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Sequence 1MONTESSORI: A MODERN APPROACH TO INTELLIGENCE by Annette M. Haines Annette Haines' comprehensive review of Montessori… |
Sequence 4because it is easy to make errors of judgment in a chaos" (Spontaneous Activity in Education 114, emphasis in… |
Sequence 6mostly unconscious. But, as Maria Montessori said, "the unconscious kind [of mentality] is not necessarily inferior.… |
Sequence 9distinction between things but of distinction of the relationship between things, so that it perceives an environment as a… |
Sequence 10Order So, from a Montessori perspective, the development of intelligence is made possible by the special proclivity of the… |
Sequence 15We must be quick because our species, homo sapiens, having at- tained a certain level of intelligence, is now, in the words of… |
Sequence 16Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 3The organization of this discussion of successful intelligence is that first I'm going to do an introduction, which I… |
Sequence 5We want to be sure that we don't have these kinds of low expec- tations for kids. It's true in every domain. There… |
Sequence 6The way you find success in life, whether you're a child or an adult, is to figure out the things you do well and make… |
Sequence 8the things that children need to learn from early on. They need to work and play with other children, to be socialized, and to… |
Sequence 10are very good at the analytical skills or the creative skills but are frustrated because they can't make things work for… |
Sequence 14become worse at, there are other things that you may become better at. So what you want to do is capitalize on the things you… |
Sequence 15taught by Spanish speakers and given to Spanish speakers in a Spanish-speaking country, so I decided I needed to learn Spanish… |
Sequence 16ing. Montessori talks a lot about the importance of classification skills. Much of her system is based on the development of… |
Sequence 18designing, inventing things, imagining what could be, supposing things. Three of these things are selective encoding,… |
Sequence 25What I learned is that helping kids find the thing they love to do is really hard. It's usually not the first thing, not… |
Sequence 27So let me move on to practical skills, which are using what you learn, applying what you learn, implementing what you learn.… |
Sequence 31career in psychology?" What is getting an A in an education course on classroom management going to have to do with… |
Sequence 32world stuff like fish racks, which they use in their lives, they learned better (Sternberg, Lipka, et al.). So we've done… |
Sequence 33wisdom. And wisdom involves putting together everything I've said today. It's about the use of your successful… |
Sequence 5child's development. That is to say, we can look at behaviors since we have seen that intelligence is revealed in… |
Sequence 6When whatever the child encounters fits into this fundamental order of attributes, a stable equilibrium ensues within the… |
Sequence 8creates an economy of time and strength, less fatigue, and a greater quickness of response. Classification of Attributes… |
Sequence 9and, above all, of an 'external activity' which expresses itself in work" (210). It is the concentration… |
Sequence 1MONTESSORI IMPLICATIONS OF BRAIN RESEARCH by M. Shannon Helfrich Shannon Helfrich lends clarity to the connection of brain… |
Sequence 2Dr. Maria Montessori began her professional work in 1896 at the Orthophrenic School in Rome. The essence of the work done… |
Sequence 3In June, 1996, a large group of neuroscientists and educators met in Chicago to correlate all the current brain research.… |
Sequence 5phase in the development of the psyche and is reflected in the begin- ning work of the sensitive periods. The brain knows… |
Sequence 6warm, consistent care so that they can form secure attachments to those who care for them. Children who receive consistent,… |
Sequence 7so much enthusiasm that they become incorporated into his very existence. The child absorbs these impressions not with his… |
Sequence 8objects and exercises, which one might l.ook for in vain at a later age. (cited in Standing 120) We might ask ourselves,… |
Sequence 9Dr. Montessori wrote in The Absorbent Mind, "Man possesses creative sensitivities instead of hereditary models of… |
Sequence 10homes and health clinics, our early childhood centers and classrooms, America's schools and human service institu- tions… |
Sequence 1EIGHT MONTESSORI INSIGHTS by Angeline Stoll Lillard Here follows a small excerpt from Angeline Li/lard's new book… |
Sequence 2The model of the school in Montessori education is also different. Rather than being modeled on the factory, a Montessori… |
Sequence 3(2) that learning and well-being are improved when people have a sense of control over their lives; (3) that people learn… |
Sequence 4been an explosion of fascinating research on the connection between movement and cognition that speaks to Dr. Montessori'… |
Sequence 5with how we know the very best learning takes place. Rather than memorize facts chosen by a faraway state legislative body,… |
Sequence 6In Montessori primary classrooms, children may often work alone by choice, but in elementary classrooms children are rarely… |
Sequence 7how bridges are designed. This approach, sometimes referred to as "situated cognition" reflects a movement… |
Sequence 8FURTHER MONTESSORI INSIGHTS Dr. Montessori also forecast other current ideas in developmental psychology not reviewed here.… |
Sequence 1Montessori writes about the child, but this message applies to also to adults: His intelligence becomes whole and complete… |
Sequence 4THE CHILD IN THE FAMILY: THE JOURNEY CONNECTS WITH FAMILY LIFE Back from Bergamo training in America, my wife and I met our… |
Sequence 5The role of the school in the family, the child in the family, is that Montessori education depends on parent awareness.… |
Sequence 6being ready for the present and prepared for the changing personality of the future. The adolescent is the changing… |
Sequence 8We study evolution in stages-the Cambrian evolution, the Or- dovician evolution, the Devonian evolution. The elementary child… |
Sequence 9Creation was waiting for human creatures so that its components could achieve the purpose for which they were created, so… |
Sequence 10ADOLESCENT: SLAVE TO THE PRE-COLLEGIATE OR INDEPENDENT LEARNER LOOKING AT THE WHOLE OF LIFE? But, having studied the… |
Sequence 18uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 1be a long life, and that the very precious period of formation comes but once. We have busied ourselves with setting up ever-… |
Sequence 2We expend tremendous en- ergy in our ef- fort to keep up the appearance of handling our stress and maintaining some… |
Sequence 4Science is once again leading us, although it seems to take a very long time for organizations and individuals to act upon… |
Sequence 5And Mario Montessori, Jr., her grandson, and once president of the International Psychoanalytical Association, told us at an… |
Sequence 9I would like to take a moment to acknowledge NAMTA, and its officers past and present. NAMT A has, it seems to me, offered to… |
Sequence 1a nod of the head, a wink, and a "good garsun [boy in the Irish]" or "good gearrchaille [girl],… |
Sequence 2As Montessori teachers, we carefully "hold" the prepared envi- ronment as an ordered and inviting space; we… |
Sequence 3spiritual transformation takes place for many parents, and they have seen enough that they can keep the faith, so to speak,… |
Sequence 4I remember well my joy in seeing her setting tiny tables with plates and napkins for snack at about fourteen months. I had… |
Sequence 5There is no doubt that this Montessori experience transforms our children deeply as learners and as human beings. So what is… |
Sequence 6· The organization of the work. And last but by no means least, • The ability of the teacher to observe the phenomenon and to… |
Sequence 7"Where's your mother? Get her over here, and her friends too. They'll never see a fire like this again.… |
Sequence 8Also, am I interested, am I finding new points of interest for myself, and am I modeling such deep work? Dr. Montessori… |
Sequence 9paper with a dexterity and skill I couldn't imagine of a two-year-old. I saw a flicker of the flame of a possible great… |
Sequence 11This past February, an article entitled "Worried Sick" appeared in Connecticut Magazine (Steele). The… |
Sequence 12in every skill imaginable, sports team schedules for eight- and nine- year-olds that would put the best of us in the emergency… |
Sequence 14the fields or exploring the woodlands, playing around the old castles with no adult in sight. My grandfather had a sixth sense… |
Sequence 15I take a great interest in the children's grandparents. Once asked, they love to talk or write about their grandparents… |
Sequence 16in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 1these articles, which I include in my talk (" Aims of the Association Montessori Internationale"). •… |
Sequence 2As a response to fulfill the aims, Educateurs sans Frontieres (EsF) became Article 17 in the Articles of Association of AMI as… |
Sequence 3life, and I have had several opportunities throughout these years to work in this area. In one occasion, during the time that… |
Sequence 4as this has given me the opportunity to connect with other people with the same vision. AMI is an affiliated nongovernmental… |
Sequence 6•Weare united by our struggle to make the world a better place for all. • You call us the future, but we are also the present… |
Sequence 8• Live as someone who makes a difference, accepting that you may not understand how or why. • Live in the present without… |
Sequence 9Love and Knowledge cannot be separated: "Man must be edu- cated. It is true that education can create a better kind… |
Sequence 12minds and our efforts in making this world a better world for the children. Millennium Goals of the United Nations: 1.… |
Sequence 13•Weare fulfilling a cosmic task. Montessori asks us to seek universality and to be conscious of the mission humanity has in… |
Sequence 15• Dr. Montessori inaugurates her first Indian course. Seated are (behind her) Mr. Rajagopalachari, Dr. Arundale, President… |
Sequence 16CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of… |
Sequence 1The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 7House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 14opened a small school, where she began working with four children and eventually, together with other Indian women, cared for… |
Sequence 16Museum of the Sacred Heart College, founded by two priests between 1920 and 1940, was frequently visited by both Montessoris… |
Sequence 18found herself for a time in a frustrating professional isolation: no official notice or acknowledgement of her work, no… |
Sequence 19With their boundless energy they questioned, explored and experimented in all areas of culture. The small botani- cal garden… |
Sequence 21introduction to her thoughts on the theory and practice of cosmic education; another was the fact that this was the first… |
Sequence 23ders of the physical world." While the experiments for the younger children were demonstrated to them by an adult,… |
Sequence 24All of this indicates how comprehensively Maria Montessori herself saw the concept of cosmic education and how seriously she… |
Sequence 25was quite likely also instrumental in the acceptance she and her ideas received in India. Another aspect of the Indian way of… |
Sequence 27-------------------------------- ---- and Hindu religion deepened, the cosmic idea came to the fore. Shankar Dutta Panday, a… |
Sequence 28On the other hand: The gradually concretized splendid vision of a cosmic education developing into a comprehensive didactic… |
Sequence 29Kramer, Rita. Maria Montessori: A Biography. New York: Putnam's, 1976. Krishnaswamy, S. "George Sydney Arundale… |
Sequence 1interior spaces, always inviting. In a similar way, some of the most successful Montessori classrooms enjoy this design… |
Sequence 3angle. These strategies are examples of environmentnllyfriendly design. More than merely ways of reducing monthly utility… |
Sequence 4architecture, something he stressed throughout his life. We are also reminded that buildings can be fun and interesting. This… |
Sequence 5MONTESSORI ARCHITECTURE by James A. Dyck James Dyck's integration of architectural principles with Montessori's… |
Sequence 7typically measured in terms of reading and math test scores, which we know represent a very limited aspect of learning, rooms… |
Sequence 2Air Quality Recently indoor air quality has become more of a concern in schools and other building types. The Environmental… |
Sequence 4located beside or beyond. The more academic area should be beyond and/or partially around the corner from the central space so… |