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Sequence 9which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of… |
Sequence 10when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 87Advanced Course, London, 1957-58. Mario Montessori is seated in canter of front row. Muriel Dwyer: far left, front row.… |
Sequence 20PAST, PRESENT, AND POSSIBLE: A MONTESSORI GLOBAL PERSPECTIVE by Muriel Dwyer Muriel Dwyer, whose sense of mission and single… |
Sequence 22The simplicity of his early years and his life with Dr. Montessori gave him a rare quality: the ability to mix and be"… |
Sequence 23He was almost alone in supporting us, and although it was never possible for him to visit the various training centers, he… |
Sequence 28Another important point comes to my mind. A very eminent man, Dr. John Thompson, a friend of both Mario and Dr. Montessori-who… |
Sequence 36us listen to the words of Maria Montessori, for she is reminding us that if we can do what we have just been saying, We find… |
Sequence 59She was a teacher, a leader, and a charismatic personality, but she was full of humanity and fun. She felt you could not live… |
Sequence 61ing fourteen leaf-shaped insets with wooden frames. The study of leaves launched the children into a detailed and particular… |
Sequence 62returning to India again we got married. We are very happy to be all together here now .... Dr. Montessori is much better than… |
Sequence 63It was a delight to watch Mario with children of any age, in any country, immersed in any situation. Mario could speak with… |
Sequence 64several languages. His genuine kindness attracted them all. He under- stood the immense importance of their inner power, their… |
Sequence 67South Africa is the southern tip of the African continent. A country of contrasts-from the trees of the dinosaurs to the… |
Sequence 299ORDER TODAY! Send to: Name: ------------------------ Schoo I: ____________________ _ ShippingAddresss: (No P.O. Boxes)… |
Sequence 70room, calmly smiling. She sat down at the edge of my bed and asked me: "Mario, do you see the chandelier swinging… |
Sequence 80Montessori, Maria. Education for a New World. Thiruvanmiyur, Madras, India: Kalakshetra, 1946. Montessori, Maria. The… |
Sequence 17One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 53REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 54Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 63Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 235Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 85In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the… |
Sequence 86The Greek word cosmic has four complementary and interwoven meanings. On its basic level, it means order and harmony; then… |
Sequence 14Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 47Montessori, Maria. What You Should Know about Your Child. 1948. Adyar, Madras, India: Kalakshetra, 1966. Montessori, Mario.… |
Sequence 85world. The child must explore the social conditions of man and the different aspects of society and also of nature. (… |
Sequence 98REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 159So here is the call to the educator: Prepare human beings to deal with themselves so that they may be more successful in their… |
Sequence 4MONTESSORI FOUNDATIONS FOR LITERACY AND CULTURE LANGUAGE ACQUISITION… |
Sequence 80DR. MONTESSORI' s APPROACH TO LANGUAGE IN THE SECOND PHASE OF THE CHILD'S DEVELOPMENT by Mario M. Montessori Many… |
Sequence 147REFERENCES Montessori, Maria. From Childhood to Adolescence. 1948. New York: Schocken, 1973. Montessori, Mario. The Human… |
Sequence 299twelve years, parents have their chance. Whatever wasn't achieved during that time cannot simply be made up. Another… |
Sequence 578Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 585• Understanding work as a product of commerce necessary to community life, leading to a beginning view of economic… |
Sequence 595• Begin site and facilities development work • Begin student recruitment • Finalize staff, drawing in part from the advisory… |
Sequence 597Victor Davis Hanson is professor of Greek at California State University (Fresno) and lives on his family's farm in the… |
Sequence 105You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.… |
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 16AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |
Sequence 20Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 23context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 24In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 25Mario had "pearls," which still today remain inaccessible and incomplete. One such item was "an… |
Sequence 29Maximum effort finds its origin with the power of the absorbent mind, the acquisition of language, the order of the… |
Sequence 71ill fi9. • equilottrol 1rian9I< fig. 2 acutt•a09ltJ iSO<tel,s 1rion9le \ \ \ \ \ \ f,9.3 OCUl<… |
Sequence 85Camillo Grazzini, Italy, 1982 Mario Montessori 78 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 89methodology and specifically of the methodology of mathematics. So, as I have written in the past: ... the great figure is… |
Sequence 178Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 217the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 219The consciousness, therefore, is applied to considering the slightest movements, to controlling actions in every detail in… |
Sequence 224MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 226with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 227Especially during the first fifteen years of the center's existence, Mario Montessori often stayed for lengthy periods in… |
Sequence 229In the same AMI Communications cited earlier, I read an interesting article by Professor P. Krishna. In his article, "… |
Sequence 232EXAMPLES INVOLVING ARITHMETIC One example for arithmetic is the work with rational and irratio- nal numbers using the insets… |
Sequence 233AN EXAMPLE INVOLVING ALGEBRA: QUADRATIC EQUATIONS WITH ONE UNKNOWN Mario started with the square of a binomial in order… |
Sequence 234Figure 5. A quadratic equation: its geometric representation. Bergamo, 1965. The interesting thing is that with Maria's… |
Sequence 236We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 245Above and beyond Marconi and Marconi's amazing invention, Maria Montessori is moved by the grandeur of the human being… |
Sequence 28DR. MARIA MONTESSORI AND THE CHILD by Mario M. Montessori Mario Montessori's view of the child as spiritual essence… |
Sequence 81and size? I'm sure, from what I know about stones, that they're not uniform in color, and what about the surfaces of… |
Sequence 92have their roots from different countries, from different peoples-I mean, there in America you should have an enormous number… |
Sequence 98walk about blind." There was a fig tree overhanging a wall. Of course I hadn't seen it. So it is necessary to… |
Sequence 109Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Church.… |
Sequence 26Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 198CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of… |
Sequence 208about this: " ... when coming to Kodaikanal, a whole new world opened up for Mario. He was mostly experimenting and… |
Sequence 219introduction to her thoughts on the theory and practice of cosmic education; another was the fact that this was the first… |
Sequence 44should like to quote from an article called "The Four Planes of Devel- opment" by Camillo Grazzini. The part… |
Sequence 244convinced when they saw some sugar transform itself into a fuming mass of the blackest coal under their eyes, after sulfuric… |
Sequence 360have the power to create you also have the power to destroy-but they couldn't have carried out that role, they couldn… |
Sequence 86And 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 128understanding of the complex planetary systems. In 2004, the world scientific community completed an extraordinary decade-long… |
Sequence 166Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 214Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 19It was a masterful achievement. Had anything like it ever hap- pened in teaching before? Montessori would say later that it… |
Sequence 117Montessori, Maria. The Secret oJC!,i/dlwod. 1936. Trans. M. Joseph Costelloe. New York: Ballantine, 1966. Montessori, Maria.… |
Sequence 35education of children. She prepared a children's chapel, called an Atrium, so children could have a living experience… |
Sequence 80Bringing Montessori to Children in Special Need Some of the children [ tubercular patients] were mobile, others were n!… |
Sequence 94Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 98An Auspicious Beginning Small images from top to bottom: Dr. Montessori meeting children in Kotohena with the first… |
Sequence 167/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
Sequence 168India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1691948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 263REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 75Montessori principles and practices, which are true and appli- cable for all humans in their development. Dr. Montessori'… |
Sequence 87Jn Spring we planted seed, And by degrees the plants Grew, flowered, and transformed The light to food, which we Brought in… |
Sequence 189When J think about Dr. Montessori and what manifests itself as her greatest genius, l believe it is her insight into the power… |
Sequence 102Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 105are also connected directly to one another by a circular dotted line. Can you see the dotted line that connects every single… |
Sequence 110talking; he has to work to acquire these human powers for himself during the very earliest period of his life. The second… |
Sequence 48Language Arts in Program Components, continued Oral Written Reading - Workshops • Reading aloud for fun . Writing… |
Sequence 32REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 4228 Part One - Toll'ard the Children ·s !louse: The Forma1io11 Years social and cultural sensibility, that is a coming… |
Sequence 122108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
Sequence 133School, Family and Society 119 committee included Ernesto Nathan. The trip also had the patronage of the National Education… |
Sequence 142128 Part Two - For a Science of the Formation of Man Finally, the fact that the atmosphere of orderly and disciplined work… |
Sequence 144130 Part Two - For a Science of the Formation of Man the accents, notations, shades, integrations, developments connected to… |
Sequence 146132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |