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Sequence 1IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 3under the guise of rights, establishes the results of human deviations as social. principles. In this way error triumphs and… |
Sequence 4the instruments of his personality and as an expression of his intellect and will helping him to dominate his environ- ment… |
Sequence 4scheduling practice, and assessing levels of achievement, as a teacher usually does, the guide, based on his or her knowledge… |
Sequence 22Deacon, Terrence William. Symbolic Species. New York: Norton, 1997. Montessori, Maria. Unpublished lecture. Dr. Maria… |
Sequence 2emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 12If the human being is what we study, then we must create an environment which uniquely addresses the psychologi- cal… |
Sequence 15PaAJ 1: 1/ie, ttf~ e~ AN OVERVIEW OF ADOLESCENCE by Phil Gang Dr. Gang's overview of adolescence provides a backdrop… |
Sequence 11The ideal community for the adolescent would be a combination of a farm (where vegetables and cereals can be cultivated), a… |
Sequence 1ciphers; and as many excellent pupils are produced by traditional schools, we must be careful not to equivocate and do… |
Sequence 3WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 5easily swayed by peers. There are intense emotions, a heightened sensitivity to criticism and a decrease in intellectual… |
Sequence 12to become ready for success in later life. Actually, Montessori main- tains that fulfilling their present needs is the most… |
Sequence 1A TRIBUTE TO ADELE COSTA GNOCCHI by Salvatore Valitutti Adele Costa Gnocchi believed in the redemptive power of educa- tion… |
Sequence 1THE Goo Wtto HAs No HANDS-PART I by Peter Gebhardt-Seele The "cosmic tale" of God Who Has No Hands is put… |
Sequence 4erything in the beginning, but he or she directs every particle's behav- ior at any moment in time. This directing is… |
Sequence 1p ART II: FURTHER IMPLICATIONS 1. MORE DETAILS Maria Montessori on the Universal l11tellige11ce In the text of the story of… |
Sequence 4The human being as an important end in the cosmos is introduced in another Great Story, "The Coming of the Human… |
Sequence 12or the bad things that happen in the lives of children. We cannot take credit for all the good things and we should not feel… |
Sequence 3You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.… |
Sequence 6love the flower, yet they take the pollen and bring it to the next flower. The corals don't know that they do a marvelous… |
Sequence 7mony and peace were very much on her mind. She did a lotoflectures on the subject. After all, she had lived through the entire… |
Sequence 3Because creative thinkers in- fluence the development of their societies, ... their child- hood experience of the outer… |
Sequence 4A working girl-no family money This caught me up short. I don't think of Dr. Montessori as a vagrant-and you probably… |
Sequence 8or on a city street, in a place awash with the light and atmosphere of the natural world. The legacy that they most… |
Sequence 9trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 10is never any bad weather, only wrong clothing." These experiences also confirm the importance of flexible schedules,… |
Sequence 11This work became a book, In the First Country of Places: Nature, Poetry and Childhood Memory. What I found was that it was… |
Sequence 12help your students find their own way through. 2 There is always new work to do, to combine the precision of a scientist with… |
Sequence 13through other means. What these family members gave them was simply the example of noticing the natural world as something… |
Sequence 14ciation, but this is the conclusion that a series of studies now suggest. 3 This formula of free time in the natural world,… |
Sequence 16the Children's House, let them first know a friendly world, which they can love, admire, and feel at one with. Where they… |
Sequence 18tures, reading both prose and poetry, singing, and the question game. Enrichment of vocabulary-learning all the names of all… |
Sequence 6WHAT Is CULTURE? Because, what is culture? It is the conglomerate of spiritual and mental values that constitute civilization… |
Sequence 14Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 2THE WHOLE ELEMENTARY EXPERIENCE: AGES Six To TWELVE by Kay M. Baker Kay Baker delves into the theory of self-construction,… |
Sequence 15to the children. When enjoying the game, learning to play it better, and helping others are the most important part of the… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 24environment. He is self-directed, self-disciplined, and ready for the larger world. But he is not alone. We look to the entire… |
Sequence 3(Rathunde & Csikszentmihalyi). 1 It will take some time before these articles are published. Therefore, the purpose of… |
Sequence 39Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 1CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 8Montessori Congress, held in Edinburgh in 1938.) The Four Planes ( or phases) of Development or Education constitute that… |
Sequence 10In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 11Mario had "pearls," which still today remain inaccessible and incomplete. One such item was "an… |
Sequence 26In her 1951 lecture, Montessori expresses it thus: No one believes that the forces within the child can act alone, such that… |
Sequence 27Philosophy of the Winnetka Curriculum, 1926); and those of two of Montessori's pupils: Makinden (Individual Work System)… |
Sequence 29The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |
Sequence 30of the method and excluding others meant distorting the very nature of the method. 10 The final result was that, as Montessori… |
Sequence 33The X, in other words, represents "Man the Unknown." 12 The child, and therefore the adult that the child… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 4Discovery of the Child)2, and the 4th and 5th powers of a binomial. She then looks at linear equations with one unknown,… |
Sequence 5methodology and specifically of the methodology of mathematics. So, as I have written in the past: ... the great figure is… |
Sequence 6than one of our four canonical sections or areas for the Children's House. Perhaps it is also worth pointing out that… |
Sequence 2QUESTION AND ANSWER: THE ENVIRONMENT FOR THE Six- TO TWELVE-YEAR-OLD CHILD by Camillo Grazzini and Baiba Krumins Camillo… |
Sequence 1INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 2Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 10Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 2MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 15evolution is the unity of mankind. In the psychosphere there should now only be one civilization. (Unpublished proceedings)… |
Sequence 114. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 17Therefore, from this point of view, the Erdkinder community is Montessori's instrument, an original and innovative… |
Sequence 26Apart from the above, the Erdkinder community does not need specific "Montessori materials" such as there… |
Sequence 2nature that relate to a process of dispersion or disintegration and of thereby falling to a lower level of structure and/ or… |
Sequence 3soon as she came to know my theory, the great Maestra used it in support of all her own scientific pedagogy." In… |
Sequence 2MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 3Thus, in this year's first issue of AMI Communications, Renilde Montessori gives the "acknowledgement of the… |
Sequence 5Especially during the first fifteen years of the center's existence, Mario Montessori often stayed for lengthy periods in… |
Sequence 3Above all, Mario Montessori was by nature a true "citizen of the world," like his father and grandmother… |
Sequence 4of the Netherlands. He was following in his grandmother's footsteps, for Maria Montessori was similarly honored in 1950… |
Sequence 6The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 7Above and beyond Marconi and Marconi's amazing invention, Maria Montessori is moved by the grandeur of the human being… |
Sequence 4Of the many things that I have heard and read during the days following Gianna Gobbi's death, I particularly like what a… |
Sequence 5Of the many things that I have heard and read during the days following Gianna Gobbi's death, I particularly like what a… |
Sequence 17Above and beyond Marconi and Marconi's amazing invention, Maria Montessori is moved by the grandeur of the human being… |
Sequence 18The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 20of the Netherlands. He was following in his grandmother's footsteps, for Maria Montessori was similarly honored in 1950… |
Sequence 21Above all, Mario Montessori was by nature a true "citizen of the world," like his father and grandmother… |
Sequence 35Especially during the first fifteen years of the center's existence, Mario Montessori often stayed for lengthy periods in… |
Sequence 37Thus, in this year's first issue of AMI Communications, Renilde Montessori gives the "acknowledgement of the… |
Sequence 46MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 49soon as she came to know my theory, the great Maestra used it in support of all her own scientific pedagogy." In… |
Sequence 50nature that relate to a process of dispersion or disintegration and of thereby falling to a lower level of structure and/ or… |
Sequence 58Apart from the above, the Erdkinder community does not need specific "Montessori materials" such as there… |
Sequence 67Therefore, from this point of view, the Erdkinder community is Montessori's instrument, an original and innovative… |
Sequence 734. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 87evolution is the unity of mankind. In the psychosphere there should now only be one civilization. (Unpublished proceedings)… |
Sequence 100MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 128Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 141Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 142INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 148QUESTION AND ANSWER: THE ENVIRONMENT FOR THE Six- TO TWELVE-YEAR-OLD CHILD by Camillo Grazzini and Baiba Krumins Camillo… |
Sequence 156than one of our four canonical sections or areas for the Children's House. Perhaps it is also worth pointing out that… |
Sequence 173methodology and specifically of the methodology of mathematics. So, as I have written in the past: ... the great figure is… |
Sequence 174Discovery of the Child)2, and the 4th and 5th powers of a binomial. She then looks at linear equations with one unknown,… |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 197The X, in other words, represents "Man the Unknown." 12 The child, and therefore the adult that the child… |
Sequence 200of the method and excluding others meant distorting the very nature of the method. 10 The final result was that, as Montessori… |
Sequence 201The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |