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Sequence 16this person we may want to call a genius. It is this feedback circle that produces the ideas or works that the genius comes… |
Sequence 17that's the way to apply the ideas. But one should also continue that process of discovery that Montessori was involved… |
Sequence 18to what was essential to doctrine, what should be consid- ered dogma, what should be considered optional, what was binding.… |
Sequence 19This is where, perhaps, the kind of work we do with engagement or flow comes in. One of the central things we find about… |
Sequence 21If you can translate these challenges into concrete things that people can attack and work on, and you give people the… |
Sequence 22The question is to find the challenges that are most motivat- ing to people entering now, and one has to realize that times… |
Sequence 1INNOVATION WITHIN LIMITS: How Is IT PossIBLE? A PARTICIPANT'S PERSPECTIVE by Mary B. Verschuur Mary Verschuur, a… |
Sequence 3limits established by the originator? In these circumstances is it possible for the integrity of the idea to survive in the… |
Sequence 5There are many issues to be examined and kept to the fore as we innovate within limits. There are questions, for example,… |
Sequence 6A man whose mind is stored with the knowledge of the great and fundamental truths of nature and of the laws of her operations… |
Sequence 14Montessori will never grow and develop as fully as it could until teachers are convinced that, because Montessori is to do… |
Sequence 25adolescence and comes to adulthood. As we look around, the social situation at the present moment often seems to be destroying… |
Sequence 5which they can write, without tying the study to a syllabus or curricu- lum. I also wonder if the place of the sixth Great… |
Sequence 2THE ADOLESCENT AND THE FUTURE by Margaret E. Stephenson I have read just recently in a London newspaper the obituary of… |
Sequence 30REFERENCES Gross, Michael. Montessori' s Concept of Personality. Diss. U of Nebraska, 1976. Livingstone, Richard.… |
Sequence 3For optimal development, each successive stage would find its match in an educational environment that meets the needs of the… |
Sequence 5nature of the human being comes to the forefront. The con- cept of justice is born and thus the intimate connection of… |
Sequence 7this celebration in Cleveland recognizing the thirtieth anniversary of the founding of NAMT A, I would ask that we again… |
Sequence 27individuals who have overcome adversity and contributed something remarkable to culture. If phase 1 of development involves… |
Sequence 34Standing, E.M. Maria Montessori: Her Life and Work. 1957. Rev. ed. New York: New American Library, 1984. Sternberg, R. &… |
Sequence 3means of survival and then to perfect these means. Thus the nature of the uncontaminated environment was revealed: an… |
Sequence 1IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 3others. Parenthood is a touchy subject. People still consider that they have the right to produce a child whenever they choose… |
Sequence 4Implicit in love of the environment are the awe and wonder of discovering the world. Another element inherent in love of the… |
Sequence 6Education as an aid to life requires the adults' willingness to revisit their own sense of awe and wonder. private, or… |
Sequence 7is under construction. Everything that has been absorbed uncon- sciously during the first three years we revisit repeatedly… |
Sequence 8anything; they give them the opportunity to consciously explore that which they have absorbed in the first two and a half… |
Sequence 2But when because of favorable circumstances work flows naturally from an inner impulse, it assumes an entirely different… |
Sequence 5shown that this is the most certain datum that we have in the field of psychology and education" (Secret 185-186).… |
Sequence 7shellfish and one-celled creatures, whose remains then cover the ocean floor and later are transformed into marble, limestone… |
Sequence 8So here is the call to the educator: Prepare human beings to deal with themselves so that they may be more successful in their… |
Sequence 3Just as the child needs the older person, the older person needs the child. We have at least as much need for children, in… |
Sequence 12Another way of thinking about this relationship is to consider the individual self as the small self, related to the Earth or… |
Sequence 3The Montessori classroom functions on the general principle that each child has an innate passion to learn, is indeed driven… |
Sequence 4scheduling practice, and assessing levels of achievement, as a teacher usually does, the guide, based on his or her knowledge… |
Sequence 12interest in and aptitude for ethical development. Maria Montessori wrote extensively about this aspect of the child's… |
Sequence 4the 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 1DR. MONTESSORI' s APPROACH TO LANGUAGE IN THE SECOND PHASE OF THE CHILD'S DEVELOPMENT by Mario M. Montessori Many… |
Sequence 12can go, so that the potential of the intellect of each individual child may reach as far as it individually can go? The… |
Sequence 2EVOLVING LANGUAGE: FROM CHILD TO HUMAN SPECIES by Derek Bickerton Derek Bickerton 's scientific linguistics presents… |
Sequence 2THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in… |
Sequence 8some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 13. Adults were trustworthy, showed interest in youth, were friendly and nice, had a good sense ofhumor, and took time to… |
Sequence 8They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 3HELPING THE ADOLESCENT PERSONALITY by John McNamara John McNamara, who represents almost twenty-five years of adolescent… |
Sequence 5should 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 7senses, while the teacher has preset the environment to help them relate to their tasks, knowledge or procedures, and assists… |
Sequence 9enable young adolescents to integrate academics with life in a relevant manner. INTRODUCTION Cosmic Education within a… |
Sequence 15/ Maria Montessori at Montessori Congress in Oxford 174 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 1Pr.ut JJ: 71,,e, eau ~ .M~ g~ 11 . .Jl~P~ DR. MONTESSORI' s THIRD LECTURE GIVEN AT THE MONTESSORI CONGRESS IN OXFORD… |
Sequence 5A NEW EDUCATION FOR THE SECONDARY SCHOOL A PUBLIC LECfURE GIVEN AT UTRECHT, JANUARY 18, 1937 (ORIGINAL IN FRENCH) by Maria… |
Sequence 6TWENTY-EIGHTH LECTURE OF THE TWENTY-THIRD INTERNATIONAL MONTESSORI COURSE AMSTERDAM, JANUARY-JUNE, 1938 DELIVERED MONDAY,… |
Sequence 16ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 17The 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 11The entire community can become the environment for learning. Its resources, both individuals and institutions, can provide… |
Sequence 12... adolescents prove to be good teachers for small children who feel a certain repulsion for very adult personalities who… |
Sequence 10CHILDREN OF THE EARTH by Jan Koning and Fred Kelpin Jan Koning and Fred Kelp in' s interest in and commentan; about the… |
Sequence 11The ideal community for the adolescent would be a combination of a farm (where vegetables and cereals can be cultivated), a… |
Sequence 1The first objective is reached through experience with music, language, and "travaux artistiq11es" (drawing… |
Sequence 2After the Second World War, several secondary Montessori schools were founded in Germany. In general, they followed the same… |
Sequence 3MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 4teaching be continued in a secondary school. Plans were devised to open a Montessori high school in Amsterdam and my father… |
Sequence 11The most important festivals in the school are the days of the communal Christmas dinner, arranged by the children themselves… |
Sequence 3WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 4developed a program for the third plane of development. For the children at that age she created the term Erdkinder. The word… |
Sequence 5easily swayed by peers. There are intense emotions, a heightened sensitivity to criticism and a decrease in intellectual… |
Sequence 8A difficulty, certainly felt in Europe-but in this country too-is the anxiety related to curriculum: that students might not… |
Sequence 9twelve years, parents have their chance. Whatever wasn't achieved during that time cannot simply be made up. Another… |
Sequence 11part 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 12to become ready for success in later life. Actually, Montessori main- tains that fulfilling their present needs is the most… |
Sequence 3really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 4INTERNATIONAL BIBLIOGRAPHY OF TEXTS CONCERNING ERDKINDER Excerpted from Winfried Bohm. International Montessori Bibliogra… |
Sequence 5Criticism of democracy has ea used the biggest trouble in my own life-not only in reviews but also after lectures-and some… |
Sequence 5the 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 13Montessori, Maria. The Secret of Childhood. 1936. Calcutta: Orient Longmans, 1966. Standing, E.M. Maria Montessori: Her Life… |
Sequence 1So according to Montessori, the task of the educator is to "prepare an environment" with scientifically… |
Sequence 32quality of their approach was directly proportionate to their confi- dence level. At the beginning of the year they were… |
Sequence 6is no doubt that this is good advice in many cases because of the benefits that flow from thinking before acting. However,… |
Sequence 16TOWARDS A POSITIVE EDUCATION FOR ADOLESCENTS: AN EXAMPLE FROM THE HUMANITIES by David J. Shernoff Dr Shernoff s deep… |
Sequence 19(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 1CHILD DEVELOPMENT UNDER THREE: THE FOUNDATIONS OF THE PERSONALITY, THE FAMILY, AND THE MONTESSORI METHOD by Judi Orion Judi… |
Sequence 1A TRIBUTE TO ADELE COSTA GNOCCHI by Salvatore Valitutti Adele Costa Gnocchi believed in the redemptive power of educa- tion… |
Sequence 1A TRIBUTE TO THE INFANT CLASS TRADITION A PHOTO ESSAY by Rita Messineo Rita Messineo annotates this pictorial essay… |
Sequence 10Around five to six months of age, precisely because his motor abilities have improved so much, the child may decide to get out… |
Sequence 16to positive results in the development of the personality. Now the children must become our best collaborators. The… |
Sequence 22gratification like food, a pacifier, or passive movement made in our arms or in constricting containers? In specialized shops… |
Sequence 25daily 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 7Toileting can become an This vision that Maria Montessori had issuewhenachildisinastress- of the child, the potential of the… |
Sequence 9weekend. We certainly had an interesting discussion yesterday in that little workshop on using this information in-did we ever… |
Sequence 10Hopefully 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 2Dr. Montessori defined the nor- mal path of development as one in which the two streams of en- ergy in the child, the… |
Sequence 10Montessori, Maria. The Secret of Clrildlrood. 1936. Trans. M. Joseph Costelloe. Notre Dame, IN: Fides, 1966. Standing, E.M.… |
Sequence 5and finish their food or they will be hungry. The children watch the adults eating with cutlery and then are given a spoon… |
Sequence 3Work for Csikszentrnihay Ii is not too far from Maria Montessori' s notion of cosmic task. He writes: When a person… |
Sequence 2LITURGY IN THE CosMic PLAN OF Goo by Sofia Cavalletti Sofia Cavalletti's conviction that the greatest realities are… |
Sequence 1THE Goo Wtto HAs No HANDS-PART I by Peter Gebhardt-Seele The "cosmic tale" of God Who Has No Hands is put… |
Sequence 4erything in the beginning, but he or she directs every particle's behav- ior at any moment in time. This directing is… |
Sequence 7Goliath. We might recognize God's intention to do away with this monster, but in our world model there is no option for… |
Sequence 5model recognizes the development toward goals, toward harmony and beauty. Such a model must sassume a guiding intelligence.… |
Sequence 1Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |