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Sequence 207lowed by study of funding blends, sustainable outreach, and permanent support. Century Study Six: Archives, Bibliography,… |
Sequence 5The use of language is to enable one to express the work of the intellect. The Child possesses a language which came… |
Sequence 11the course of a day to name objects clearly for the child. Itis important just to say the name of the object and not to give… |
Sequence 80DR. MONTESSORI' s APPROACH TO LANGUAGE IN THE SECOND PHASE OF THE CHILD'S DEVELOPMENT by Mario M. Montessori Many… |
Sequence 101can go, so that the potential of the intellect of each individual child may reach as far as it individually can go? The… |
Sequence 106EVOLVING LANGUAGE: FROM CHILD TO HUMAN SPECIES by Derek Bickerton Derek Bickerton 's scientific linguistics presents… |
Sequence 128THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in… |
Sequence 214halls. The Lauretians, a great year roundresortarea,areonlysixtymin- utesfrom thecity. We are a well established bilin-… |
Sequence 5p ART II: THE CASE FOR MONTESSORI ERDKINDER A. IIIsTORICAL PERSPECTIVE DR. MoNTESSORI's TmRD LECTURE… |
Sequence 16some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 403. Adults were trustworthy, showed interest in youth, were friendly and nice, had a good sense ofhumor, and took time to… |
Sequence 99They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 137HELPING THE ADOLESCENT PERSONALITY by John McNamara John McNamara, who represents almost twenty-five years of adolescent… |
Sequence 139should exist side by side: the first belongs to the inner life of man, the second to his life in society. (102) In their own… |
Sequence 141senses, while the teacher has preset the environment to help them relate to their tasks, knowledge or procedures, and assists… |
Sequence 151enable young adolescents to integrate academics with life in a relevant manner. INTRODUCTION Cosmic Education within a… |
Sequence 196/ Maria Montessori at Montessori Congress in Oxford 174 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 197Pr.ut JJ: 71,,e, eau ~ .M~ g~ 11 . .Jl~P~ DR. MONTESSORI' s THIRD LECTURE GIVEN AT THE MONTESSORI CONGRESS IN OXFORD… |
Sequence 211A NEW EDUCATION FOR THE SECONDARY SCHOOL A PUBLIC LECfURE GIVEN AT UTRECHT, JANUARY 18, 1937 (ORIGINAL IN FRENCH) by Maria… |
Sequence 221TWENTY-EIGHTH LECTURE OF THE TWENTY-THIRD INTERNATIONAL MONTESSORI COURSE AMSTERDAM, JANUARY-JUNE, 1938 DELIVERED MONDAY,… |
Sequence 231ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 232The parents have to accept that you cannot give guarantees for one year. We can guaran- tee that we will get the child to a… |
Sequence 257The entire community can become the environment for learning. Its resources, both individuals and institutions, can provide… |
Sequence 258... adolescents prove to be good teachers for small children who feel a certain repulsion for very adult personalities who… |
Sequence 276CHILDREN OF THE EARTH by Jan Koning and Fred Kelpin Jan Koning and Fred Kelp in' s interest in and commentan; about the… |
Sequence 277The ideal community for the adolescent would be a combination of a farm (where vegetables and cereals can be cultivated), a… |
Sequence 279The first objective is reached through experience with music, language, and "travaux artistiq11es" (drawing… |
Sequence 280After the Second World War, several secondary Montessori schools were founded in Germany. In general, they followed the same… |
Sequence 281MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 282teaching be continued in a secondary school. Plans were devised to open a Montessori high school in Amsterdam and my father… |
Sequence 289The most important festivals in the school are the days of the communal Christmas dinner, arranged by the children themselves… |
Sequence 293WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 294developed a program for the third plane of development. For the children at that age she created the term Erdkinder. The word… |
Sequence 295easily swayed by peers. There are intense emotions, a heightened sensitivity to criticism and a decrease in intellectual… |
Sequence 298A difficulty, certainly felt in Europe-but in this country too-is the anxiety related to curriculum: that students might not… |
Sequence 299twelve years, parents have their chance. Whatever wasn't achieved during that time cannot simply be made up. Another… |
Sequence 301part of my thinking. It seems that what others do around you rubs off on you. So we need not be concerned about our Erdkinder… |
Sequence 302to become ready for success in later life. Actually, Montessori main- tains that fulfilling their present needs is the most… |
Sequence 326really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 327INTERNATIONAL BIBLIOGRAPHY OF TEXTS CONCERNING ERDKINDER Excerpted from Winfried Bohm. International Montessori Bibliogra… |
Sequence 376Criticism of democracy has ea used the biggest trouble in my own life-not only in reviews but also after lectures-and some… |
Sequence 389the young child to this kind of society implants a model in the child's mind, an image upon which she or he can later… |
Sequence 429Montessori, Maria. The Secret of Childhood. 1936. Calcutta: Orient Longmans, 1966. Standing, E.M. Maria Montessori: Her Life… |
Sequence 475THE PREPARED ENVIRONMENT by Laurie Ewert-Kroeker Using Robert Havighurst's Developmental Tasks of Normal Adoles- cence… |
Sequence 476So according to Montessori, the task of the educator is to "prepare an environment" with scientifically… |
Sequence 507quality of their approach was directly proportionate to their confi- dence level. At the beginning of the year they were… |
Sequence 529is no doubt that this is good advice in many cases because of the benefits that flow from thinking before acting. However,… |
Sequence 539TOWARDS A POSITIVE EDUCATION FOR ADOLESCENTS: AN EXAMPLE FROM THE HUMANITIES by David J. Shernoff Dr Shernoff s deep… |
Sequence 579(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 591cation in ways that are appropriate for the older adolescent, thus completing the vision of Maria Montessori from birth to… |
Sequence 597Victor Davis Hanson is professor of Greek at California State University (Fresno) and lives on his family's farm in the… |
Sequence 7CHILD DEVELOPMENT UNDER THREE: THE FOUNDATIONS OF THE PERSONALITY, THE FAMILY, AND THE MONTESSORI METHOD by Judi Orion Judi… |
Sequence 25A TRIBUTE TO ADELE COSTA GNOCCHI by Salvatore Valitutti Adele Costa Gnocchi believed in the redemptive power of educa- tion… |
Sequence 27A TRIBUTE TO THE INFANT CLASS TRADITION A PHOTO ESSAY by Rita Messineo Rita Messineo annotates this pictorial essay… |
Sequence 106Around five to six months of age, precisely because his motor abilities have improved so much, the child may decide to get out… |
Sequence 112to positive results in the development of the personality. Now the children must become our best collaborators. The… |
Sequence 118gratification like food, a pacifier, or passive movement made in our arms or in constricting containers? In specialized shops… |
Sequence 121daily life. A child of fourteen to fifteen months is able to set a table for ten people very well, but he will doitina way… |
Sequence 179Toileting can become an This vision that Maria Montessori had issuewhenachildisinastress- of the child, the potential of the… |
Sequence 181weekend. We certainly had an interesting discussion yesterday in that little workshop on using this information in-did we ever… |
Sequence 182Hopefully this weekend has given you a little renewal of this vision. I want to give you two quotes. One is from E.M. Standing… |
Sequence 184Dr. Montessori defined the nor- mal path of development as one in which the two streams of en- ergy in the child, the… |
Sequence 192Montessori, Maria. The Secret of Clrildlrood. 1936. Trans. M. Joseph Costelloe. Notre Dame, IN: Fides, 1966. Standing, E.M.… |
Sequence 230and finish their food or they will be hungry. The children watch the adults eating with cutlery and then are given a spoon… |
Sequence 8Work for Csikszentrnihay Ii is not too far from Maria Montessori' s notion of cosmic task. He writes: When a person… |
Sequence 12LITURGY IN THE CosMic PLAN OF Goo by Sofia Cavalletti Sofia Cavalletti's conviction that the greatest realities are… |
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 24Goliath. We might recognize God's intention to do away with this monster, but in our world model there is no option for… |
Sequence 33model recognizes the development toward goals, toward harmony and beauty. Such a model must sassume a guiding intelligence.… |
Sequence 38Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |
Sequence 66Two MYSTERIES The Catechesis of the Good Shepherd has been called" the meeting ground of two mysteries: the mystery… |
Sequence 73a big mistake on his part and felt guilty for having influenced genera- tions of parents and teachers by neglecting this… |
Sequence 84Q: I have an answer for you. I don't know if you are like me but when I go to a conference I always grab a book or two… |
Sequence 104COSMIC EDUCATION: LINKING THE HUMAN TO THE UNIVERSE by Peter Gebhardt-Seele Peter Gebhardt-Seele places Cosmic Education in… |
Sequence 105You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.… |
Sequence 106an environment and then, according to observation, put before the chil.dren what the children want to pick up. So the amazing… |
Sequence 107Greek idea, was the universe in order and harmony. And that is particularly the aspect that we are supposed to put before the… |
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 112many times. Why isn't physics in our training, or at least most of it? I guess it has historical reasons. We should come… |
Sequence 115Prepare the environment for the child's interest. And then after preparing the environment and after introducing all… |
Sequence 117they know all the people don't care anyway, so they can do what they want or maybe give token attention to that little… |
Sequence 137Because creative thinkers in- fluence the development of their societies, ... their child- hood experience of the outer… |
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 149some locations, the project has involved eight through eighteen year olds. All of us believe that younger children can be… |
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 151personal dignity" (101). One of the great discoveries of the last decade is that the protection of the natural world… |
Sequence 184BRINGING THE BIOSPHERE HOME by Mitchell Thomashow Mitchell Thomashow discusses his orientation to the local environment as… |
Sequence 11ALIGNING CLASSROOM PRACTICE WITH TRUE MONTESSORI ESSENTIALS by Peter Gebhardt-Seele Peter Gebhardt-Seele presents his… |
Sequence 12• the lost balance in the conditions of life due to human interfer- ence, due to what she called Sopra Natura; • the… |
Sequence 202. cosmos as the universe in harmony and order, to be studied for its beauty and intellectual challenge; 3. the Cosmic Task… |
Sequence 22We also use the reasoning mind to discuss not only the workings of the universe but also moral issues and social issues. This… |
Sequence 29(c) The last reason a sensitive period ends is a happy reason. The sensitivity ends because the specific characteristic is… |
Sequence 49This role reversal results from Montessori's perception of the needs of the child. The first aim of education, according… |
Sequence 62Mine is not a bias of blind adherence, however, but a bias of finding her words about child development borne out over and… |
Sequence 71Building Up of the Moral Conscience Of what use is intellectual knowledge if one is corrupt? So we prepare a social… |
Sequence 114Occupations or Work as Social Activity Occupations, as both Maria Montessori and John Dewey envi- sioned them, are the point… |
Sequence 116• understanding work as a product of commerce necessary to community life, leading to a beginning view of economic… |
Sequence 119• conscience exercised by community values and responsible dialogue. COGNITIVE DEVELOPMENT Place, Study, and Work Maria… |
Sequence 123• ability to connect the history of life on earth and its civiliza- tions with principles of the evolving self as well as the… |