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Sequence 17geography, etc., allowing practical experience in addition to studying books. For this type of school, secondary school… |
Sequence 5into the Toddler rooms and the oldest ones are allowed to go into the Parent-Infant class. They spend approximately a month… |
Sequence 2WHEN Is IT TIME TO GRow UP? CONTRASTING NEEDS AND CHARACTERISTICS OF THE TWELVE- TO FIFTEEN-YEAR-OLD AND THE FIFTEEN- TO… |
Sequence 4from the whole to the detail and also from the detail to the whole. This reciprocal process leads to a fuller understanding of… |
Sequence 3successful specialist shows the young adult that the world is what they make of it, and inspires him or her to go out and do… |
Sequence 7THE MONTESSORIAN Completing our group of faculty is the trained Montessorian. This individual is one who has Primary and/ or… |
Sequence 11understand the mathematical concepts behind these mathematical tools. Montessori wrote this in her 1935 paper "The… |
Sequence 12tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 2COMPREHENSIVE HEALTH AND WELL-BEING FOR THE MONTESSORI HIGH SCHOOL by Clare Boyle INTRODUCTION The study of health and… |
Sequence 4concerns related to student perceptions versus the reality of health behavior choices. Peace education is reflected in… |
Sequence 1HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 7Now what about humanity itself? As we know, at a certain point in the story, we focus on that very. special form of life to… |
Sequence 12it, then surely we can feel nothing but wonder at how much humanity has achieved in such a short space of time. And when we… |
Sequence 7Maria Montessori comes out of a classical and medieval tradition that simply understands, as she did, that to exist fully as… |
Sequence 25Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Oxford: Clio Press, 1992. Seneca, Lucius Annaeus. Ad… |
Sequence 2of place as a consequence, and so that they may adapt in any surroundings. The adaptation will then manifest itself by &… |
Sequence 12writing songs and stories performed at social events. Through various successes within the web of Little Community social… |
Sequence 8Maria Montessori presents the high school in a paradoxical way, suggesting that community values and socialization be based on… |
Sequence 18widening world view. The Montessori 1B courses of study will address this progression of social complexity from both historic… |
Sequence 1THE THIRD INTERNATIONAL ADOLESCENT COLLOQUIUM: A RESPONSE FROM THE DOCUMENTER by Kathleen Allen As a longtime Montessori… |
Sequence 4This brings us to an analysis of the process of the adult who "calls" the child. Most frequently it is the… |
Sequence 5teacher never approaches a child in the same way they did previously. A deep respect, an awe emerges that never leaves one. It… |
Sequence 6In holding her as a model, in retelling that part of the story of her inspiration, I think she showed each of us what is most… |
Sequence 7She speaks of his "entirely original idea about the training of teachers for defectives" so that they became… |
Sequence 11and the universe and the microcosm of the self. They seek to think for themselves and be with one another successfully. Phase… |
Sequence 3Enter the child ... the baby, come out of the darkness and into the light and love of adult humans, the parents, and into a… |
Sequence 4stand and dream that humanity has a calling, and that calling has to do with an appreciation of the unity of all, the profound… |
Sequence 5And Dr. Claremont, quoting Maria Montessori in his Translator's Note to The Absorbent Mind, says, "We know how… |
Sequence 13• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 15Montessori, Maria. The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings. Ed. Robert G.… |
Sequence 4And that object became part of him for the day, or a certain part of the day, or for many years, or stretching cycles of… |
Sequence 6world of possibilities open to all the ideas that might be generated from that kind ofopen-endedness. To wit- ness children… |
Sequence 8The two outcomes of this kind of attachment to nature are a sense of self as one who is confident and authentic, and a… |
Sequence 3property's potential. We now have three options-half day from 8:30 to noon, three-fourths day from 8:30 to 4:00, and full… |
Sequence 4"All education is environmental education ... by what is included or excluded we teach the young that they are part… |
Sequence 3simple tool-the pencil-a sense of the whole and the interconnec- tions between things and people. The elder hoped to awaken… |
Sequence 11the storied salmon of knowledge, in turn eaten by our great hero Cuchulainn; and the fairy tree, the hawthorn, that no one… |
Sequence 13Montessori; see Creative Development in the Child 133) and become more cognizant of the keys in our timelines, charts, and… |
Sequence 14enlarges this picture to the great array of grazing and browsing animals all over the planet-the deer, the antelope, the bison… |
Sequence 15We tell many stories of the great and famous inventions and discoverers of history from Archimedes to the present, and other… |
Sequence 16Unconsciously, each also contributes to the others, and to the harmony to be found on our planet. The Great Stories may lead… |
Sequence 17What we should keep in mind, however, is that the process of Going Out and the lessons that it teaches are much more important… |
Sequence 22BATON RouGE, LA-In the chaos that was Causeway Boule- vard, thls group of evacuees stood out: a 6-year-old boy walking down… |
Sequence 2EARTH SYSTEMS AND HUMAN HISTORY by Peter Gebhardt-Seele In this stark review of the grim history and future of humanity and… |
Sequence 15tion-infested field, where nobody can live any more, including those who ignited the bombs. 3. WHAT CAN We Do? With a threat… |
Sequence 17When the child is given freedom to move about in a world of objects, he is naturally inclined to perform the tasks necessary… |
Sequence 3work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 9In addition to these basic connections between the views of Montessori and optimal experience theory, Montessori' s many… |
Sequence 15such an ethic is often heavy-handed preaching about the imminent demise of the planet. Such information definitely has its… |
Sequence 19point of view, nature provides the best fit with human processing and attention because these very processes were formed… |
Sequence 35Psychology: Vol. 1. Theoretical Models of Human Develop- ment. Ed. R.M. Lerner. Series ed. W. Damon. 6th ed. New York: Wiley… |
Sequence 1A BRIEF THEORETICAL NoTE AND ExEMPLA DRAWINGS TOWARD A MONTESSORI ARCHITECTURE by John Wyatt John Wyatt presents this… |
Sequence 6To continue, a Montessori building should also echo the supportive and helpful words from the stories of "The Emperor… |
Sequence 10courageous, generous habit of existence, free from the pull of fashion, money, and power, driven by a relentless curiosity in… |
Sequence 13native, knowledgeable, artistic, disciplined architect might create such a structure. Consequently, Vitruvius, the founder of… |
Sequence 21V < '--- .,/ Figure 11. Generic exemplum: Door. Figure 12. Montessori exemplum: Door. I- I- I- I- I- 1… |
Sequence 1THE MONTESSORI CENTURY CONCEPT: A CONTINUING PROCESS IN REALITY by David Kahn When we look back to the origins of the… |
Sequence 3So there is no time barrier in this century of Montessori's work, because the great questions of childhood process are… |
Sequence 4depends-land, water, energy, air, animals, plants, humans-is the relevantadultissue for our time, so that insofar as… |
Sequence 1OF HEROES AND THE HEROIC: REFLECTIONS ON THE EARLY LIFE AND ACHIEVEMENTS OF MARIA MONTESSORI by Lawrence Schaefer Lnrry… |
Sequence 2In the early summer of 1896, a young woman graduated from the faculty of medicine and surgery in the University of Rome.… |
Sequence 3the course of development, the child who alone has the power to construct the adult and to create a better world. Thomas… |
Sequence 5In secondary school Maria had at first studied mathematics, then science, and in the university she studied biology. All were… |
Sequence 6sciences that saw an exp.losive growth in psychology, in sociology, .in anthropology, and in pedagogy. It was an age of… |
Sequence 7Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 8Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 9Early in September, 1898, Italy and its educational establishment were rocked when an Italian anarchist assassinated Elizabeth… |
Sequence 10It was a masterful achievement. Had anything like it ever hap- pened in teaching before? Montessori would say later that it… |
Sequence 11Butitisin the human con- text that we must come to un- derstand the depth of this tragedy-the terrible wrench to a mother… |
Sequence 12declared that she would dedicate herself to pedagogy. Then she began her studies of the learning problems of normal children… |
Sequence 13condition-the tenants were in charge of the care and maintenance of the tenements. It acted as a sort of covenant. And he… |
Sequence 14Many left Rome convinced and opened Children's Houses in other countries. In 1909, Montessori published her book in order… |
Sequence 1THE LIGHT OF THE CHILD by Dr. Maria Montessori First published in 1957 by AMT inn special booklet com111e111orating fifty… |
Sequence 3in which case, perhaps, I will drop a seed to invite you to think about those ideas, not merely to sell ideas that are already… |
Sequence 29COSMIC EDUCATION by Annette Haines Annette Haines makes a clear and well-doc11me11ted presentatio11 of Cosmic Education,… |
Sequence 3sharing of work and the sharing of learning, discovery, and invention. These two combined, the learning and the sharing, lie… |
Sequence 4created a superworld or, if you will, a supernature; and as he gradually built this supernature, Man has raised him- self.… |
Sequence 6Thus Maria Montessori says: The child has a psychic life from birth .... The child is intelligent, and he can see and… |
Sequence 7Dr. Montessori quotes an unnamed scientist who says: When I see a child of three ... in front of me, J feel imbued with the… |
Sequence 9ls this not even truer now than in 1937? Consider just a few examples: Since 1937, our streets have become infested with… |
Sequence 13... the fact that the child learns by himself, that he can overcome so many difficulties by himself, gives him an inner… |
Sequence 9importance of positive interactions with caretakers and other support- ive adults, these results are significant as well.… |
Sequence 11This principle that children need opportunities to move through the world, explore it, and test their powers in it applies to… |
Sequence 15ences are associated with concern and care for nature in adolescence and adulthood. I have also reviewed ways in which… |
Sequence 16refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |
Sequence 17broad public with these almost forgotten forms of art. Even before they visited Adyar, there was already a Montessori children… |
Sequence 11lenge, focus, fun, and a sense of competency. For the child with SI dysfunction, these tasks may be too difficult without… |
Sequence 3Preface by David Kahn Throughout 2007, the year that marks a century since the first Casa dei Bambini, NAMTA has toured… |
Sequence 4Preface, continued The artistic layout and construction of the exhibit panels and display cases by Romana Schneider and… |
Sequence 6Preface, continued The exhibit left its impression of Montessori significance on visitors at Centennial celebrations in both… |
Sequence 8The Journey Begins Mario Montessori, Rome, 1886 The infant, the child, the adoles- cent construct every part of the… |
Sequence 9contacted Dr. Montessori to help with an urban renewal project in the San Lorenzo District of Rome. The press referred to… |
Sequence 10What They Showed Us One day, in great emotion, I took my heart in my two hands as though to encourage it to rise to the… |
Sequence 12Italy, continued Writing on che chalkboard, an early Italian Montessori school, dote unknown. "They revealed a… |
Sequence 13Sometimes very tiny children show a precocious skill and accuracy of movement that must arouse our wonder. If an environment… |
Sequence 14Display Case Early editions of The Montessori Method by Dr. Maria Montessori This display case contains early Italian,… |
Sequence 18America Welcomes Dottoressa Montessori Elementary class, The Washington Montessori School, Washington D.C., around I 9 I 6 18… |
Sequence 19the Children's Houses firsthand in the years up to 1915, returning to write books and articles in support of the new… |
Sequence 21School bus of Calgary Montessori School, Calgary, Canodo, I 9 2 9 Montessori's Beginnings in Canada Alexander Graham… |