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Sequence 10If these common prac- tices bear a superficial resemblance to the 3PL, as we want to understand and practice it, l consider… |
Sequence 21the child is actually revealing to us. The circle of ironies is then com- plete, because it is precisely through Dr.… |
Sequence 31Loving the Universe There is another aspect of the Montessori classroom that I think speaks to the issue of purpose in… |
Sequence 5riods," the accepted pedagogy of the time, because it didn't work with the "defective"… |
Sequence 3jacked and reinvented the three-period lesson for use with students in the third plane of development. When we started this… |
Sequence 6Not that the first and third periods (as I am describing them) aren't important. Without a carefully prepared first-… |
Sequence 3Montessori observed that when theenvirorunentisdesigned to promote concentration, chil- dren go through a transformative… |
Sequence 38hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 5On the Move with the "New Child" 107 Spanish one in I 9 l5; the Dutch in 1916, and the Danish in 1917. In… |
Sequence 16170 Part Two - For a Science of the Formation of Man which, like India, had to face many difficulties with regard to the… |
Sequence 6ln San Lorenzo, the young children had lunch at home; while in the Children's Houses they had some crockery at their… |
Sequence 18decisions, and to steer one's own actions, in the specificity of the different planes of development. In fact, practical… |
Sequence 20Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 1p AYS TRIBUTE TO AUSTRALIA NAMTA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
Sequence 10Moncesson National Curriculum Framework Montessori National Curriculum: Overview Introduction The Montesson National… |
Sequence 11to provide both a momentary focus on diplomacy and appropriate vocabulary for acceptable social behaviours and responses to… |
Sequence 16Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 2the two and the humanities feel called upon to defend a position well en- trenched behind age-old traditions, against an… |
Sequence 1Editorial Report: Cosmic Education by Mario Montessori, Jr. Mario Montessori's book Education for Human Development dem… |
Sequence 1The Child in the World of Nature by Lena Wikramaratne Miss Lena Wikramaratne observed Dr. Montessori's first exploratory… |
Sequence 2Erdkinder: The Experiment for the Experiment The following is transcribed by Ann Freeman from tape recordings of a conversa-… |
Sequence 1Editorial Report: The Case for Montessori Creativity by David Kahn The following article is a reprint of the keynote lecture… |
Sequence 4link up revolutionizes each field of study. Montessori was able to find what T.S. Eliot called the objective correlative to… |
Sequence 2The factory operation gives many impressions - order, precision, solidity, and once again good humor. The employees are both… |
Sequence 3bases other than ten. The Montessori attitude to New Math differs sharply from the conventional one with respect to age and… |
Sequence 1Classroom Management: The Prepared Environment Re-examined by Gerald E. Dzura Too often the space arrangement of 1he… |
Sequence 4The format of the film is perhaps one of the most difficult with which to work. Dr. Montessori's story is told by those… |
Sequence 1Montessori Birth Assistance by G. Honegger Fresco translated by Luigi Messineo Montessori begins at birth is more than a… |
Sequence 336 he will combine known elements in fresh, new ways that are uniquely his own. His own special personality, his own special… |
Sequence 428 By the time this training was over, plans for Dr. Montessori's arrival were finalized. It was as if she suddenly… |
Sequence 1Language, the Basis of Humanism by J.H. Pestalozzi Pestalozzi is mentioned in Montessori's early works as a principal… |
Sequence 334 Language may be studied from the humanistic point of view that it is an adaptive medium whereby the human relates to his… |
Sequence 1The Child As Parable (from Euntes Docctc XXV /Po111ijicol Unil'ersit_,. Urbo11io110. /971/ pp. 509-5/4/ By Sofia… |
Sequence 4Montessori: How do you feel that children can be saved from this kind of thing? Neill: Well, the first thing is to be loved. l… |
Sequence 2work with disabled children, specialized training courses have been established by 1he Association Montessori lnternationale… |
Sequence 1Book Review The Religious Potential of the Child by Irene Fafalios Originally published as ll POTENZIAL RELIGJOSO DEL… |
Sequence 2Dr. Montessori's meeting with Pope Pius XII and glides over Pope Benedict XV's great personal interest in Monressori… |
Sequence 5Then there is the preparation of the hand which receives much attention in our primary classes. In art, the hand must be able… |
Sequence 6566 Bronder, Ann Kenny. (1981). Lasting impressions: The Montessori approach. Momentum,.!±_, 36-37, (2). Brooklyn Eagle. (… |
Sequence 66Cohen, Sol. (1972). Montessori comes to America, 1911-1917. Notre Dame Journal of Education, 1, 358-372, (14). Cook,… |
Sequence 8687 LANGUAGE ARTS A, English as a Second Language Patra, Kumari Arati. (1958). English with non-English children-part 1.… |
Sequence 102(1923,25,30,37, 46,). Dr. Montessori on independence. Lecture excerpts reprinted in (1976). Communications, 3/4, 28-36, (… |
Sequence 107108 Dr. Montessori's aim. (1913, December 9). New York Times, (1). Dr. Montessori with her new race plan. (1913,… |
Sequence 167Cardboard Model of an old Amsterdam house made by girl 9 1/4 years of age. (1925). Call of Education, !, 229-30, (2).… |
Sequence 187Joosten, A, M. (1967). The silence lesson. Communications,~. 26-29, (2). Montessori, Mario. (1967). Meditation on… |
Sequence 202204 Midwest training course, Chicago, Illinois. (1965). The Constructive Triangle, !, 21, (1). Montessori in America.… |
Sequence 2classes. Further, they render possible a new science by enabling the observation of free children, who are nevertheless able… |
Sequence 7-protection of the rights of social order -maintenance of an attractive environment -acting out a wide variety of work… |
Sequence 25The Montessori Didactic Material. MUSICAL SECTION-continued. The Tone Bars. A series of twenty-five Metal Bars, making two… |
Sequence 16Guthrie, L. & Hall, W. (1984). Ethnographic approaches to reading research. In P.David Pearson (Ed.), Handbook of… |
Sequence 15Dr. Montessori was convinced that there was one human nature, but that it manifested itself at a superior level or lower level… |
Sequence 17Education is the help we must give to life so that it may develop in the greatness of its powers. Our plan is to help life to… |
Sequence 6"Man himself must become the center of education and we must never forget that man does not develop only at… |
Sequence 7great dissatisfaction when she learned that I was a medical doctor and at that time a pediatrician. It was evident that she… |
Sequence 14director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 15were conducted with sufficient fidelity to the method, and the name was sometimes used as if it were an advertisement. The… |
Sequence 60OBSERVATION (1958) by A.M. Joosten Observai:ion is the source of the p<YWer of Dr. Mont.essoris work. Here Mr. Joost,… |
Sequence 61something of it, although love can go far beyond that knowledge. Knowl- edge, however, must be there as a starting point. Love… |
Sequence 63the impression that after a while nothing "new" is seen. Deeper pene- tration and more discoveries require… |
Sequence 697) discipline (orderly and disorderly conduct, obedience, quiet); 8) gen- eral remarks; 9) d,ai,e. These reports are signed by… |
Sequence 72KEEPING IN TOUCH WITH MONTESSORI ROOTS An Interview with Mildred Gunawardena In an interview with Damd Kahn, Mildred Guna:… |
Sequence 17Bue I think there were other aspects that affected the good testers as well. They began co talk about tests, about "… |
Sequence 26altar for their First Communion. 19 The practical work of learning composting techniques, maintaining and enhancing the… |
Sequence 11le was in chis spirit thac she undercook further scientific study of chil- dren. They were to her fellow human beings who… |
Sequence 43Opportunities occur every day co enrich the child's vocabulary. The following activities are very useful and can be… |
Sequence 80We have the legacy of Dr. Montessori's work passed down to us like a guiding light for our mission today. Dr. Montessori… |
Sequence 141THE MONTESSORI ADOLESCENT: FRAMEWORKS FOR INVENTION by David Kahn Extrapolating from the primary and elementary curriculum… |
Sequence 181rationalistic, deterministic view. The educational environments she cre- ated were clear alternatives to the traditional… |
Sequence 194I. Organizational change is natural and fundamental; organizations are always in Aux. 2. Mose imporranc organizational… |
Sequence 72Montessori views personal autonomy as interconnected with social re- sponsibility and the evolution of human societies. The… |
Sequence 183but also because it listed Maria Montessori as one of the four visionary educators of the century whose work was instrumental… |
Sequence 5PREFACE: LANGUAGE, CREATIVOY, AND CULTIJRE by David Kahn, Editor Creativitywas not a term Montessori used; instead, she used… |
Sequence 32Minsky, M. 0985). The Society of Mind. New York: Simon and Schuster. Montanero, S. Q. 0991). Understanding the Human Being:… |
Sequence 38physical limits of the prepared environment and builds the child's critical attention around a span of the concept.… |
Sequence 169re you willing.to be open d to abando,n the com- n presupposition ejudice) that "children ed 'to have ~ hot… |
Sequence 10Dr. Montessori expressed her hope "for a normal development, that fortunately does not depend on what we attempt to… |
Sequence 13These two territories became the properties of the societies and nations of man, as time went on, and the story of man was… |
Sequence 15Around six, the child un- dergoes a greattransfor- mation. He is now no longer satisfied with the society of his family and… |
Sequence 18logical characteristics and each needs a prepared adult to help the individual help himself. The four planes of development… |
Sequence 19product of a Casa dei Bambini and a Montessori elementary class which have followed vigorously Dr. Montessori's formula… |
Sequence 29But Or. Montessorl's pri- mary concern for the ado-, lescent was that he should be allowed a life of activ- ity and… |
Sequence 30contacts. Running the shop would necessitate a study of commerce and exchange, of supply and demand, of the rules of book-… |
Sequence 34achieving the development of the human personality, rather than the narrower one of providing culture only, then a close… |
Sequence 28F~&A~--------------- MARIA MoNTFSSOm's CONTRIBUTION To nm CULTIVATION OF TIIE MATIIEMATICAL MIND by Mario M.… |
Sequence 34bars of four are added. This makes the two sides reach the value of seven. To complete the square of seven, a space is left… |
Sequence 141and must be carried out by teachers in their own classrooms. Although much verbal agreement has been given to this original… |
Sequence 150F~I'-------------------- BREAKTHROUGH IN EvoLunoN: TowARD A PARTNERSIDP FUITJRE by Riane Eisler Jn The Chalice and… |
Sequence 5P~----------- TRum IN PARENTING by David Kahn Expen·ence has taught us that we have only one enduring weapon in our… |
Sequence 162the teacher must awaken the spirit of the child. They considered the moral preparation of the teacher to be the key to… |
Sequence 172behavior and learning such as posture and coordination, the development of directionality and laterality, and the development… |
Sequence 11of life when young people lhrive on real life experience and active involvement. And lhe adults seemed to the adolescent… |
Sequence 18ment, parents often feel differently about continuing if it is an option to go directly into high school after finishing… |
Sequence 22discoveries. He also becomes aware of his class-mates in whom he takes an affectionate interest" (Montessori, 1949/… |
Sequence 38students performed higher than expected. In fact, the homeroom teachers had to be convinced that is was really the students… |
Sequence 190example, I should discuss the Montessori method and its practical working with any student who asks me, I should not discuss… |
Sequence 83• Good and strong preparation of teachers/ guides Two quotes follow, giving us food for thought about the future. First, in… |
Sequence 242willing to compromise. 23 As far as she was concerned, selecting some aspects of the method and excluding others meant… |
Sequence 77Our long-range planning committee developed a task force to study full-day programs. The task force was comprised of all the… |
Sequence 58"IN Mv SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth… |
Sequence 165oversee a capital campaign drive. We were, instead, drawn by the vision of the whole child-and then put ourselves in service… |