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Sequence 26last lecturec, and formally examine the students. She would also personally sign the diplomas of the students who passed their… |
Sequence 28Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 3language is going through the same daily struggles that you do is a very powerful experience. Some argue that human nature… |
Sequence 4its cycle. We must push ourselves-I must push myself. And l find that the reward after a heinous journey is a lot greater… |
Sequence 8The project is underway, and AMl signed the agreement with camp council members in February, 2010. As the project progresses… |
Sequence 1MONTESSORI' S WELTANSCHAUUNG: A GLOBAL SOCIAL MOVEMENT by Lia Woo Lin Woos research has led /1er to n11 npprecintio11… |
Sequence 2We will not attain peace in our society by teaching it through rote learning, as we attempt to do with academic subjects. Or… |
Sequence 11ADVOCACY AND OUTREACH Peace and education cannot, must not, and as we have seen, need not be confined within the walls of the… |
Sequence 2Maria Montessori commented on the need for moral education: It is at seven years that one may note the beginning of an… |
Sequence 4society, Mary's scientific work was at the highest level. In recognition of her work, despite a deep male bias, she was… |
Sequence 6pared to many developed countries. Life expectancy in the United States is only two years more than Keralas, and our literacy… |
Sequence 9strates the power of the moral imagination. But what is the moral imagination-and why is it important? NURTURING THE MORAL… |
Sequence 12school community, and these feed their moral imaginations and temper their daily moral challenges. On the elementary level… |
Sequence 8Bureau, the Ku Klux Klan, Plessy v. Ferguson, Brown v. Bonrd of Ed11cn- tion, one-room schoolhouses, the desegregation of… |
Sequence 3As an example to elucidate the point, Daniel G. Groody reports in Globnlizntion, Spirituality, and fustice: Nnvignti11g the… |
Sequence 9How GROUPS WORK Another consideration in achieving this overall awareness of a global humanity is a precise understanding of… |
Sequence 4John Dewey had a similar view about our attraction to nature: I do not see any way of accounting for the multiplicity of… |
Sequence 33restoration, and other positive motivations might be better suited to promoting ecological behavior" (603).… |
Sequence 7The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 14tells the story of a nature walk with her children in the woods out- side her school in Wisconsin. She was at the head of the… |
Sequence 3around her are Form, Colar, and lmagination. But I am going to take some poetic freedom and reassign the angels to the first,… |
Sequence 7are influenced, directly or indirectly, by biological factors (Saucier & Simonds). They are constitutional in nature… |
Sequence 11Concentration is a critical ingredient in the promotion of optimal human functioning. Because parents, teachers, and other… |
Sequence 4to go home and defend her borders, she left behind a rich reposi- tory of artistic, political, and architectural artifacts.… |
Sequence 8With the picture of Rome's history cradled in our cerebella, we move on to an overview of the orders of architecture,… |
Sequence 13Numerous additional sites, artifacts, ruins, remains, and rubble line the sidewalks, lie just around the bend, or wait across… |
Sequence 25the importance to his de- velopment of the quality of the stimuli that enter his absorbent brain, and so we must give… |
Sequence 36disparate writers, one the sixth century BC Greek philosopher Hera- clitus who said, "You can't step in the same… |
Sequence 1IX Foreword After many years working all over the world, each time J begin a new Montessori training course f stress that,… |
Sequence 2X observation, Maria Montessori made a fundamental contribution to educators and, as I already said, her method is still… |
Sequence 3XIII particular, as Clara Tornar observed, there has been "growing interest for a more objective historiographical… |
Sequence 4XLV of the various [talian editions. The passages were sometimes retranslated because the original translation in English did… |
Sequence 5From Childhood to Youth 7 most and she constantly supported her. In her own family, Renilde had admired the scholarly,… |
Sequence 9From Childhood to Youth 11 letter she sent to her friend Clara in 1896, in which she expressed all her anxiety and dismay… |
Sequence 11From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 934 Part One - To1rnrd the Children's I louse: The Formation Years of the pro-vote committee, and she - along with other… |
Sequence 12Science and Society: The Woman Question 37 11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
Sequence 644 Part One - Toward the Children ·s llouse: The Formation Years ' Luigi Crcdaro ( 1860-1939) relined his s1Udies in… |
Sequence 5Proposal for a Scient(/7c Pedagogy 49 Acting in this manner, which Talamo called "experimental", the middle… |
Sequence 13Proposal.for a Scientific Pedagogy 57 Houses - and visiting and admiring them is all one and the same. I saw ladies who… |
Sequence 25Proposal.for a Sciemific Pedagogy 7 M. Montessori,// Me1odo de/la Pedagogia Scienlijica. Ecli=ione cri1ica. p.159. K Ibid. p.… |
Sequence 27Proposal for a Scientific Pedagogy 71 Randone was also a biological designer at the University of Rome. where Montessori may… |
Sequence 274 Maria Montessori Through the Seasons of the "Method" lllustrntion 2: Teacher~ and student\ of the Scuolu… |
Sequence 3illustrations Illustrations 3 and 4: Anthropology lecture by Maria Montessori at the Pedagogical School in Rome, 1906. In… |
Sequence 2092 Maria Montessori Through the Seasons of the "Method" Illustration 34: Maria Montessori in Rome's… |
Sequence 13On the Move with the "New Child" I 15 attention to the study of the dynamics of child psichic life. The… |
Sequence 10School. Fa111i~v and Sociely 127 Lombardo Radice, who drafted those programs, had intended religious education in an open… |
Sequence 15132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 16School, Family and Society 133 5 Montessori reports on her Barcelona experience in / bambini vive111i 11ella Chiesa. Note di… |
Sequence 17134 Part Two - For a Science of the Formation of Man also published an article by Erwin Krauss, a follower of Alfred Adler,… |
Sequence 18School, Family and Society 135 Montessori as an honorary member of the Fascist party. Over the last few years many scholars… |
Sequence 17152 Parr Two - For a Science of the Formation of Man Montessori mitigated the tone of a short reference to the conditions of… |
Sequence 1l55 Chapter IV Far from Italy: First Europe and then India IV.1 The Montessori movement without Maria Montessori ln 1930… |
Sequence 3Farji-0111 Italy: First Europe and then India 157 promises became almost offensive, Maria Montessori would not hesitate to… |
Sequence 12166 Part T11·0 - For a Science of the Formation of Man prison camp in Ahmendnagar. Mother and son would be rejoined again two… |
Sequence 14168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and… |
Sequence 15Far.from Ira~)': First Europe and 1he11 India 169 they could re-embrace children and grandchildren, respectively, who… |
Sequence 16170 Part Two - For a Science of the Formation of Man which, like India, had to face many difficulties with regard to the… |
Sequence 18172 Part Two - For a Science of the Formation o_/Man overlooked children's rights and explained. ''There are… |
Sequence 19Farji-0111 fla(v: First Europe and then India !73 1 This monthly journal of the Ente Morale Opera Montessori had its lirst… |
Sequence 20174 Pan Two - For a Science of the Formation qf Man unlimited caution both when speaking and when approaching people… |
Sequence 21Far_ji-0111 Italy: First Europe and then India 27 AMI (ed.), cit.. p.47. 28 P. Giovetti. cit., p. I 03. 29 Ibid, p. IOI. 30… |
Sequence 5180 Par/ Tll'o - For a Science of the Formation ofMa11 passages. To analyzc them, we would need, in particular, another… |
Sequence 16A Classic Work of Pedagogy 191 1.i M. Montessori, La .formazione de/1 'uomo {The Formation of Man], Milan, Garzanti.… |
Sequence 1Maria Montessori Through the Seasons of the "Method" 193 Bibliography Alatri G., "Le prime Case… |
Sequence 2194 Maria Montessori Through the Seasons of the "Method" handicapped child], in Vita dell 'i11fwda.… |
Sequence 3Maria Montessori Through the Seasons of the "Method" 195 Dal/'Unita ad oggi. Da contadini a operai (… |
Sequence 4196 Maria Mo111essori Through 1he Seasons o,/the "Method" Nuova Italia, 1994. Cives G., "… |
Sequence 5Maria Montessori Through the Seasom of the "Method" 197 D'Arcangeli M. A., Luigi Credaro e la Rivista… |
Sequence 6198 Mario Montessori Through the Seasons of the "Method" Fomaca R .. "La scuola italiana c ii… |
Sequence 7Maria Montessori Through the Seasons of the "Method" 199 Montessori course of 1910 and the Children's… |
Sequence 8200 Maria Montessori Through the Seasons o_f the "Method'' Rome, Edizioni "Vita dell'… |
Sequence 11Maria Montessori Through the Seasons of the ''Method" 203 child education in the Children's llouses… |
Sequence 13Maria Montessori Through the Seasons of the "Method'' 205 Montessori M., la scoperta de/ bambino, Milan,… |
Sequence 14206 Maria Montessori Through the Seasons of the "Method" "Notizie sul movimento per il metodo… |
Sequence 15Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 16208 Maria Montessori Through the Seasons of the "Method" Scientific Pedagogy' to 'The Discovery… |
Sequence 17Maria Montessori Through the Seasons of the "Method" 209 1896-2000, Rome, Edizioni Opera Nazionale… |
Sequence 18210 Maria Montessori Through the Seasons of the "Method" della Pedagogia Scientiftca·: origins and… |
Sequence 1211 Maria Montessori Through the Seasons of the '·Method'" Index of Illustrations Illustrations I, 2, 9,… |
Sequence 3Maria Montessori Through the Seasons of the ''Method" 213 in the model Children's House specially… |
Sequence 1Maria Montessori Through the Seasons of the "Method" Adler A., 134n. Index of Names Maria Montessori… |
Sequence 5So even before he knows how to read and write, this mechanism so necessary for the later study of the gram- matica I… |
Sequence 13BODY EXPRESSION, MOVEMENT, ANO DRAMA Our body is something like the house in which we live every day. It is the vehicle or… |
Sequence 3conference and later submit this article, T had the opportunity to spend considerable amounts of time researching play, day-… |
Sequence 2CREATING AN OUTDOOR EXTENSION TO THE PRIMARY CLASSROOM AND A NATURAL PLAYSCAPE BEYOND THE GATE by Robin Renshaw Robin… |
Sequence 15with natural materials but mostly the children are engaged in large motor activities like pulling each other in the wagon or… |
Sequence 15not to say that learning skills are not useful or important; we just must be careful to remember that it is not all there is.… |
Sequence 2THE STUDY OF THE EARTH AND LIVING NATURE by Jacqui Miller Apart from 1/lerely nlludi11g to tlte biologicnl sciences, Jacqui… |
Sequence 3I want to start with a personal point of reference. This study of earth and living things was my entry point into the study of… |
Sequence 6have an impact. Our adolescent communities have the opportunity to facilitate connectedness, model such responsibility, and… |
Sequence 8so many other ways. Scientific studies and practical experiences are preparation for making choices and thinking about the… |
Sequence 2PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 1MONTESSORI HISTORY IN SEARCH OF A SOUL by David Kahn I realize only too well thnt l nm losing my faith i11 the possibility… |
Sequence 1MORAL AND SOCIAL EDUCATION by Maria Montessori Montessori speaks about ti,e dyna111ic of moral and social, because stu-… |
Sequence 2point of 50 years on the "path," to which the children led them and guided their every step. That is at the… |
Sequence 30clarify that, even though we have limited our discussion here to the kerygma-the Christian message-we have been speaking… |
Sequence 31See Chapter Ill, "My Contribution to Experimental Science" in The Advanced Montessori Method: Volu111e One (… |
Sequence 32Docu111c11/s, ed. Austin Flannery, op (New York: Costello Publishing Company, 1975), p. 917. 12. Maria Montessori, I… |
Sequence 3319. Maria Montessori, Autoeducazione (Milan: Garzanti, 1970), 83. (Translator's note: See note 3 above.) 20. Franz Marc… |