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Sequence 1CHILD-INITIATED ACTIVITY: HOW IMPORTANT IS IT IN EARLY CHILDHOOD EDUCATION? by Lawrence J. Schweinhart Child-initiated… |
Sequence 3work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and… |
Sequence 1TO BE OR NOTTO BE MONTESSORI by David Kahn Profound differences in thmry are never gratuitnus or invented. They grow out of… |
Sequence 4sensorially, they are simultaneously absorbing the world into them- selves. Children build their conception of self and… |
Sequence 2the young in the way they should go, on rearing them to meet the demands of industry, there were always adversary voices -… |
Sequence 3With the advent of democratic instirutions so very recent, it is not surpris- ing that we have not yet established a… |
Sequence 6projects of action they recogniu as their own ( The Diakaic of Frttdmn, 1988, p.12). Like the highly formative· early… |
Sequence 4Japanese adolescents to pass their university entrance exams results in psychic collapse and hostile resistance to and Aighr… |
Sequence 6computes, but it does not serve to thematize or articulate what is actually lived (1966, p. 46). To teach the young to think… |
Sequence 3When Maria Montessori speaks of man, she often uses ::i c::ipit::il "M.'. What does this capital letter… |
Sequence 4of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every… |
Sequence 58to this survey, only the Franciscan Montessori Earth School in Portland, Oregon, gives adolescents an Erdkinder experience of… |
Sequence 15Transformational Schools Gunnar Myrdal's An American Dilemma: The Negro Problem and Modern Democracy (1944) helped… |
Sequence 25Transformational Schools Gunnar Myrdal's An American Dilemma: The Negro Problem and Modern Democracy (1944) helped… |
Sequence 1Do NoT BEQUEATH A SHAMBLE THE CHILD IN THE TWENTY-FIRST CENTURY: INNOCENT HOSTAGE TO MINDLESS OPPRESSION OR MESSENGER TO… |
Sequence 5food triage, depressingly, has been considered as a serious option on the grounds that in time, there will be enough food for… |
Sequence 8helping us to cut between the twin pitfalls of sentimentality and indifference in our relationship to children. Third, we can… |
Sequence 4The influence and success of Montessori education far exceeds even the worldwide recognition of the ideas of John Dewey. How… |
Sequence 3.. . by talking about Montessori edu- cation in terms of its theoretical roots, we are not talking about something which is… |
Sequence 13community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
Sequence 4drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 7• Within these limits, the occupation demands knowledge, which may involve measurement, refinement of the senses, precision,… |
Sequence 5I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 14are foisted upon children until it becomes very difficult for them to figure out what they're interested in, what might… |
Sequence 4HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 23HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 35are foisted upon children until it becomes very difficult for them to figure out what they're interested in, what might… |
Sequence 44I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 92• Within these limits, the occupation demands knowledge, which may involve measurement, refinement of the senses, precision,… |
Sequence 95drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 23areas (see also Rathunde, "The Context of Optimal Experience"; Rathunde, "Family Context and the… |
Sequence 24mobility does not come under increased control with maturity, it results inan unproductive pattern of mind-wandering in… |
Sequence 20all contributed to a spirit of reevalua tion and reform in education that began in the last decades of the nineteenth century… |
Sequence 8that assessed the ability to discriminate various tastes, smells, sounds, and textures, the study found that these individuals… |
Sequence 3Hutchison in their descriptions of the educational value of place. Place builds a context for social relations; it is the… |
Sequence 10academic study: "work on the land is an introduction both to nature and to civilization and gives a limitless field… |
Sequence 13about their momentary experience. Students in both samples also completed a detailed questionnaire with similar questions… |
Sequence 17In addition to the comparison of the Montessori and traditional students, Figure 1 also provides additional interesting… |
Sequence 19ported undivided interest only 24% of the time. The primary experi- ence for the traditional students was what John Dewey… |
Sequence 34foJlowed by the genius. His characteristics are absorbed attention, a profound concentration which isolates him from all the… |
Sequence 4experience (flow) theory, but I know they had studied the thought of Maria Montessori. What I saw at each of the schools were… |
Sequence 14Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 70Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 10. to develop inquiring, knowledgeable, and caring young people who help create a better and more peaceful world through… |
Sequence 6thought. In fact, from Plato through Descartes, and con- tinuing in modern, positiv- istic science, a link between emotion… |
Sequence 13...------------------------------- -- --- - Do we find flow in the direct perception of nature? Here the answer is obvious… |
Sequence 17evolutionary framework and take a long view of human development. Steven and Rachel Kaplan, two researchers who have been… |
Sequence 6otherwise might, can you think of a more important way to have them spend their time at school or at home? The consensus is… |
Sequence 33I hope you never forget as long as you live, is, Who cnres? If you ever forget that's the correct answer, it will hold… |
Sequence 5cal, and academic education 2. Their work was grounded in a deep appreciation of noble goals for education: peace and… |
Sequence 19ge11t. Ed. R. Bar-On, J.G. Maree, & M.J. Elias. Westport, CT: Praeger, 2007. Cohen,J., L. McCabe, N.M. Mitchel Ii,… |
Sequence 231n ~ a r a n t 29 21 13 ■ .\lonte~~on Traditional I ltAh ,\lorn·a11on High .\l011,,tmn I ltp,h Imrort~n« Lo&… |
Sequence 6John Dewey, the American philosopher, has a very interesting idea. He says, if you want to know what is going on, one way to… |
Sequence 141 understand in the U.S. a lot more than elsewhere. A late discov- ery is that children's attention span is getting… |
Sequence 4John Dewey had a similar view about our attraction to nature: I do not see any way of accounting for the multiplicity of… |
Sequence 5122 Par/ Two - For a Science of Ifie Formal ion of Man compared to her previous one, she went to the Child Education… |
Sequence 10Sternberg and Williams say that during the creative process, questions have to be asked as a tool to reaching the ultimate… |
Sequence 240Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years reason, urban settings… |
Sequence 284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 2184 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 everything, except perhaps for the question of how one was to live one’s… |
Sequence 6188 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 larger curriculum which would include the study of relationships between… |
Sequence 2244 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Confronted by these problems, I have asked myself if, in Maria… |
Sequence 1046 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 The brief review that we have taken of history of human civilization has… |
Sequence 1438 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 And yet I am hopeful. We seem headed down the path of ever-increasing… |
Sequence 1tHe water molecule: How montessori HigH scHool, international baccalaureate, anD university circle bonD to form a… |
Sequence 22AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 24AMI Journal 2017 - 2018 page 41 configured in human, geological, and cosmic terms. Human consciousness strives to understand… |
Sequence 5AMI Journal 2017 - 2018 page 49 Children have the right, just as adults have the right, to be treated as ends rather than… |
Sequence 120AMI Journal 2017 - 2018 page 49 Children have the right, just as adults have the right, to be treated as ends rather than… |
Sequence 128AMI Journal 2017 - 2018 page 41 configured in human, geological, and cosmic terms. Human consciousness strives to understand… |
Sequence 130AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 121AMI Journal 2017 - 2018 page 49 Children have the right, just as adults have the right, to be treated as ends rather than… |
Sequence 129AMI Journal 2017 - 2018 page 41 configured in human, geological, and cosmic terms. Human consciousness strives to understand… |
Sequence 131AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 25 Chawla and White • Place-Based Education and Citizen Science PlACe-BAseD eDuCATioN AND CiTiZeN sCieNCe: resourCes For… |
Sequence 1The Kodaikanal Experience - Chapter I Kahn-Wikramaratne Interview David Kahn: The KodaikanaJ experience was instrumental to… |
Sequence 336 he will combine known elements in fresh, new ways that are uniquely his own. His own special personality, his own special… |
Sequence 2The Child's Nature: Mario Montessori and A.S. Neill Discuss their famous schools and their radical approaches to child… |
Sequence 4McGraw et. al. the article presents classical Montessori Principles. Let me find some lines. "Development cannot be… |
Sequence 79CHILD-INITIATED ACTIVITY: HOW IMPORTANT IS IT IN EARLY CHILDHOOD EDUCATION? by Lawrence J. Schweinhart Child-initiated… |
Sequence 100work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and… |
Sequence 5TO BE OR NOTTO BE MONTESSORI by David Kahn Profound differences in thmry are never gratuitnus or invented. They grow out of… |
Sequence 22sensorially, they are simultaneously absorbing the world into them- selves. Children build their conception of self and… |
Sequence 22the young in the way they should go, on rearing them to meet the demands of industry, there were always adversary voices -… |
Sequence 50With the advent of democratic instirutions so very recent, it is not surpris- ing that we have not yet established a… |
Sequence 11projects of action they recogniu as their own ( The Diakaic of Frttdmn, 1988, p.12). Like the highly formative· early… |
Sequence 162Japanese adolescents to pass their university entrance exams results in psychic collapse and hostile resistance to and Aighr… |
Sequence 135computes, but it does not serve to thematize or articulate what is actually lived (1966, p. 46). To teach the young to think… |
Sequence 11When Maria Montessori speaks of man, she often uses ::i c::ipit::il "M.'. What does this capital letter… |
Sequence 12of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every… |
Sequence 66to this survey, only the Franciscan Montessori Earth School in Portland, Oregon, gives adolescents an Erdkinder experience of… |
Sequence 177Transformational Schools Gunnar Myrdal's An American Dilemma: The Negro Problem and Modern Democracy (1944) helped… |
Sequence 99Do NoT BEQUEATH A SHAMBLE THE CHILD IN THE TWENTY-FIRST CENTURY: INNOCENT HOSTAGE TO MINDLESS OPPRESSION OR MESSENGER TO… |
Sequence 103food triage, depressingly, has been considered as a serious option on the grounds that in time, there will be enough food for… |
Sequence 106helping us to cut between the twin pitfalls of sentimentality and indifference in our relationship to children. Third, we can… |
Sequence 13The influence and success of Montessori education far exceeds even the worldwide recognition of the ideas of John Dewey. How… |
Sequence 41.. . by talking about Montessori edu- cation in terms of its theoretical roots, we are not talking about something which is… |
Sequence 150community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
Sequence 152drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 155• Within these limits, the occupation demands knowledge, which may involve measurement, refinement of the senses, precision,… |