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Sequence 162picture) on the wall and a short list of words from the picture to be placed next to it. [t is wise to remember that creative… |
Sequence 163Montessori, Maria. Tile For111alion of Man. 1949. Trans. A.M. Joosten. Oxford: Clio, 1989. Montessori, Maria. Spo11taneo11s… |
Sequence 204Montessori far more than her American counterparts. At the same time it offered opportunities to enhance and enrich her… |
Sequence 206They sorted, with computer-like efficiency, the words of our language containing various single phonograms, those containing… |
Sequence 208teacher training programs. Like the international and national Mon- tessori organizations, the International Dyslexia… |
Sequence 258Goertz, Donna. Childre11 Who Are Not Yet Peaceful: Prevent- ing Excl11sio11 i11 the Early Ele111e11tary Classroom. Berkeley:… |
Sequence 34certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 46We may well find that future discoveries will argue for modification of transition methods at other interfaces. This is an… |
Sequence 92about the world that our students are about to enter. We need to expose the students to adults who believe in humanity,… |
Sequence 105are also connected directly to one another by a circular dotted line. Can you see the dotted line that connects every single… |
Sequence 120projects itself into the future and is sunk in the remotest ages of the past, thereby linking the past to the present and the… |
Sequence 121Montessori, Maria. Unpublished lecture. International Montessori Conference. Amsterdam. 1950. Montessori, Mario M. The… |
Sequence 126MONTESSORI STORYTELLING Storytelling is identified by Dr. Montessori as the basis of el- ementary work. The five Great… |
Sequence 145Montessori, Maria. Tlte Cltild, Society a11d tlte World: Unpub- lished Speeches n11d Writings. 1979. Trans. Caroline Juler… |
Sequence 177Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 199We hope that attention to this sort of customization of the tools will make the classical languages much more accessible and… |
Sequence 229REFERENCES Kohlberg, Lawrence. "Education for Justice: A Modern Statement of The Platonic View." Moral… |
Sequence 245Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 262So my conclusion is, you must provide opportunity at age six to twelve to explore the abstract rules. That is not in your… |
Sequence 270It was at that moment that I witnessed the child becoming a more adult-like part of the universe through their personal connec… |
Sequence 314ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 368areas of society, it reduces some of the mystique of the social order and makes society a manageable environment within which… |
Sequence 379Next time, there are a few changes we will make besides the structural changes to get more of the transcription done than last… |
Sequence 384with staff in order to achieve the level of understanding that is nec- essary. Staff must present their information and… |
Sequence 385NAMTANEWS ADOLESCENT 01H£NTATION SHOWS RECORD ENROLLMENT IN 2009 Summer 2009 is NAMTA's biggest Orientation to… |
Sequence 67RcrERC CES Burge, Weldon. Tiu• Ad111issio11~ F111111d: H()W lo Strt•n111/111e th1• Priz•nlt• Sc/11>11/ A1i111i,sio11… |
Sequence 19that we could not see. The learning process must take place inside the child, and this internal process requires time. It is… |
Sequence 20Montessori, Maria. Tile For111ntio11 of Mn11. 1955. Oxford: Clio, 1989. Montessori, Maria. Unpublished lectures. Dr. Maria… |
Sequence 39REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
Sequence 46PART II: LANGUAGE ARTS IN THE MONTESSORI SYLLABUS FOR ADOLESCENTS Language Arts in the Montessori Syllabus for Adolescents -… |
Sequence 48Language Arts in Program Components, continued Oral Written Reading - Workshops • Reading aloud for fun . Writing… |
Sequence 67But ... there are dangers. Any new invention, any new techno- logical development can become dangerous. Montessori says that… |
Sequence 104child'.s experience with seeing patterns and the ability to predict what may happen or what should happen. Planning means… |
Sequence 214Figure 29. A self-similar structure constructed of triangles. Jn the self-similar construction in Figure 29, Montessori proved… |
Sequence 218By his own accounting, he was the only English-speaking man to do so. Maria Montessori must have quickly recognized the poten… |
Sequence 46Fukatsu, Takako. "Commitment to Wider Community: The Global Child, an Example from Southeast Asia."… |
Sequence 62personal harmony and have the capacity to guide us toward more mutually beneficial ways of Jiving together in the world.… |
Sequence 91early and continue to build incrementally on their independence and realization of empowerment. We show them that even though… |
Sequence 125CONCLUSION Fundamental to the Montessori approach to learning are the three respects-respect for self, respect for others (… |
Sequence 157AUTHOR'S NOTES 1. This presentation included almost one hundred slides and video clips. I have tried to make the text… |
Sequence 167enhance a school, collected funds for a Montessori school in Haiti, and worked with an orphanage in the Dominican Republic.… |
Sequence 182REFERENCES Covey, Sean. The Seven Habits of Highly Effective Teens. New York: Fireside, 1998. Montessori, Maria. Fro111… |
Sequence 193For our school, the project has provided an opportunity to heal some of the discomfort felt in the neighborhood when we bought… |
Sequence 214CONCLUSION If Dr. Montessori's principles and ideas on education were adopted universally through group consensus, this… |
Sequence 255Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. Madras:… |
Sequence 30humans as children that lends a sense of the cosmic to Montessori's thinking. This cosmic sense pervades all of… |
Sequence 85and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 96How did Montessori put it? Knowledge can best be given where there is eagerness to learn, so this is the period when the… |
Sequence 145REFERENCES Einstein,Albert. "Autobiography." In P. Schilpp, Ed.,Albert Ei11stei11: Philosopher-Scie11tist.… |
Sequence 158And this is all essential for reading. I know that reading has taken over in many schools as the most important subject-you… |
Sequence 180world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 188OUTCOMES Dr. Montessori provides this optimistic description, "the whole life of the adolescent should be organized… |
Sequence 208Kahn, David. "Normalization and Normality across the Planes of Development." Tlte NAMTA Jo11r11a/ 22.2 (1997… |
Sequence 237Julius Ceasar assassination site What difference, we ask, might it have made in the fortune and fate of Rome had Caesar lived… |
Sequence 268hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 269Montessori, Maria. A New Education for the Secondary School. Public Lecture, Utrecht, January 1937, AMl 1979. Reprinted in… |
Sequence 206 Part One - Toward the Children's House: The Formation Years social problems linked to demands for better work and… |
Sequence 21From Childhood to Youth 7 most and she constantly supported her. In her own family, Renilde had admired the scholarly,… |
Sequence 27From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 2814 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 5036 Part One - Toward the Children ·s House: The Formation Years alcoholism. cnvironmcn1al conditions and race. The… |
Sequence 63Proposal for a Scient(/7c Pedagogy 49 Acting in this manner, which Talamo called "experimental", the middle… |
Sequence 6450 Part One - Toward the Children's I louse: The Formation Years House, and others followed in Via dei Campani and in… |
Sequence 71Proposal.for a Scientific Pedagogy 57 Houses - and visiting and admiring them is all one and the same. I saw ladies who… |
Sequence 91lflustrations lllus1ration 7: One of the first Children's Houses in San Lorenw. It corresponds lo the description found… |
Sequence 1091//ustrations 95 Illustration 40: Maria and Mario Montessori during a lesson in India, 1939. Illustration 41: Montessori in… |
Sequence 169l55 Chapter IV Far from Italy: First Europe and then India IV.1 The Montessori movement without Maria Montessori ln 1930… |
Sequence 170156 Part Two - For a Science <1/'the Formation of Man and which drew participants from twenty-two different… |
Sequence 172158 Part Two - For a Science of the Formation of Man Mussolini dated 7 August 1932: "The application of her method… |
Sequence 179Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 181Farji-om Italy: First Europe and then India 167 heard a word that was not the right one, and then smiled to him. As one… |
Sequence 209Maria Montessori Through the Seasons of the "Method" 195 Dal/'Unita ad oggi. Da contadini a operai (… |
Sequence 211Maria Montessori Through the Seasom of the "Method" 197 D'Arcangeli M. A., Luigi Credaro e la Rivista… |
Sequence 213Maria Montessori Through the Seasons of the "Method" 199 Montessori course of 1910 and the Children's… |
Sequence 221Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 222208 Maria Montessori Through the Seasons of the "Method" Scientific Pedagogy' to 'The Discovery… |
Sequence 223Maria Montessori Through the Seasons of the "Method" 209 1896-2000, Rome, Edizioni Opera Nazionale… |
Sequence 224210 Maria Montessori Through the Seasons of the "Method" della Pedagogia Scientiftca·: origins and… |
Sequence 227Maria Montessori Through the Seasons of the ''Method" 213 in the model Children's House specially… |
Sequence 41REFERENCES Bronson, Po & Ashley Merryman. N11r/11res!tock: New TJ,i11ki11g About CJ,i/dre11. New York: Hatchette Book… |
Sequence 89rishl'r, David & Rcgin,1ld Bragonicr. What's What: A Visual Clo"ary ()f //11 l'hl/Slf,1I World… |
Sequence 107Gardner, Howard. The U11schooled Mind. NY: Basic Books, 1991. Haines, Annette. Lecture. "Creativity: Our Challenge.… |
Sequence 121bubble) and common space (don't break anybody else's bubble). In this exercise, we can move our bodies in many… |
Sequence 160REFERENCE Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New… |
Sequence 188the present. What Montessori offers here is a fundamental approach: allow the human personality to freely develop, cultivate… |
Sequence 198so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop… |
Sequence 219in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 226have an impact. Our adolescent communities have the opportunity to facilitate connectedness, model such responsibility, and… |
Sequence 228so many other ways. Scientific studies and practical experiences are preparation for making choices and thinking about the… |
Sequence 2422. The Houston Museum of Natural Science has hosted our group for intimate talks with Dr. Donald Johan- son (credited with… |
Sequence 261REFERENCES Ewert-Kroeker, Laurie. "Farm School Culture and Valo- rization of Personality: How Does Living on the… |
Sequence 262Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 297Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Bibliography Dewey, J… |
Sequence 320Montessori focuses not on the evils or the threats created by science and technology (though we know she felt them deeply-as… |
Sequence 321Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 340Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 4MONTESSORI HISTORY IN SEARCH OF A SOUL MoNTESSORl H1STORY rN SEARCH OF A SouL ........................................... 1… |
Sequence 9REFERCNC[S Cavaletti, Sophia. L1r•i11g Lil11rg11: Ele111c11/nry Refl1•c/io11s. Chicago: Liturgy Training Publication<… |
Sequence 45whole and that his actions contribute to the welfare of this larger whole. From such experiences stems the feeling of… |