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Sequence 203Philosophy of the Winnetka Curriculum, 1926); and those of two of Montessori's pupils: Makinden (Individual Work System)… |
Sequence 204In her 1951 lecture, Montessori expresses it thus: No one believes that the forces within the child can act alone, such that… |
Sequence 237Mario had "pearls," which still today remain inaccessible and incomplete. One such item was "an… |
Sequence 238In 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 240Montessori Congress, held in Edinburgh in 1938.) The Four Planes ( or phases) of Development or Education constitute that… |
Sequence 254CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 9So it is that my husband and I continue our vision quest, grateful for the gift of that vision from our trainers Betty… |
Sequence 8With this introduction let us begin. How and where to begin The only aim in producing this pamphlet is to help children to… |
Sequence 5The dining room at Countryside Montessori School, Chicago, Illinois. could not gin up any real interest while a very large… |
Sequence 2THE MORAL DEVELOPMENT OF ADOLESCENTS: A VIEW FROM THE FARM by Laurie Ewert-Kroeker This article shows the deepening… |
Sequence 4needs and solutions at the Montessori elementary level. What are human needs? How are humans different in how they find… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 6· time for growth • time to be challenged intellectually, to think new thoughts, to broaden viewpoints · time to pause and… |
Sequence 5child's development. That is to say, we can look at behaviors since we have seen that intelligence is revealed in… |
Sequence 1MONTESSORI IMPLICATIONS OF BRAIN RESEARCH by M. Shannon Helfrich Shannon Helfrich lends clarity to the connection of brain… |
Sequence 10homes and health clinics, our early childhood centers and classrooms, America's schools and human service institu- tions… |
Sequence 7"Where's your mother? Get her over here, and her friends too. They'll never see a fire like this again.… |
Sequence 10Our Montessori classrooms offer the child the chance to find flow and the gift of the liberty to enter into that deep… |
Sequence 6•Weare united by our struggle to make the world a better place for all. • You call us the future, but we are also the present… |
Sequence 1The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 6able to choose freely which groups of students and teachers I wished to observe and listen to; I was able to join any group as… |
Sequence 7House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 13children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was… |
Sequence 16Museum of the Sacred Heart College, founded by two priests between 1920 and 1940, was frequently visited by both Montessoris… |
Sequence 17attempts I made to dig out information about Maria Montessori's stay and work in Koda i. My inquiries were frequent! y… |
Sequence 22ready to assist. I was trying to prepare oxygen and show its properties with very simple equipment. Due to an unfortunate… |
Sequence 25was quite likely also instrumental in the acceptance she and her ideas received in India. Another aspect of the Indian way of… |
Sequence 27-------------------------------- ---- and Hindu religion deepened, the cosmic idea came to the fore. Shankar Dutta Panday, a… |
Sequence 30Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 11should like to quote from an article called "The Four Planes of Devel- opment" by Camillo Grazzini. The part… |
Sequence 1ELEMENTS OF ERDKINDER AT THE FARM SCHOOL by Laurie Ewert-Kroeker Laurie Ewert-Kroeker demonstrates the general orientation… |
Sequence 4The restrictions and the rules that we have come up with for the running of the program are there to ensure that the triangle… |
Sequence 3At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,… |
Sequence 4Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 30CONCLUSION The phrase "preparation for life" has been used to describe Montessori education. I prefer… |
Sequence 1HISTORY: IN GENERAL AND IN PARTICULAR AN INITIAL LOOK AT MARIA MONTESSORI IN A CLASSICAL CONTEXT by John Wyatt John Wyatt… |
Sequence 2continuum of human history and to some degree, more or less, a product of her time and education and her medical training. A… |
Sequence 3There are, of course, other classical figures that a cursory study by a somewhat seasoned eye can discover in Montessori'… |
Sequence 4In October, 2005, NAMT A sponsored the third international Ado- lescent Colloquium, a gathering of eminent Montessori… |
Sequence 22THE MONTESSORI INTERNATIONAL BACCALAUREATE DESIGN Careful explication of Montessori primary texts, including Maria… |
Sequence 23includes a bed-and-breakfast, the dorm, the surrounding woodlands, etc. The embryonic community of the farm protects the… |
Sequence 1THE THIRD INTERNATIONAL ADOLESCENT COLLOQUIUM: A RESPONSE FROM THE DOCUMENTER by Kathleen Allen As a longtime Montessori… |
Sequence 3knowledge about. We are trained as Montessori educators, not child psychologists or marriage counselors. We must be clear as… |
Sequence 5teacher never approaches a child in the same way they did previously. A deep respect, an awe emerges that never leaves one. It… |
Sequence 13of this ritual contained the sign of our experience, marked our hope and confidence in the future of our children. This is… |
Sequence 4stand and dream that humanity has a calling, and that calling has to do with an appreciation of the unity of all, the profound… |
Sequence 9motor skills is lost (Talukder). The brain follows a use it or lose it paradigm and keeps only what is used. After the… |
Sequence 1A BRIEF THEORETICAL NoTE AND ExEMPLA DRAWINGS TOWARD A MONTESSORI ARCHITECTURE by John Wyatt John Wyatt presents this… |
Sequence 38Montessori, Maria. The Secret oJC!,i/dlwod. 1936. Trans. M. Joseph Costelloe. New York: Ballantine, 1966. Montessori, Maria.… |
Sequence 3This green desire is also driven by a renewed interest in Maria Montessori's insistence on the importance of hands-on… |
Sequence 15She helped the Tibetans in many ways. She started by collecting clothes and appealing for donations from friends in fndia and… |
Sequence 17broad public with these almost forgotten forms of art. Even before they visited Adyar, there was already a Montessori children… |
Sequence 16The Montessori Method, continued II Metodo de/la Pedagogia Sclentifica applicato all'educazione infantile nelle Cose… |
Sequence 21School bus of Calgary Montessori School, Calgary, Canodo, I 9 2 9 Montessori's Beginnings in Canada Alexander Graham… |
Sequence 26American Media, continued McClure's Magazine, May, 191 I This issue of McClure's magazine carried the first… |
Sequence 32The Seminari-Laboratori de Pedagogia, Barcelona Elementary doss, Esco/a Municipal Montessori, Barcelona, 19 30s Neu Col… |
Sequence 49portive from very early on; this atmosphere helps to explain how the Montessori schools could survive through such difficult… |
Sequence 62The Early Days of Montessori Education in Berlin Multiplication work, Berlin Montessori class, I 92 7 Children's House… |
Sequence 66Furniture and Architecture for Children's Houses Montessori exhibition accompanying the Congress on Early Childhood held… |
Sequence 72Teaching Materials, continued Material for developing the auditory sense Three of six sound boxes, each producing a… |
Sequence 80Display Case Historic Montessori items from England, Ireland, and Scotland On display are documents from the Seventh… |
Sequence 141paleontology, and zoology, as well as natural history as a whole. The third story tells the origins of humans, with a… |
Sequence 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 174Correspondence, continued Letter from Mario M. Montessori to Elise (Lisi) Braun with handwritten addendum from Marlo… |
Sequence 176Maria Montessori's Vision '- Maria Montessori greeting children at the St Angelo School in Rome, around 1911 Man… |
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 5Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 4studied awe of the achievements of humankind. These are, literally, superior human beings who know how to build harmonious… |
Sequence 11you see here the Montessori schools were different. The primary mode for the Montessori students was feeling intrinsically… |
Sequence 13work because we humans learn through experience, through model- ing, but we also learn through stories, we live through… |
Sequence 2THE THOUGHTFUL SCHOOL: SOCIAL, EMOTIONAL, ETHICAL, AND COGNITIVE EDUCATION AS THE SCHOOLWIDE LANDSCAPE FOR LEARNING by… |
Sequence 3success to their Montessori experience. Isn't that success enough? Who has the time and energy to take on more than that… |
Sequence 16the power of self-direction increasing by degrees in the sum these of successively repeated acts, are the stout little… |
Sequence 5This is why an integration of the special needs child in a class of normal children is possible. Montessori tells us that It… |
Sequence 7MARIA MONTESSORI: SPECIAL EDUCATOR; THE PREPARED ENVIRONMENT: A DIAGNOSTIC LEARNING LABORATORY What does Montessori offer… |
Sequence 8A F1RM PLACE TO STAND There is in the Montessori movement a strong strain of conserva- tism-conservatism in both the best… |
Sequence 13Over the weeke11d, she desig11ed a special space for getting a dri11k of water. She provided n I my just the size for thirty-… |
Sequence 2MONTESSORI AND EMBODIED EDUCATION by Kevin Rathunde Veteran NAMTA researcher Kevin Ratllllnde sees 111i11d-body integration… |
Sequence 8feeUngs of interest and wonder because such states animate intelli- gence and allow the mind to accomplish intellectual work… |
Sequence 24tial focus of Montessori education pays off in terms of student expe- rience. The school practices were apparently in line… |
Sequence 29Lakoff, G., & M. Johnson. P/11/()sol'hY i11 //,c I Jes!,. Nrw York: B,1sic8ooks, 1999. Leder, D. The A/1~1•111… |
Sequence 11artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 5sence of social existence. ft is a production and exchange, which does not only bring in the people living near to one, but… |
Sequence 2Ps1co-AruTMtr1cA AND Ps1co-GEOMETRiA by Benedetto Scoppola Tlie introduction of the psycho-disciplines tlirougli Professor… |
Sequence 2Jn Spring we planted seed, And by degrees the plants Grew, flowered, and transformed The light to food, which we Brought in… |
Sequence 6cycle. This is so vitally important because this experience is the most direct way for a child to access the laws of nature,… |
Sequence 3miles east of Atlanta, with no prospect of becoming rural. In fact, the tension has come from the fact that we have no desire… |
Sequence 1EDUCATION AND PEACE: CURRICULUM INTEGRATION AT MONTESSORI HIGH SCHOOL by Regina Feldman Tl,e following text explores… |
Sequence 2WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 3of the presence of other human beings, both adults and those of their age group, with whom to live and establish vali.d… |
Sequence 1MONTESSORI FROM THE START: FOUNDATIONS FOR INDEPENDENCE by Lynn Lillard Jessen and Paula Polk Lillard Ms. Jessen and Ms.… |
Sequence 16When J think about Dr. Montessori and what manifests itself as her greatest genius, l believe it is her insight into the power… |
Sequence 12day, explaining and demonstrating what to do. At our Casa, two or three children may have snack at a time. By this time,… |
Sequence 16The capsule summaries of the three schools with modified pro- grams for a specific population were received by email or fax,… |
Sequence 1MARIA MONTESSORI, SAMUEL ORTON, AND ANNA GILLINGHAM by Barbara Kahn This brief biography of Samuel T. Orton and his… |
Sequence 2recently come under scrutiny, especially at the nine-to- twelve level, as needing significant internal reform. The expansion… |
Sequence 2of persistence in their tasks, the variety of interests that swelled the momentum of the school, the adolescents'… |
Sequence 10ently from being a cause of learning. And that is precisely the kind of definition that we find in The Secret of Cliild/10od,… |
Sequence 14talking; he has to work to acquire these human powers for himself during the very earliest period of his life. The second… |