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Sequence 130NORMALIZATION IN THE FIRST PLANE OF DEVELOPMENT Camillo Grazzini emphasizes the overriding importance of nor- malization for… |
Sequence 25The adolescent needs to see somet~ing of substance and something of ,character in the adult. They need models of ex-… |
Sequence 31Montessori children, at 12, have done things that high school stu- dents haven't even touched. That's what she'… |
Sequence 33Figure 1 N "Urban Compromise" AMI e ane volume. Clearly this would have to be done in cooperation… |
Sequence 34Mike proposed an addition to the chart, an arrow leading from within the "urban compromise" box to the blank… |
Sequence 35sense of ownership of the place. Therefore, she questioned the possibility of a national model using children drawn from all… |
Sequence 36Mike clarified that Mr. Grazzini had proposed both a national model and a coordinating body, and that Miss Stephenson's… |
Sequence 37Mike suggested that two complementary paths seem to be emerg- ing: the national model and the regional projects. Miss… |
Sequence 38programs have to offer to the emerging Erdkinder. Mr. Grazzini added that these programs are a base on which to build. Pat… |
Sequence 39between practitioners and philosophers is essential for the eventual development of an Erdkinder. Returning to the chart, Mr… |
Sequence 41the time and the circumstances must be right. Someone joked that we must therefore be in labor, and that is why it is so… |
Sequence 42On the one hand, all of the designated pieces have to be in place for the Erdkinder to suc- ceed, but on the other hand,… |
Sequence 43common elements that make them Montessori. Even so, each pro- gram reflects the culture of its locality and the personalities… |
Sequence 44position, the AMI trainers present seem to be leaning toward Erdkinder only. Monte said he had a bit of a problem with the… |
Sequence 47hand, we have the visiting specialists, etc. Are these parallel or are they integrated? Kay replied that this issue needs… |
Sequence 48Peter Gebhardt-Seele returned to the question of needs. There are the needs as expressed by the adolescent as well as the… |
Sequence 55QUESTIONS David Kahn asked whether a decontextualized, component-by-compo- nent analysis is really how Montessorians operate… |
Sequence 59sori. Furthermore, all the new "mushroom" programs are looking to these distinguished programs for guidance… |
Sequence 63Strilli asked him to consider a child who has never been in a Montessori school but is "the manifestation of what… |
Sequence 64training, saying that his aim had been to do the former. His interpre- tation of what Montessori is saying could be integrated… |
Sequence 65Miss Stephenson suggested that Primary or Elementary training would be a good foundation; people with both diplomas would be… |
Sequence 66Monte Kenison stated that we do not compromise our Primary and Elementary classrooms according to what parents are willing to… |
Sequence 67Tom Postlewaite said that we have a plan and it is time to "concretize that plan." Yet ques- tions remain… |
Sequence 29120 years, have lacked any governing standard, any consensus of design, and any documentation. To help build the needed… |
Sequence 138A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 19ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 21that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 251Joosten: Some have disappeared and others have come in, etc. But whatever they use, whatever you see being used, will be a… |
Sequence 252foosten: But that's elementary material. Erdkinder Atlanta: So we don't have all the elementary material. Joosten:… |
Sequence 577Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 126• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 89environment. He is self-directed, self-disciplined, and ready for the larger world. But he is not alone. We look to the entire… |
Sequence 8CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 10My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 16AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |
Sequence 66matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 99other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 100Montessori, Maria. "Psycho Geometry and Psycho Arith- metic." Introduction, notes, and drawings by C.… |
Sequence 120INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 180A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 211INTRODUCTION TO MARIO M. MoNTESSORI's uSYNTROPY AND PSYCHOLOGICAL GROWTH" by Camillo Grazzini Syntropy is a… |
Sequence 216MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 63treat your souls. So I will leave you with this: Be strong and moral young men and women, and as you face the world before… |
Sequence 158Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 160THE GREAT RIVER by Baiba Krumins Grazzini The Great River is sometimes referred to as a metaphor for human unity, which has… |
Sequence 198· time for growth • time to be challenged intellectually, to think new thoughts, to broaden viewpoints · time to pause and… |
Sequence 26Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 116It is ironic that parents call other schools "real" schools, when in fact Montessori's whole reason to… |
Sequence 132uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 8Participants at the Third Adolescent Colloquium. Row 1, left to right: Clare Boyle, Leon Dantus, George Pritchard, Audrey… |
Sequence 29I do have one more thing that I need to say, something that is really quite important. Montessori says that, at the beginning… |
Sequence 30mathematicians, presented a specialist's rendering of the history of math and science, designed to provide a framework… |
Sequence 35ESTABLISHING THE ERDKINDER APPENDICES AS AN AUTHORITY by Baiba Krumins Grazzini Baiba Krumins Grazzini was chosen to open… |
Sequence 45You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 69Mr. Grazzini did recognize the contribution of urban programs 1 over twenty years in learning about the adolescent from the… |
Sequence 70Psychological Characteristics and Needs of Adolescents The psychological characteristics and human tendencies are the basis… |
Sequence 72practical chores makes the urban program a critical testing ground for new ideas that emerge from the land-based programs in a… |
Sequence 74programs supported by experience, a long-term experience. We will establish guidelines only through a natural process that… |
Sequence 85environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 165be freed from the overwhelming influences of home and school. He needs a special environment, a prepared environment, that… |
Sequence 181WHAT TO EXPECT FROM THE THIRD PLANE USING THE PLANES OF DEVELOPMENT CHART AS A BASIS OF THEORY by Baiba Krumins Grazzini… |
Sequence 229THE ROLE OF THE DISCIPLINES FOR COSMIC EDUCATION by Baiba Krumins Grazzini Baiba Krumins Grazzini continues to discuss… |
Sequence 266To authentically embrace and implement Montessori pedagogy, at all levels, is a great opportunity for both faculty and… |
Sequence 281THE ROLE OF THE SPECIALIST by Baiba Krumins Grazzini This article touches on the roles of specialist and generalist as… |
Sequence 312In the paper "Recovering Motivation in Mathematics: Teaching with Original Sources," Reinhard Laubenbacher… |
Sequence 315tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 361interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 51• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 213* * * So if this is part of the human predicament-the idea that we are given this urge to continually refine, to make things… |
Sequence 115presented and commonly involves exploring the evolutionary signifi- cance of both the natural and the human world. "… |
Sequence 1285. Economics can interact with almost any discipline as well as provide insight into the school's business and service… |
Sequence 209REFERENCES Association of Secondary Teachers Ireland. Science Survey 2006. 2006. Grazzini, Camillo. "The Montessori… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 60REFERENCES Montessori, Maria. "The Four Planes of Education." From lectures given in Edinburgh, 1938, and… |
Sequence 34certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 289does a wonderful project that I've adopted, where he has the stu- dents read literature and analyze, say, the use of… |
Sequence 52Read: Colin and I both read Montessori in preparation for what we're doing today. We reread passages of From Childhood to… |
Sequence 30humans as children that lends a sense of the cosmic to Montessori's thinking. This cosmic sense pervades all of… |
Sequence 212198 Mario Montessori Through the Seasons of the "Method" Fomaca R .. "La scuola italiana c ii… |
Sequence 261REFERENCES Ewert-Kroeker, Laurie. "Farm School Culture and Valo- rization of Personality: How Does Living on the… |
Sequence 117107 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education Maria Montessori’s cosMic vision, cosMic… |
Sequence 125115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 126116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Montessori, Maria, “Educazione cosmica,” 8. manuscript published in the… |
Sequence 7468 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 9791 Krumins Grazzini • The Hungry Mind It is always reality that the child seeks, but the only way to see, picture, and… |
Sequence 108102 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 do not want complacent pupils, but eager ones; we seek to sow life in… |
Sequence 4741 Kahn • Global Science and Social Systems ecosystem contains most meaningful (Greg MacDonald, unpub- lished course notes… |
Sequence 6761 Kahn • Global Science and Social Systems all stages of the child’s self-construction, widening like the spider web is the… |
Sequence 7367 Norris • Biodiversity and Peace Namara), I would argue that well-trained Montessori students are exactly the people we… |
Sequence 10397 McNamara • Naturally Integrates Science, Mathematics, Technology bibliogrAphy Grazzini, Camillo. “An Interview with… |
Sequence 3327 Cunningham • From Cosmic Education to Civic Responsibility where a sense of social responsibility is fostered. The… |
Sequence 18AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 45Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 9794 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Baiba Krumins Grazzini is director of training at the International… |
Sequence 9895 Krumins Grazzini • History: Human Solidarity Reprinted from The NAMTA Journal 31.1 (2006, Winter): 339–353. Copyright 2006… |
Sequence 105102 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Yesterday I gave the example of the alphabet. It’s extraordinary to think… |
Sequence 35some of what is done does not come from Montessori, they know after thirteen years what works practically. Erdkinder Atlanta… |
Sequence 3528 Dunlap, Marianne. (1985). Notes from the meeting of 9-12 teachers. EAA Newsletter, Q, 1-3, (3). Dranginis, Rita. (… |
Sequence 10396 MATHEMATICS Calvert, Patty. (1972). Memory game variation. The Constructive Triangle, ~. 19, ( l). Joosten, A. M. (… |