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Sequence 6108 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 maria monteSSori’S GreateSt act of civility On August 31, 1898 Maria… |
Sequence 7109 Schaefer • History and Civility approach the work with reason and science, properly understood. She suggested that… |
Sequence 8110 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 a medical doctor–the first ever trained in Rome. She was bold and… |
Sequence 9111 Schaefer • History and Civility referenceS Barker, Sir Ernest. Traditions of Civility. 1948. Cambridge University Press… |
Sequence 4116 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 in society in a manner based upon respect, dignity, and grace. But to… |
Sequence 13125 Sackett • Grace and Courtesy: Empowering Children, Liberating Adults experience of grace and courtesy, we can liberate… |
Sequence 13151 Cobb • Grace and Courtesy for the Whole School and conducive to harmonious relationships. We can and should pro- vide… |
Sequence 1Grace and Spirituality children: a different way of BeinG chriStianS by Patricia Coulter This article is placed at the end… |
Sequence 7165 Excerpt • Like Leaven by Patricia Coulter 2) God’s life is within us (Christ, the light). It is so powerful that it… |
Sequence 8166 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 In this kind of relationship with God the older child discovers a new… |
Sequence 9167 Excerpt • Like Leaven by Patricia Coulter 37. C.S. Lewis, “The Weight of Glory,” in The Weight of Glory and Other… |
Sequence 10168 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 48. Thomas Groome, Sharing Faith: A Comprehensive Ap- proach to… |
Sequence 1The edUCaTion of The individUal by Maria Montessori Only when we look at education from birth and follow the inner… |
Sequence 1024 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Mario Montessori and Maria Montessori, 1938 noble ideas and great… |
Sequence 2151 Andrews • The Social Relevance of Montessori in the First Plane trained today. So instead of thinking about “school… |
Sequence 2959 Andrews • The Social Relevance of Montessori in the First Plane each of these rubrics is belief in the greatness of human… |
Sequence 3161 Andrews • The Social Relevance of Montessori in the First Plane ---. Unpublished London Lecture #24. From Lectures Held… |
Sequence 1BiRTh To six: a foUndaTion foR all ThaT Comes laTeR by Judith Orion Judi Orion, a Montessori expert on the birth-to-six… |
Sequence 1880 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Our responsibility then is to focus some of our scheduled observation on… |
Sequence 284 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Taking the above quote from Maria Montessori, the definition or idea of… |
Sequence 595 Leonard • The Montessori Classroom good fortune to be welcomed and taught about Mexico by wonderful people who are so… |
Sequence 696 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Baghdad, and The Spice Road from the Moluccas through South India to… |
Sequence 797 Leonard • The Montessori Classroom then to examine the reality of human interdependencies and see humanity as a single… |
Sequence 898 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 it is also a place to experience what it is like to live and work in a… |
Sequence 11101 Leonard • The Montessori Classroom I began today telling a little of the story of Seattle because it is first of all… |
Sequence 12102 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 A wise, global citizen loves his home, his land, and his own people and… |
Sequence 16106 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 cated interdependencies. We cannot afford to be ignorant of one half of… |
Sequence 17107 Leonard • The Montessori Classroom cally prepared environment and the need for respectful and loving teachers who… |
Sequence 19109 Leonard • The Montessori Classroom humanity connects us; these are classroom essentials when we educate for peace. One… |
Sequence 8120 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 the other. Then, each of the children can take a turn. The children tend… |
Sequence 11123 Soholt • The Social Roots of a Global Community community. The more thought and care that the adults put into their… |
Sequence 14126 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 It is important to understand that Dr. Montessori did not advocate that… |
Sequence 1man and sUpeRnaTURe leCTURe 12, sepTemBeR 27, 1946 by Maria Montessori “Man and SuperNature” is a lyrical chapter in the… |
Sequence 5155 Stephenson • Cosmic Education this age, these attitudes and actions will be of great value to the child. If they are not… |
Sequence 9159 Stephenson • Cosmic Education ments for each year in the 6–12 class, that are always available to the children, there is… |
Sequence 2176 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 for my answer, I also understood that for her, every day held the… |
Sequence 1scaffoldIng for dIscovery In the thIrd Plane by Laurie Ewert-Krocker Laurie Ewert-Krocker emphasizes the teacher’s role in… |
Sequence 511 Ewert-Krocker • Scaffolding for Discovery in the Third Plane The experience of social organization that we aim for in our… |
Sequence 216 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 development in middle adulthood. In addition, the thoughts presented… |
Sequence 519 Rathunde • Creating a Context for Flow why exPerIencIng flow Is IMPortant for PreParIng an envIronMent While putting… |
Sequence 923 Rathunde • Creating a Context for Flow and work, or that it was related to the positive outcomes discussed earlier in… |
Sequence 1024 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 interruption. Based on my experience in the Montessori commu- nity for… |
Sequence 1327 Rathunde • Creating a Context for Flow ing Adulthood. Ed. J. Sinnott. New York: Springer, in press. N. pag. Standing, E.… |
Sequence 256 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Between concept and rational awareness, there is a moment of imagination… |
Sequence 1266 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 however, exemplified in the work of Maria Montessori and calls for a… |
Sequence 1161 Foster • Wondering Aloud use them to help the child develop the reasoning mind. What helps the reasoning mind to develop… |
Sequence 119th international montessori training Course, london leCture 29 17 noVemBer 1933 by Maria Montessori Followers of Maria… |
Sequence 777 Montessori • 19th International Montessori Training Course, London distinguish them. It is interesting to see the same… |
Sequence 585 Joosten • Helping the Child in the Conquest of the Written Language conclusion we can ask the child: “Would you like to… |
Sequence 393 Krumins Grazzini • The Hungry Mind will be changes involving the mind or the intellect and, in corre- spondence with… |
Sequence 494 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 The teeth also change, as Montessori points out. At around the age of… |
Sequence 12102 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 do not want complacent pupils, but eager ones; we seek to sow life in… |
Sequence 26 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 as being characterized by “experiment, observation, evidence, rec-… |
Sequence 37 Sackett • The Scientist in the Classroom world or grow to destroy the world. It is in this context that he concluded his… |
Sequence 48 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 finally settled on medicine as her life’s work. She became a physi- cian… |
Sequence 1014 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 person I heard use the phrase “recreating the experiment.” Every… |
Sequence 1418 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Some discoveries might cause us to question our legacy of information… |
Sequence 1032 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 of the areas of the Casa. From this concrete experience they will be… |
Sequence 1133 Sackett • The Scientist in the Casa according to these interactive, process-oriented criteria. Confirming how each… |
Sequence 238 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 piece of embroidery—the whole constitutes a magnificent cloth. (From… |
Sequence 339 Kahn • Global Science and Social Systems The MonTessori eleMenTAry inFrAsTrucTure The Interdependencies: The Abstract… |
Sequence 2359 Kahn • Global Science and Social Systems awareness wherever there is a Montessori adolescent program. This is a need for… |
Sequence 284 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 I want to begin with two stories that have had a huge impact on my… |
Sequence 385 McNamara • Naturally Integrates Science, Mathematics, Technology uses a similar expression: “Forced growth weakens the… |
Sequence 1395 McNamara • Naturally Integrates Science, Mathematics, Technology and evaluate them both at the time and by comparing the… |
Sequence 2154 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 gone and knocked on the doors of the rocks in order to call forth from… |
Sequence 3155 Powell • Montessori Practices: Options for a Digital Age Especially while in India, Dr. Montessori was fascinated by 16mm… |
Sequence 29181 Powell • Montessori Practices: Options for a Digital Age Montessori, Maria. To Educate the Human Potential. 1948. Oxford… |
Sequence 244 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Good morning. It truly is great to be up here on the stage with… |
Sequence 446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |
Sequence 3995 O’Shaughnessy • The Observation Scientist Figure 19. The center and the periphery. The Center! Errors! Observation is… |
Sequence 4399 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 2102 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 I also think about observation as being exciting! Exciting because I… |
Sequence 31131 Lontz • Observation: A Practice That Must Be Practiced ---. To Educate the Human Potential. 1948. Oxford: Clio, 1989.… |
Sequence 2134 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 observation. This offers us the opportunity to achieve a great deal more… |
Sequence 3135 MacDonald • Becoming a Scientific Observer Here is one statement that she made about observation: We must hold ourselves… |
Sequence 6138 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 I also want to emphasize that this process of self-construction happens… |
Sequence 13145 MacDonald • Becoming a Scientific Observer This is true for all ages, and for all manner of behaviors. Montessori… |
Sequence 36168 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Traffic Flow The observer uses a map of the classroom and at… |
Sequence 39171 MacDonald • Becoming a Scientific Observer references Doyle, Arthur Conan. “The Adventure of the Copper Beeches.” The… |
Sequence 3201 Joosten • Observations one, although hierarchically they occupy different levels, the lower dependent on the higher. We… |
Sequence 1ObservaTiOn by Lakshmi A. Kripalani The adult who is inexperienced in the art of observation may, even with the best… |
Sequence 5233 Kripalani • Observation theories. Dr. Montessori used her observation to discover the inner functioning of the child and… |
Sequence 18246 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 All the possibilities of concentration on varied aspects of ob-… |
Sequence 2250 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 each individual at the end of every term. Amongst Montessorians, keeping… |
Sequence 1ObservaTiOn by Shannon Helfrich Helfrich addresses two perspectives from which to think about observation in the classroom:… |
Sequence 1QuesTiOn and answer: ObservaTiOn in The eleMenTary classrOOM by Kay Baker In this article, Kay Baker sets out to answer the… |
Sequence 2268 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 beyond childhood (birth to puberty) but this answer will be limited to… |
Sequence 7273 Baker • Question and Answer: Observation in the Elementary Classroom and engenders responsibility toward others. These… |
Sequence 2278 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 It is only with the heart that one can see rightly; what is essential is… |
Sequence 5281 Parker • The Essential Is Invisible to the Eye competing, grasping, possessing, and achieving, forever burdening… |
Sequence 25301 Parker • The Essential Is Invisible to the Eye Rinpoche, Sogyal, “Bringing the Mind Home”, Breath Sweeps Mind: a First… |
Sequence 1ObservaTiOns On sara’s firsT eighT MOnThs by her MOTher by Grazia Honegger Fresco Grazia Honegger Fresco gives us direct… |
Sequence 1MeThOds evOlved by ObservaTiOn by Maria Montessori Montessori’s idea of the child’s nature and the teacher’s perceptive-… |
Sequence 1aTTenTiOn by Maria Montessori The Advanced Montessori Method, Volume 1 was published in 1918 in English and is considered a… |
Sequence 1lecTure 19 May 17, 1921 by Maria Montessori Montessori discusses the importance of the calm inner life (the soul) of the… |
Sequence 1lecTure 4 aPril 11, 1927 by Maria Montessori Using examples from the animal world, Montessori speaks of the natural laws of… |
Sequence 1lecTure 3 sOMe suggesTiOns and reMarks uPOn Observing children by Maria Montessori These two lectures succinctly discuss… |
Sequence 1lecTure 11 sOMe MOre suggesTiOns and reMarks by Maria Montessori This lecture was delivered at the International Training… |
Sequence 8406 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 age. There is here, in addition, the fact that one of the most difficult… |