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Sequence 171seriations, for instance in regard to the stature of children of the same race, sex and age but of opposite social conditions… |
Sequence 172M l'"€:O,u.:001c.u. .u.iTtt.ROt'Ot.OGY ' " - -... - ' .. "' &… |
Sequence 173methodology and specifically of the methodology of mathematics. So, as I have written in the past: ... the great figure is… |
Sequence 174Discovery of the Child)2, and the 4th and 5th powers of a binomial. She then looks at linear equations with one unknown,… |
Sequence 175In July, 1890, she obtained her diploma and enrolled in the Faculty of Engineering at the Regia Universita degli Studi di Roma… |
Sequence 176MARIA MONTESSORI AND ALGEBRA: THE BINOMIAL THEOREM by Camillo Grazzini translated from Italian by Irene Fafalios A boy of… |
Sequence 181more workers capable of opera ting electronic machinery. This amounts to saying that the school must be in the service of… |
Sequence 183a language, a set of beliefs, a set of customs .... In other words, the child incarnates all the components of what Montessori… |
Sequence 184Thus itis easy to see that the development in mathematics is not linear; it follows the different psychologies of the growing… |
Sequence 185The development in mathematics is not linear; it follows the different psycholo• gies of the growing individual and the… |
Sequence 191ill fi9. • equilottrol 1rian9I< fig. 2 acutt•a09ltJ iSO<tel,s 1rion9le \ \ \ \ \ \ f,9.3 OCUl<… |
Sequence 192ON GEOMETRY CLASSIFIED NOMENCLATURE by Camillo Grazzini The Geometry Classified Nomenclature is a material we provide for… |
Sequence 194Montessori, Maria. Spontaneous Activity in Education. 1916. Trans. Florence Simmonds. New York: Schocken, 1965. Vol. 1 of The… |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 196matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 197The X, in other words, represents "Man the Unknown." 12 The child, and therefore the adult that the child… |
Sequence 198Moreover, "the human per- sonality is essentially one dur- ing the successive stages of development," and… |
Sequence 199"The world of official education too put our work aside" (The Formation of Man). NATURE AND SUPRANATURE… |
Sequence 200of the method and excluding others meant distorting the very nature of the method. 10 The final result was that, as Montessori… |
Sequence 201The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |
Sequence 2021929); Edouard Claparede (with "individualized" education, 1921); Roger Cousin et (with the teamwork method… |
Sequence 203Philosophy of the Winnetka Curriculum, 1926); and those of two of Montessori's pupils: Makinden (Individual Work System)… |
Sequence 204In her 1951 lecture, Montessori expresses it thus: No one believes that the forces within the child can act alone, such that… |
Sequence 205were new methods, part of all those new methods which, to use Montessori's words, "continue to crop up."… |
Sequence 206Discontinuity, however, is to be found not only in relation to the education provided by the state or public sector, but also… |
Sequence 207tional void" for the first plane of development (First lecture), for those years that are so vital for the… |
Sequence 208But what about that "man"? What kind of "man" is he? Not necessarily the kind of… |
Sequence 209period (mainly colored red but already showing a transition to green) as the "construction of the conscious mind&… |
Sequence 210The "Energies" of Infancy In the lecture that Montessori gave with the help of this second chart (Second… |
Sequence 211will develop into a perfect individual but that remain hidden from sight, insofar as a bulb is typically subterranean. A bulb… |
Sequence 212that for maturity proceeds horizontally. This brings us to another observation about Montessori's second representation:… |
Sequence 213and the bottom drawing illustrates what society has to offer the developing individual. I. The Bulb: Montessori's… |
Sequence 215I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ~ iFINAUTYI 18 ~ 11AHJ ~ ~~;:::::::==:;:::!::=:=lccc::9… |
Sequence 218This is the time, says Montessori, "when the social man is created but has not yet reached full development"… |
Sequence 220three to six years of age as the" embryonic period for the formation of character" (The Absorbent Mind).… |
Sequence 221The child's hands, guided by his intelligence, begin to do jobs of a definitely human type. This child is always busy… |
Sequence 222Thus, during the first three years of life, a part of life which is forgotten by the very individual who experienced it, the… |
Sequence 223The "Red Plane" of Infancy The plane of infancy, zero to six, is the one of fundamental importance for the… |
Sequence 224triangle represents the closing of a stage of life, in preparation for the opening of a new stage of development with its new… |
Sequence 225I. The Triangles: Montessori's Geometric Image of the Rhythm of Development In a manuscript written by Montessori about… |
Sequence 227developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 231instruction but to give future generations a richer culture, a culture of a vast kind, far more than that which young people… |
Sequence 232ees need to understand fully the principles of geology, biology, and history. They need a good general background so that by… |
Sequence 233Maximum effort finds its origin with the power of the absorbent mind, the acquisition of language, the order of the… |
Sequence 234But this cosmic vision belonged not only to Maria Montessori; it belongs to the whole of our Montessori movement. It imparts a… |
Sequence 235Starting in the 1950s and continuing throughout the 1960s and the first half of the 1970s, AMI organized elementary study… |
Sequence 240Montessori Congress, held in Edinburgh in 1938.) The Four Planes ( or phases) of Development or Education constitute that… |
Sequence 242Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 244tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 245Camillo, being the veritable Montessorian he is-for the above and many other reasons- will find it highly irksome to see… |
Sequence 251that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 252My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 253• The sequences of teacher training unfold step by step, showing how theory shapes methodology and methodology requires the… |
Sequence 254CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 2was not afraid to innovate, but authority that was firmly planted in years of Montessori tradition. These last months Camillo… |
Sequence 2inquiry, and sharing ideas help us make predictions about ages and stages. We learn about the multitude of possible roles to… |
Sequence 2TIMELESS DEDICATION: MONTESSORI FROM THE DEPTH OF THE SOUL by J oen Bettmann Joen Bettman.n 's touching article… |
Sequence 6humankind. There fails to be room for hypocrisy or double standards in how we treat our young compared to how we treat our… |
Sequence 7will make discoveries rather more voluntarily in a gracious setting than in an ugly one. (The Child in the Family 43) And in… |
Sequence 8The child makes us more clear and precise. Analysis, precision, clarity, and exactness are essential so that the child has… |
Sequence 11an adult, knowing that he was not able to lift the bucket over the ledge. I always ask, when I tell this story, at what point… |
Sequence 12When the child begins to show interest in one of these [exercises of practical life], the teacher must not interrupt, because… |
Sequence 14The child demands that we in To be truly growing means that the Montessori village rally around we are stretching ourselves… |
Sequence 16participation in determining the content of life .... ("Happi- ness Revisited" 71-72) Whal does it mean to… |
Sequence 17You and I have been, as it were, seduced by something attractive and deep in the child. Not only in those beautiful… |
Sequence 2DR. MARIA MONTESSORI AND THE CHILD by Mario M. Montessori Mario Montessori's view of the child as spiritual essence… |
Sequence 3depressed, and one may feel the need of that solace for strength when depressed. But the wine itself does not feel the need… |
Sequence 4She was expecting this, too, until she received the impact of the spirituality of the child and left everything to follow it… |
Sequence 5What impressed Dr. Montessori most was the spirituality of the child. They were completely independent as far as their own… |
Sequence 6them, and they had no time for churches and things of that kind-my goodness, no. Dr. Montessori herself was not particularly… |
Sequence 7Dr. Montessori also noticed that every time the teacher put away the material with which they worked, the children went after… |
Sequence 8children, "I can write, I am writing." All the other children went around to look at this child writing, and… |
Sequence 9One time a lady came, dressed in black. She had lost her husband and she came there just to sit down. A little child went to… |
Sequence 10She was not the only one impressed. As soon as this phenomenon became known, the press came, because the press is always there… |
Sequence 11Spirituality, being an essence, is not felt. A child feels physical and psychic hunger, but spiritual hunger in a child is not… |
Sequence 12Yet I come to London, and every blessed child speaks good English. Who taught them? Where were the professors, the books, the… |
Sequence 15came to our school when he was about three years old, and had never seen an elephant in procession. He often asked, "… |
Sequence 16something like language: Certainly the child does not realize that he studies a lan- guage, it is something which he learns… |
Sequence 17at all, it is a very natural thing that will disappear by itself even if you don't send your child to a Montessori school… |
Sequence 18The mother was shocked, she had never thought about that. We teach the children not to lie, but we lie, almost every day, one… |
Sequence 19distinction, they feel the need of learning. Then you can teach them the Commandments, religion, and things like that. And… |
Sequence 20normal surroundings and thus something that satisfies the spirit. That is all. It is not so much what is in the children, it… |
Sequence 21A. No, first of all, you will not find armaments and things of that kind in a Montessori school. Ifl found them, I would say… |
Sequence 2FINDING THE SPIRITUAL THREAD IN MONTESSORI WORK by Pat Schaefer Pat Schaefer's autobiographical essay is about her own… |
Sequence 3She herself used this metaphor of a weaving, but she began her understanding with the metaphor of an embryo. It was once said… |
Sequence 6The key that again opened my spiritual vision quest here was the role of "calling" within me, the teacher (… |
Sequence 8I am reminded of Stephen Covey's four human needs: to live, to love, to learn, and to leave a legacy. Certainly, our… |
Sequence 4words and phrases to create a, hopefully, well-formed and meaningful string of words. Grammar is like a foreign language for… |
Sequence 5It was Montessori's genius to understand that our psyche or mind develops after birth. Psychic development, she said, is… |
Sequence 8linguistics, "the induction of latent [language] structure ... is more reminiscent of the biological development of… |
Sequence 9"Mamie, what is Anna saying?" "She's telling you she cut celery at school." I said… |
Sequence 12the child's natural sensitivity has not been interfered with, Montessori says, he absorbs written language "in… |
Sequence 13nouns, etc. Even though the child is exploring with his reasoning mind, we also realize that the six- to twelve-year-old is… |
Sequence 16Montessori, Maria. The Montessori Elementary Material. 1916. Trans. Florence Simmonds. Madras, India: Kalakshetra, 1965. Vol… |
Sequence 2A PATH FOR THE EXPLORATION OF WRITING AND READING by Muriel Dwyer Connecting the Montessori idea of exploration and… |
Sequence 4must be practical, which means that we must go back to the beginnfog of life. Why am I speaking of this? How does it affect… |
Sequence 5I am sure you have all heard of the sensorial games. What is their purpose? It is sad that one so seldom sees them in action.… |
Sequence 6If you agree that the work of the directress is to prepare for and put the child in contact with the environment, how do we… |
Sequence 7and size? I'm sure, from what I know about stones, that they're not uniform in color, and what about the surfaces of… |
Sequence 9• Gaining the assurance to share news: You know your little groups of sharing news are very important. It's not always… |