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Sequence 1globAl science And sociAl sysTeMs: The essenTiAls oF MonTessori educATion And peAce FrAMeworks From Childhood to Adolescence… |
Sequence 339 Kahn • Global Science and Social Systems The MonTessori eleMenTAry inFrAsTrucTure The Interdependencies: The Abstract… |
Sequence 541 Kahn • Global Science and Social Systems ecosystem contains most meaningful (Greg MacDonald, unpub- lished course notes… |
Sequence 743 Kahn • Global Science and Social Systems not an end in themselves. And to understand anything in the real world, to help… |
Sequence 945 Kahn • Global Science and Social Systems evolutionary end of human history implicit in Montessori’s cosmic plan. In a… |
Sequence 1147 Kahn • Global Science and Social Systems The knowledge demanded is not a subject to be covered, but rather knowledge to… |
Sequence 1349 Kahn • Global Science and Social Systems Occupations Classified as Science Lessons 2001–2002 Chemistry • Atoms and… |
Sequence 1551 Kahn • Global Science and Social Systems Zoology • Characteristics of mammals • Characteristics of birds • Systems… |
Sequence 1753 Kahn • Global Science and Social Systems achieving on tests, but for the sake of the production and exchange within the… |
Sequence 1854 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 sense of justice and life will blossom tranquilly under ordered labour… |
Sequence 1955 Kahn • Global Science and Social Systems and of activity. If during the period of adolescence that interest in the… |
Sequence 2157 Kahn • Global Science and Social Systems can invite other international schools and then meet with all summit… |
Sequence 2359 Kahn • Global Science and Social Systems awareness wherever there is a Montessori adolescent program. This is a need for… |
Sequence 2561 Kahn • Global Science and Social Systems all stages of the child’s self-construction, widening like the spider web is the… |
Sequence 65351 Luborsky • The Role of the Occupational Therapist Gadow, K. D., DeVincent, C. J., & Pomeroy J. “ADHD Symptom… |
Sequence 523 Cunningham • From Cosmic Education to Civic Responsibility day-to-day actions of each and contributes to the maintenance… |
Sequence 624 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 all people, global view, interdependency of all life” (Kahn). Our… |
Sequence 1028 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 AMI Refresher Course, Austin, TX. February 17-20, 2017. Kahn, David. “… |
Sequence 1Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 6AMI Journal 2017 - 2018 page 57 references Archibald, D. A., & Porter, A. C. (1990). Mandated Testing and Topdown… |
Sequence 3A Science of Peace page 118 heads and intellectuals needed to learn how to work with their hands, as ‘men who have hands and… |
Sequence 4AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 6The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 3The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 50AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 51A Science of Peace page 118 heads and intellectuals needed to learn how to work with their hands, as ‘men who have hands and… |
Sequence 112AMI Journal 2017 - 2018 page 57 references Archibald, D. A., & Porter, A. C. (1990). Mandated Testing and Topdown… |
Sequence 117Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 4The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 51AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 52A Science of Peace page 118 heads and intellectuals needed to learn how to work with their hands, as ‘men who have hands and… |
Sequence 113AMI Journal 2017 - 2018 page 57 references Archibald, D. A., & Porter, A. C. (1990). Mandated Testing and Topdown… |
Sequence 118Montessori and Assessment: Some Issues of Assessment and Curriculum Reform introduction This study investigates the impact… |
Sequence 811 Chawla and White • Place-Based Education and Citizen Science Children, Youth and Environments – special issue on “Place-… |
Sequence 19106 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 106 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 REFERENCES Bailey… |
Sequence 6112 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 people are in a natural en- vironment. Sara L. Warber, profes- sor of… |
Sequence 7Robbins • Ecopsychology 113 However this growing field might be defined, it is gaining momentum. In a recent paper, 26… |
Sequence 1NAMTA–AMI LEGACY: WINDOWS OF CHANGE 1975-2020 _______________________________________________________________________ David… |
Sequence 2156 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 156 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 stitute, The AMI… |
Sequence 5Kahn • NAMTA - AMI Legacy 159 they were carefully nurtured and handed on to those who followed, providing meaning and… |
Sequence 8162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 using a grandiose… |
Sequence 1Herbert Ratner: Working with Parents Ratner-Kahn Interview For over 35 years, Herbert Ratner with anecdotal humor and gifted… |
Sequence 2of children but the actual mothers themselves who are bonded to their chil- dren in special ways: genetically, by the… |
Sequence 3period of time which gave us the rich experience of educating a second generation of parents: the children of the first… |
Sequence 4Kahn: Loving for the sake of others is an idealistic principle. What do you say to parents with regard to practical cases?… |
Sequence 5Ratner: I am not concerned about making people feel guilty. To realize that you have done something wrong in the past gives… |
Sequence 6able fact is that the parent's "own thing" is the care of the child. The parent is no different than… |
Sequence 1Interview: Rita Kramer: A Voice in a Continuing Dialogue Rita Kramer's biography inspired a personal visit to New York.… |
Sequence 2Kramer: I don't think it is fair to compare Montessori to the handful of minds - Freud, Darwin, Marx - whose thinking had… |
Sequence 3Certainly many features of the Casa could be used to help these children, but really cognitive stimulation is not the only… |
Sequence 4Kahn: You have said too that Montessori's mystical outlook was sim- plistic. Wouldn't it be more appropriate to say… |
Sequence 1Interview: Mae Gadpaille: Montessori Daycare in the Roxbury Ghetto Mae Gadpaille has worked in the heart of Roxbury,… |
Sequence 2grade the children couldn't read and write. Then I realized what Dr. Mon- tessori had said - it begins at the beginning… |
Sequence 3Kahn: Do you anticipate with this pending federal legislation major changes in that ratio? They're talking now four… |
Sequence 5And they've learned a lot of words like that. They've had the words cleanli- ness, godliness, excuse me, thank you,… |
Sequence 6Kahn: How is the nap set up? Gadpaille: There are two rooms, one for the girls and one for the boys. The boys are in the gym… |
Sequence 7Gadpaille: Have a public meeting in a hall, a church, a school or a large home. Explain Montessori and see how many people… |
Sequence 8Kahn: They must really love you. Gadpaille: Some of them do and some of them don't. But before it's over they do… |
Sequence 9that both parents must work. They cannot survive in the economic world without two incomes or welfare. They don't make… |
Sequence 1"Aren't You Glad You Don't Believe In Group Art?" By Nel Weniger Just before Christmas as my… |
Sequence 2The Period of Acceptance Interview The practitioner's common sense in Nancy Jordon, speaks with the integrity of… |
Sequence 3Jordon: It was the occupation itself - doing it and being able to finish it. And then seeing another variation that was a… |
Sequence 4frightening thing of all was the withdrawal of speech. They lost not only speech, bur 1he desire to communicate as well. Kahn… |
Sequence 5now trying to recover six years. You can't expect to recover that in six months. I also have an insatiable curiosity. I… |
Sequence 6we go through life. But the disturbed child is a very delicate plant that has been badly damaged. It needs support, literally… |
Sequence 7Kahn: What would be the typical schedule of a child's day in your center? Jordon: We follow very much the same routine as… |
Sequence 8he wouldn't do any work at all. The following year I mentioned this to another child and he said, "She means… |
Sequence 924 go. if they know. especially if I send a note. But if they can·t I always waited and I saw them later. It means you·re on… |
Sequence 1Looking at the Individual Child Interview Emma Plank, editor of a new book On Development and Education of Young Children,… |
Sequence 2Plank: We lived right in the school at first, and then around the corner. We were in a working class district where there were… |
Sequence 3structured things we were exposed to. There was attention to hand work and fine arts. Our intellectual life in Austria was… |
Sequence 5found an old school building which was old fashioned, but spacious. We could use the building all day which was an exception… |
Sequence 6etc. In the summer we went to the country for at least 4 weeks, sometimes six weeks. We did these thin~ as a class, alJ… |
Sequence 1On Becoming a Human Being Kahn-Montanaro Interview As an outgrowth of the AMI National Conference at Tarrytown, New York, Dr… |
Sequence 2preschool or toddler class. The symbiosis is past. Now what is the role of the Montessori teacher and also of the parent to… |
Sequence 3enlarge hjs environment. So if we could choose, I would wait until that time. Of course, you can bring the little one to the… |
Sequence 4development. And if his relationship with his parents is a good one, he can go back home and not be deprived of anything.… |
Sequence 5care situations. Is it a danger to prescribe a nursery school situation for unenlightened parents? What becomes of a child who… |
Sequence 1The Kodaikanal Experience - Chapter I Kahn-Wikramaratne Interview David Kahn: The KodaikanaJ experience was instrumental to… |
Sequence 2Kahn: This was the Dewey environment. Wikramaratne: Yes. One day, I made my fellow teachers furious. I challenged the idea of… |
Sequence 3that. They gave us pieces of paper, the diplomas, after the course and I said I didn't want it; I have to come back to… |
Sequence 4children to see this actually happening. I want to see the spontaneous activity. I wanted to see it happening. Kahn: How old… |
Sequence 5Amazing, isn't it? And of course, my father thought I was crazy, all these children in a little cottage. So he leased the… |
Sequence 6What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu- lum derived from Mrs. Joosten's… |
Sequence 7the same lecture that I sent my trainees. The lecturers told me that my children were better than the adults, because the… |
Sequence 8Wikramaratne: l did it with my own children in Sri Lanka up to the 15-year-olds. Kahn: Did you have to make materials all over… |
Sequence 1The Kodaikanal Experience - Chapter II Kahn-Montessori Interview David Kahn: You once alluded to Kodaikanal as a community in… |
Sequence 2Kahn: Any particular activities? Montessori: In particular, they observed and detected different aspects of the plants. Kahn… |
Sequence 3come back each day and talk to your mother and she would make comment. Montessori: Yes, the idea would grow. Animals and… |
Sequence 4Montessori: Well, they do get an illustration of the facts, and if they don't have this kind of sentiment, they should… |
Sequence 1The Montessori 9-12 Class: An Overview by David Kahn Before an Erdkinder can be achieved, a consolidated Montessori… |
Sequence 1Extending the Elementary Kahn-McNamara Interview Mr. McNamara has been Teaching Principal of Ruffing Montessori School West/… |
Sequence 214 McNamara: Definitely. They are coming to an age not only when peer influence is extremely important, but to a time of… |
Sequence 5At the elementary level, the students studied simple machines and how they worked. At the junior high level they went further… |
Sequence 618 Dissecting an Earlhworm. The Vital Functions - A la Carte. For example, I have an eighth grade student doing some very… |
Sequence 7However, I believe the Erdkinder type programs would have to evolve from the students. I do not see it as feasible that adults… |
Sequence 820 junior program. Their not being ready is what makes you aware the primary program needs improving. The same reasoning… |
Sequence 22 game of interaction to occur ~re becoming increasingly difficult to sustain. Even when the adult is with the child, the… |
Sequence 3Kahn: If I were to follow a line of thought there, you might say that the role of the adult is really crucial to the social… |
Sequence 44 pay a woman to do what a mother will do for free. It's irrational. Most of it's overtime; only a crazy person… |