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Sequence 29Kramer, Rita. Maria Montessori: A Biography. New York: Putnam's, 1976. Krishnaswamy, S. "George Sydney Arundale… |
Sequence 9many levels (extensions), be self-correcting (flexible), and be open- ended (creative). It should teach care of and respect… |
Sequence 25AlsoNAMTAis pleased to acknowledge its Journal editorial team, in particular Renee Pendleton and Katherine Wilson, for their… |
Sequence 12You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 10REFERENCE Montessori, Maria. From Childhood to Adolescence. 1948. Trans. A.M.Joosten. Rev. ed. Oxford: Clio, 1996. 48 The… |
Sequence 6I return to the main question: Can the syllabus be applied in other settings? If we know what the intent is, we certainly can… |
Sequence 11Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New York: Schocken… |
Sequence 10environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 8also diplomatically handles complaints about menus and the balanc- ing of vegetarian and non-vegetarian food options. The… |
Sequence 8we should set forth large challenges whose fulfillment requires both the commitment and development of the individual and of… |
Sequence 13years of creativity, experimentation, study, and refinement. That's where we are now in the adolescent work-guided by… |
Sequence 11of the day students as well. Though they were sometimes not the majority in terms of numbers, the boarding students were… |
Sequence 10REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 32What? When you focus through the lens of what, always the elements of patterns and measurement enter. Calculating, trying to… |
Sequence 34Koch, Kenneth. Rose, Where Did You Get That Red? Teaching Great Poetry to Children. New York: Random House, 1973. Montessori… |
Sequence 11The adolescent project continues, as does the path of human development. Montessori says, "The intimate vocation of… |
Sequence 12Then,ofcourse, you think: butwhatabout theadolescents?Where are they going to get their vision of the whole? From the… |
Sequence 9REFERENCES Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria.… |
Sequence 12tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 12understand how something moves from one part to the next, e.g., the flow of digested material through the digestive system or… |
Sequence 91. For a successful closing of circles and the opening of new ones. 2. For them to have the necessary energy and vitality to… |
Sequence 14have the power to create you also have the power to destroy-but they couldn't have carried out that role, they couldn… |
Sequence 15interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 1HISTORY: IN GENERAL AND IN PARTICULAR AN INITIAL LOOK AT MARIA MONTESSORI IN A CLASSICAL CONTEXT by John Wyatt John Wyatt… |
Sequence 24Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 25Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Oxford: Clio Press, 1992. Seneca, Lucius Annaeus. Ad… |
Sequence 21Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 24Montessori saw peace as more than the absence of war; war, she said, destroys the constructive impulses in us. The aura,… |
Sequence 7REFERENCES Montessori,Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria.… |
Sequence 14REFERENCES Covey, Stephen R. The Seven Habits of Highly Effective People. New York: Simon & Schuster, 1989. Dyer,… |
Sequence 14Conference Proceedings, July 19-24, 1994, Washington, DC]. Rochester, NY: AMI/USA, 1995. 117-130. Lakoff, George. "… |
Sequence 13• They will be lifelong learners because they enjoy what they do and learn in order to envision. • They will be socialized… |
Sequence 14sees genuine sentiments of love and pity that are very refined" ("Moral and Social Education" 17… |
Sequence 15Montessori, Maria. The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings. Ed. Robert G.… |
Sequence 19REFERENCES Baylor, Byrd. The Way to Start a Day.1977. New York: Simon & Schuster-Aladdin, 1998. Coles, Robert.… |
Sequence 17off the roof will be collected in large cisterns for watering the gardens and washing. We also chose to use straw bale… |
Sequence 18Montessori, Maria. Education for a New World. 1946. Oxford: Clio, 1989. Montessori, Maria. The Montessori Method. 1912. Trans… |
Sequence 4which ensures the purity of the sea-water and the purity of the air during the many millions of years is called life"… |
Sequence 7could fit on the head of a pin to a child of this age, and the reaction was one of wonder and awe, and often a desire to… |
Sequence 17to hold in our hearts and minds the big picture, and for the love of our children and the future, to keep our own fire of hope… |
Sequence 18Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 24Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 18Another step may be founding a Montessori company that estab- lishes Montessori schools on a global basis, a management team… |
Sequence 13have the sensorial experience of those relationships in nature and in supranature. So it follows logically that they must be… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 14the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 2In the early summer of 1896, a young woman graduated from the faculty of medicine and surgery in the University of Rome.… |
Sequence 3the course of development, the child who alone has the power to construct the adult and to create a better world. Thomas… |
Sequence 5In secondary school Maria had at first studied mathematics, then science, and in the university she studied biology. All were… |
Sequence 6sciences that saw an exp.losive growth in psychology, in sociology, .in anthropology, and in pedagogy. It was an age of… |
Sequence 8Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 11Butitisin the human con- text that we must come to un- derstand the depth of this tragedy-the terrible wrench to a mother… |
Sequence 17REFERENCES Carlyle, Thomas. 011 Heroes, Hero-Worship n11d the Heroic i11 History. 1865. Berkeley: U of California P, 1993.… |
Sequence 35to the port side in other respects. But at the same time, it's hard to imagine truly progressive education without that… |
Sequence 37extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 38Montessori, Maria. The Secret oJC!,i/dlwod. 1936. Trans. M. Joseph Costelloe. New York: Ballantine, 1966. Montessori, Maria.… |
Sequence 2Work that would be impossible for one alone becomes feasible as a group enterprise; the discoveries and inventions of a few… |
Sequence 14younger children, between the stronger and the weaker, reflects an instinct for social progress. Moreover, not only a re the… |
Sequence 15Montessori, Maria. Ed11catioJ1 and Pence. 1949. Trans. Helen R. Lane. Oxford: Clio, 1992. Montessori, Maria. Educazio11e e… |
Sequence 16refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |
Sequence 12As an occupational therapist, it has been an honor to serve as consultant to the Montessori classroom. It is always a delight… |
Sequence 16The Montessori Method, continued II Metodo de/la Pedagogia Sclentifica applicato all'educazione infantile nelle Cose… |
Sequence 54Natural History Drawings, continued I), \• I " I, I De Natuur in de Amsterdamsche Montessori- school, A.F.J.… |
Sequence 74A Montessori Beacon to the World Sometimes very tiny children show a precocious skill and accuracy of movement that must… |
Sequence 90Practical Life and Language Materials, continued From 1933 to 1938, Margot Waltuch was a directress at La Maison des Enfants… |
Sequence 152Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 174Correspondence, continued Letter from Mario M. Montessori to Elise (Lisi) Braun with handwritten addendum from Marlo… |
Sequence 188Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 189Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator… |
Sequence 14Many of the above-mentioned projects demonstrate a universal form of community reconstruction through their Montessori schools… |
Sequence 16On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 17Montessori, Maria. "HL1man Solidarity in Time and Space." Trans. Renilde Montessori. Tl,e Sn11 Re1110… |
Sequence 23nature, this sense of mystery, must accompany the study of nature when, having learned of these wonders, this child goes out… |
Sequence 18For, ultimately, the healthy, balanced personality who has built herself through work and passion, throughout the four planes… |
Sequence 23Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
Sequence 4humans as an agent of change, or indeed as an nge11t of crentio11 to use Maria Montessori's expression, we have to… |
Sequence 16Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 24Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 15Louv, Richard. LnstChildi11 the Woods. Chapel Hill: Algonquin Books, 2006. Maslow, Abraham. The Fnrther Renches of H11111n11… |
Sequence 10REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 2COMMUNITY VISION OF THE SCHOOL by Maura C. Joyce Looking at Maria Mo11tessori's historical persona, Maura foyce focuses… |
Sequence 6But by this definition, perceiving ourselves as distinct is not enough. Sharing common interests is not enough. And… |
Sequence 16most basic of tools in any community and need to be prevalent in the Montessori school. Patience As we all must exhibit in… |
Sequence 15REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 87. Be interested yourself if you want to captivate the child's interest. During the course of my program, we were able… |
Sequence 7Independence and socialization. Remember the chapter on social development from The Ab- sorbent Mind? Dr. Montessori… |
Sequence 15by Miss Child that "We don't sit on tables, dear," the young woman got down, as if hearing this for the… |
Sequence 16the power of self-direction increasing by degrees in the sum these of successively repeated acts, are the stout little… |
Sequence 17Montessori, Maria. From Childhood to Adolesce11ce. 1948. Rev. ed. Trans. A.M. Joosten. Oxford: Clio, 1996. Montessori, Maria… |
Sequence 21We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 22Montessori, Maria. The Secret of Childhood. Trans. Barbarn Barclay Carter. Bombay: Orient Longmans, 1936. Muggeridge, Malcolm… |
Sequence 8MIP, Dr. Erhart and I are continuing to identify and further develop appropriate and effective resources to help the… |
Sequence 24accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 4What is it? A mystery. Just as the newborn's mind is a mystery, so is the social newborn a mystery. Each time we find… |
Sequence 11artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 12hear a baby's cries in the next room and ignore it, saying, "Oh, babies cry. They'll outgrow it."… |
Sequence 16a Montessori approach, materials helping children to ac- quire one-to-one correspondence? From my talk one thing should be… |
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… |