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 138AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 7774 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 This research, combined with the invention of the transistor in the late… |
Sequence 36until Einstein and the physicists began to challenge the mechanistic view - was not a scientific age, but a scientistic age.… |
Sequence 16Mrs. Wyatt: What is Robbie's language development level? Mrs. Hines: It was just about on age level. And the amazing… |
Sequence 15B. Religion and Biology (Dealing with moral and biological issues concerning abortion, test-tube babies, germ warfare, genetic… |
Sequence 1612 B. PoUtical and Social Change (looking at the peasant movements in Germany, France, and America; the development of unions… |
Sequence 16for the child, that also helps. If the teacher has a real respect for the child as a separate individual, and if the teacher,… |
Sequence 23Photo by Ann Luce thought, the equal inclusion of cultures everywhere brought increasing areas of knowledge within my… |