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Sequence 106a contribution to make. We have to help the child become grateful to our ancestors, who have performed significant services… |
Sequence 107when] he wants to possess the world as his theater of perception. (Nabhan & Trimble 28) Paul Shepard speaks of this… |
Sequence 114professional assistance" (119). Efforts by people such as Frederick Leboyer have brought to our consciousness the… |
Sequence 5hances and expands the potential of the whole school community. The root of evaluate is value-and the process of evaluation… |
Sequence 12<lures, and plans. She guides, but does not control, the school's development. • The administrator leads by… |
Sequence 5nature of the human being comes to the forefront. The con- cept of justice is born and thus the intimate connection of… |
Sequence 6Finally, these youngsters would emerge with a sense of mission. They would understand the connection between personal vocation… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 6sights and discoveries that include and expand upon the original material. Such a developmental process has held a prominent… |
Sequence 13ply the "normal condition" of childhood, the result of the second embryonic period that takes place outside… |
Sequence 15from flow feeling refreshed and at peace-were clearly manifested by the young girl with the wooden cylinders. Witnessing this… |
Sequence 31Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 6Epstein, Paul. A Montessori Program for the 7th and 8th Grade. Pamphlet. Glenndale, MD: CEkos, a Foundation for Edu- cation,… |
Sequence 7*Kahn, David. "The Kibbutz, Boys' Town, Williamsburg and the Montessori Erdkinder." NAMT A Quarterly 4.… |
Sequence 15HERSHEY MONTESSORI FARM SCHOOL, 2001: UNMASKING INDIVIDUAL TRUTH by David Kahn After one year of farm school operation, Mr.… |
Sequence 9trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 18Annan, K. We the Peoples. New York: United Nations Publications, 2000. BBC. Soul. Three part video series. London: BBC-TV,… |
Sequence 19Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 7FACING OURSELVES It is within the prepared environment of the adolescent commu- nity that the adult comes into full… |
Sequence 17REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from… |
Sequence 3I began with origins. I enjoyed the etymology of the word education (from Latin educare, "to draw out"). I… |
Sequence 13teaching. As a violinist myself, I am reminded of the relationship between the instrument and the musician-without one or the… |
Sequence 2MODERN MONTESSORI IN SEARCH OF A Sout: A TRIBUTE TO SOFIA CAvALLETTI by David Kahn David Kahn's tribute to Sofia… |
Sequence 2PROJECT 2012: HISTORY WHITHER BOUND FROM CHILDHOOD TO ADOLESCENCE? PHILOSOPHICAL AND METHODOLOGICAL PREMISES by David Kahn… |
Sequence 8school-aged children. She hesitated at first, since she thought she couldn't offer these older children enough,… |
Sequence 9classes existed for students from the ages of six to twelve, but in Kodaikanal Maria Montessori developed cosmic education as… |
Sequence 10about this: " ... when coming to Kodaikanal, a whole new world opened up for Mario. He was mostly experimenting and… |
Sequence 13children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was… |
Sequence 28On the other hand: The gradually concretized splendid vision of a cosmic education developing into a comprehensive didactic… |
Sequence 12• an international network of training and study centres dedicated to the propagation of Montessori's teachings and the… |
Sequence 14Surprisingly, in some cases median administrator salaries are actually lower than the median salaries of teachers with… |
Sequence 20D. Benefits Compensation Packages For many schools, compensation packages include other benefits in addition to salaries.… |
Sequence 27Median Annual Age Level Tuition 9-10 Month School Year Infant-Toddler 2 Day $2,250 Infant-Toddler 3 Day $3,380 Infant-… |
Sequence 14on a collective basis. The farm's profits, if any, are, for the most part, sown back into the students' next group… |
Sequence 25AlsoNAMTAis pleased to acknowledge its Journal editorial team, in particular Renee Pendleton and Katherine Wilson, for their… |
Sequence 1ENVISIONING THE WHOLE THIRD PLANE: MONTESSORI ERDKINDER AND URBAN ADOLESCENT PROGRAMS HELP EACH OTHER by David Kahn David… |
Sequence 2unfortunately I was unable to find the millionaire to fi- nance it. It was so visionary and also so revolutionary that it… |
Sequence 10programs supported by experience, a long-term experience. We will establish guidelines only through a natural process that… |
Sequence 7In view of the principle of indeterminacy, Dawkins would readily agree with the statement of Gregory the Great. Taking all… |
Sequence 14the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 2TOWARDS A THEORY OF KNOWLEDGE FRAMEWORK FOR A MONTESSORI HIGH SCHOOL by David Kahn Tl1e fon11a tio11 of the adolescent… |
Sequence 4obtains, allocates, supervises, and safeguards the work done as self help. This work is found either within the school itself… |
Sequence 14D. Adolescents need to know about their world as it is, but they also need to see the best aspects of human organiza- tion;… |
Sequence 24Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 2SUPPORT AND ENGAGEMENT FOR ALL STUDENTS by John R. Snyder and Donna Bryant Goertz Donna Bryant Coertzn11d John S11yder… |
Sequence 31hundred years without special education staffs. So even though the sophistication of information-specialized information-is… |
Sequence 10Montessori referred to children who possessed habits of deep concentration (i.e., those who had repeated flow experiences) as… |
Sequence 28Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 13to show them the "human capacity to solve problems and ... [the capacity] of the spiritual source of life to overcome… |
Sequence 15REFERENCES Blake, William." Auguries of Innocence." 1803. Blake, William. So11gs of /1111oce11ce n11d of… |
Sequence 17Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 32Facility Ownership Forty-seven percent of the responding schools rent their facilities while 53% own them, up from a 50-50… |
Sequence 42using the primary (3-6) level as an example. Median salaries at the 3-6 age level are shown for teachers employed at schools… |
Sequence 7foundations of meaning, they lose their appeal. Nature has an im- portant role to play in shaking these foundations. THE… |
Sequence 37Ago." January 10, 2010. Kaiser Family Fo1111dalio11. March 26, 2010 <http://www.kff.org/cntmcdia/entmedi-… |
Sequence 3A system is a set of interrelated elements that make a uni- fied whole. Individual things-like plants, people, schools,… |
Sequence 9We Tell Stories to Inspire the Second-Plane Child's Tendency towards Hero Worship If you go to the biography section of… |
Sequence 23and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 20Kahn, David. "Normalization and Normality across the Planes of Development." Tlte NAMTA Jo11r11a/ 22.2 (1997… |
Sequence 21Far_ji-0111 Italy: First Europe and then India 27 AMI (ed.), cit.. p.47. 28 P. Giovetti. cit., p. I 03. 29 Ibid, p. IOI. 30… |
Sequence 7Maria Montessori Through the Seasons of the "Method" 199 Montessori course of 1910 and the Children's… |
Sequence 2216 Maria Montessori Through the Seasons of the "Method" Di Rudini A., 25n. Dolmetseh E. A., 149. Ercole… |
Sequence 242Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years student begins to… |
Sequence 243Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Moral, or ethical,… |
Sequence 244Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years future, Montessori… |
Sequence 291Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Bibliography Dewey, J… |
Sequence 17The new child, she said, must show us how to make all mankind aware of its unity. That human being is different from us and… |
Sequence 18Montessori's path for a science of peace is clear and radical and so optimistic that the junior class is doubtful it can… |
Sequence 19Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 1MONTESSORI HISTORY IN SEARCH OF A SOUL by David Kahn I realize only too well thnt l nm losing my faith i11 the possibility… |
Sequence 3puts the spotlight on another kind of spiritual impetus: the understand- ing of the greater wltole tltroug/J living together… |
Sequence 1REFLECTIONS ON THE DEATH OF SOFIA CAVALLETTI AUGUST 23, 2011 by David Kahn, 2012 Other i111portant threads in these… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
Sequence 385 Kahn-Wikramaratne Interview • The Kodaikanal Experience students used to go away after the lecture; I would run up there… |
Sequence 587 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 789 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and… |
Sequence 991 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 1the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview DAVID KAHN: You once alluded to Kodaikanal as a community in… |
Sequence 395 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with… |
Sequence 10162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
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 9287 O’Shaughnessy • Epilogue: The Child and the Environment the children feel a sense of pride and accomplish- ment. Dr.… |
Sequence 9287 O’Shaughnessy • Epilogue: The Child and the Environment the children feel a sense of pride and accomplish- ment. Dr.… |
Sequence 10288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
Sequence 10288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
Sequence 12290 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 nurtured through a dramatic passage from one realm of existence to… |
Sequence 12290 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 nurtured through a dramatic passage from one realm of existence to… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 949 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 1858 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 15127 Mosher • Into the City a references Kahn, David. “The Unfolding Drama of the Montessori Adolescent in America.” The… |
Sequence 15175 Henke • Toward the Ultimate Goal of Peace Class. Here students address current issues such as biological politics, water… |
Sequence 22182 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 of extending it to Montessori adolescent communities around the globe.… |
Sequence 31191 Henke • Toward the Ultimate Goal of Peace reform issues of our time. These student groups form the backbone of peace… |
Sequence 16266 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 possibly provide a structure for indigenous educators to create their… |
Sequence 1749 Schaefer • Grace and Courtesy and Beyond com/2014/09/11/fashion/steve-jobs-apple-was-a-low- tech-parent.html>.… |
Sequence 1749 Schaefer • Grace and Courtesy and Beyond com/2014/09/11/fashion/steve-jobs-apple-was-a-low- tech-parent.html>.… |