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Sequence 243nature of the method. 24 The final result was that, as Montessori herself writes: "The world of official education… |
Sequence 246In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant… |
Sequence 20A most striking account of Maria Montessori's willingness to observe without prejudice is the episode of the child… |
Sequence 22It is remarkable that, even without a clear formulation of the different planes of development, an elementary school model… |
Sequence 49materials and equipment which are, or ought to be, found in any Montessori elementary environment. Each group representative… |
Sequence 58"IN Mv SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth… |
Sequence 61Each individual, each one of us, has a body made up of billions of cells (50 thousand billion, to be ex- act) and, from the… |
Sequence 63beings, the exploration of this aspect of human society, we usually identify as economic geography in our courses. Montessori… |
Sequence 249Adolescent Colloquium participants, front row, seated: John Long, Larry Schaefer, Joen Bettmann, Pat Schaefer, Allyn Travis,… |
Sequence 108NORMALIZATION by Eduardo J. Cuevas In a brief, direct essay about normalization summarizing the thematic focus of his… |
Sequence 4PREFACE The Adolescent Colloquium was planned by the Montessori Teacher Education Collaborative about six months before it… |
Sequence 26between the family and the school. Do the students stay on the farm for the entire two years of early adolescence? How long… |
Sequence 29don't think the cosmic plan can be fully explored at the second plane. It is too vast. That is why Montessori tells us to… |
Sequence 69As for the "three years ahead," there is a difference be- tween expectations, which are temporal, and… |
Sequence 146THE EPIC OF EVOLUTION CONFERENCE: TAKING THE JOURNEY BACK HOME by Kathleen Allen and Gerard Leonard Kathleen Allen and… |
Sequence 147As we listened to the current scientific knowledge and theologi- cal understanding of cosmic evolution, biological evolution,… |
Sequence 290ERDKINDER UNDER CONSTRUCTION: WHAT THE FARM SCHOOLS SHOWED Us by David Kahn Mr. Kahn is directing a project to start a farm… |
Sequence 29120 years, have lacked any governing standard, any consensus of design, and any documentation. To help build the needed… |
Sequence 371Founded in 1973, Skinner Mon- tessori School is located in his- toric downtown Vancouver, just minutes away from Portland,… |
Sequence 8universe; for one must encounter the facts of nature so that the imagination can build its vision of the whole based in the… |
Sequence 9which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of… |
Sequence 11It has been said that change is of the essence-in our courses, in our schools, in ourselves. Perhaps it is not so much… |
Sequence 16of incalculable help to parents, social workers, child-care workers, family counselors-in short, to any person involved with… |
Sequence 41.. . by talking about Montessori edu- cation in terms of its theoretical roots, we are not talking about something which is… |
Sequence 42natural science and the humanities, of experimental research and speculative philosophy, of realistic description of facts and… |
Sequence 431. A GLOBAL ANO COMPREHENSIVE EDUCATIONAL CONCEPT If we agree that Maria Montessori developed a global and compre- hensive… |
Sequence 46If you take the time to study the publications of Maria Montessori thoroughly and carefully, you will find confirmed on every… |
Sequence 48Susanne Gunkel, one of my former doctoral students, wrote a master's thesis wherein she identified four basic principles… |
Sequence 49theories of a few other great educational philosophers of a similar caliber. Please note, I am speaking of a comparison… |
Sequence 52Here ismy answer, per- haps somewhat unex- pected. You should choose none of them, but should choose rather your own… |
Sequence 53With that vision, however, Maria Montessori joins the ranks of the great educational philosophers of all time and gains the… |
Sequence 54Montessori, Maria. "Gott und das Kind." Trans. Helene Helm- ing. Mitteilungen der Deutschen Montessori-… |
Sequence 64several languages. His genuine kindness attracted them all. He under- stood the immense importance of their inner power, their… |
Sequence 147better still, to the value of work in general, "with its wide social connotations of productiveness and earning power… |
Sequence 153. . . the Erdkinder community is Montessori's instrument, an origi- nal and innovative instrument, for preventing the… |
Sequence 162Montessori also refers to materials for mathematics when she says, "Because of this vital importance of mathematics… |
Sequence 1THE Vol. 24, No. 2 Spring 1999 Montessori and the Spiritual Development of the Child The Spiritual Development or the Child… |
Sequence 66Doctors merely assist the natural process called health to develop within the patient. Teachers, like doctors, merely assist… |
Sequence 79not yet fully formed: he has not yet gathered about him the last folds of his robe of flesh and of love which is made up of… |
Sequence 107through the labyrinth. This was Maria Montessori's conviction and great insight. And so we come to our awesome task as… |
Sequence 160writing the book Nurturing the Spirit was a concern for the majority of Montessori students who do not receive this training… |
Sequence 126Montessori, Maria. The Discovery of the Child. 1948. Trans. S. J. Costelloe. New York: Ballantine Books, 1967. Montessori,… |
Sequence 10THE CASADEI BAMBINI: A CENTURY CONCEPT by Elizabeth Hall Elizabeth Hall walks readers through early Montessori history, from… |
Sequence 53REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 74Romanian Montessori Association to celebrate the 90th birthday of its founder, Dr. Ilie Sule-Firu. Dr. Sule-Firu was an ardent… |
Sequence 232Another idea that has been missed is the idea of freedom within limits. If we do not provide freedom within the limits of a… |
Sequence 55The unconscious absorbent mind, paired with the sensitive peri- ods, creates the very mind of the human being in the first… |
Sequence 62Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 79THE GENIUS OF MONTESSORI HISTORY by Larry Schaefer This keynote will focus on two things: Maria Montessori and her pedagogy… |
Sequence 80her powerful imagination, and her quick intuitive insights (that make up her unique feminine mind); but also ethnic "… |
Sequence 81- Maria Montessori's science background was deep and multidi- mensional. In 1907, she was thirty-seven years old, highly… |
Sequence 100If the seeds are sown in the elementary years, they take root in the place of the adolescent years. The important… |
Sequence 221Renilde Montessori then presented her vision of origins and innovation. Inspired by the Taliesin community, she began with a… |
Sequence 14Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 16MONTESSORI EDUCATION AND OPTIMAL EXPERIENCE: A FRAMEWORK FOR NEW RESEARCH by Kevin Rathunde Dr. Rathunde' s… |
Sequence 77behavior must be described before optimal development can be de- scribed, much less realized. Yet a description of the ideal… |
Sequence 100The psychological and pedagogical outcomes at this first stage can be summarized as follows: • Having read Maria Montessori… |
Sequence 113YEAR THREE (2000-2001), THE MONTESSORI FARM SCHOOL OPENS: SCHOOL ON THE LANO We opened in August of 2000, and at the… |
Sequence 144IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 154under the guise of rights, establishes the results of human deviations as social. principles. In this way error triumphs and… |
Sequence 155the instruments of his personality and as an expression of his intellect and will helping him to dominate his environ- ment… |
Sequence 190scheduling practice, and assessing levels of achievement, as a teacher usually does, the guide, based on his or her knowledge… |
Sequence 206Connected Studies: • MTEC Erdkinder Study Project for the Third Plane of Develop- ment; Montessori Education and Optimal… |
Sequence 208NAMTA COOPERATES WITH MONTESSORI TEACHER EDUCATION COLLABORATIVE TO PRESENT SUMMER ADOLESCENT GATHERING JULY 16-AUCUST 4… |
Sequence 126Deacon, Terrence William. Symbolic Species. New York: Norton, 1997. Montessori, Maria. Unpublished lecture. Dr. Maria… |
Sequence 10emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 20If the human being is what we study, then we must create an environment which uniquely addresses the psychologi- cal… |
Sequence 23PaAJ 1: 1/ie, ttf~ e~ AN OVERVIEW OF ADOLESCENCE by Phil Gang Dr. Gang's overview of adolescence provides a backdrop… |
Sequence 277The ideal community for the adolescent would be a combination of a farm (where vegetables and cereals can be cultivated), a… |
Sequence 278The education of young people in a commu- nity that is not isolated but only separated from the larger society entails… |
Sequence 291ciphers; and as many excellent pupils are produced by traditional schools, we must be careful not to equivocate and do… |
Sequence 293WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 295easily swayed by peers. There are intense emotions, a heightened sensitivity to criticism and a decrease in intellectual… |
Sequence 302to become ready for success in later life. Actually, Montessori main- tains that fulfilling their present needs is the most… |
Sequence 25A TRIBUTE TO ADELE COSTA GNOCCHI by Salvatore Valitutti Adele Costa Gnocchi believed in the redemptive power of educa- tion… |
Sequence 18THE Goo Wtto HAs No HANDS-PART I by Peter Gebhardt-Seele The "cosmic tale" of God Who Has No Hands is put… |
Sequence 21erything in the beginning, but he or she directs every particle's behav- ior at any moment in time. This directing is… |
Sequence 29p ART II: FURTHER IMPLICATIONS 1. MORE DETAILS Maria Montessori on the Universal l11tellige11ce In the text of the story of… |
Sequence 32The human being as an important end in the cosmos is introduced in another Great Story, "The Coming of the Human… |
Sequence 100or 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 105You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.… |
Sequence 108love 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 109mony and peace were very much on her mind. She did a lotoflectures on the subject. After all, she had lived through the entire… |
Sequence 137Because creative thinkers in- fluence the development of their societies, ... their child- hood experience of the outer… |
Sequence 138A working girl-no family money This caught me up short. I don't think of Dr. Montessori as a vagrant-and you probably… |
Sequence 142or on a city street, in a place awash with the light and atmosphere of the natural world. The legacy that they most… |
Sequence 143trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 144is never any bad weather, only wrong clothing." These experiences also confirm the importance of flexible schedules,… |
Sequence 145This work became a book, In the First Country of Places: Nature, Poetry and Childhood Memory. What I found was that it was… |
Sequence 146help your students find their own way through. 2 There is always new work to do, to combine the precision of a scientist with… |
Sequence 147through other means. What these family members gave them was simply the example of noticing the natural world as something… |
Sequence 148ciation, but this is the conclusion that a series of studies now suggest. 3 This formula of free time in the natural world,… |
Sequence 150the Children's House, let them first know a friendly world, which they can love, admire, and feel at one with. Where they… |
Sequence 41tures, reading both prose and poetry, singing, and the question game. Enrichment of vocabulary-learning all the names of all… |
Sequence 51WHAT Is CULTURE? Because, what is culture? It is the conglomerate of spiritual and mental values that constitute civilization… |
Sequence 59Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 61THE WHOLE ELEMENTARY EXPERIENCE: AGES Six To TWELVE by Kay M. Baker Kay Baker delves into the theory of self-construction,… |
Sequence 103to the children. When enjoying the game, learning to play it better, and helping others are the most important part of the… |
Sequence 111PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 64"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |