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Sequence 6was set aside for considering the third plane of development, and this was done in the form of an adolescent panel comprising… |
Sequence 7tutes a long initiation into adulthood, that adolescent development has to do with becoming an adult. But what we have to… |
Sequence 8adolescents are being prepared for entry into society, it's not enough to have teachers-do you know what I mean? They… |
Sequence 9be in residence, and the specialists must always be the ones that come in from outside. I understand that there's a… |
Sequence 11says is so important when she speaks about mixed ages and required numbers. If Montessori says that we can have as many as… |
Sequence 12Then,ofcourse, you think: butwhatabout theadolescents?Where are they going to get their vision of the whole? From the… |
Sequence 1STAFFING THE MONTESSORI HIGH SCHOOL: WHAT' s So SPECIAL ABOUT THE SPECIALIST? by Gena Engelfried This article presents… |
Sequence 6specialists, for appropriate challenges in the staging areas of the adult world. One of the roles of the secondary-level… |
Sequence 7THE MONTESSORIAN Completing our group of faculty is the trained Montessorian. This individual is one who has Primary and/ or… |
Sequence 6These false perceptions, combined with the "silo approach" and an overemphasis on developing skill and speed… |
Sequence 7the occupations. We believe that the time has come for the same care to be paid to the development of adolescent mathematics… |
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 1THE HIGH SCHOOL, NOBLE CHARACTERISTICS, AND PEACE by Guadalupe Borbolla Guadalupe Borbolla's humanities outline goes… |
Sequence 3The term transcendence means to go beyond the world of experience into a different level of consciousness. It refers to the… |
Sequence 1THE MONTESSORI POTENTIAL AT THE GROVE SCHOOL by Gena Engelfried This short article presents a composite of the… |
Sequence 6dable task. The need for facilities, general funding, staffing, and the increasing demands of the post-secondary community all… |
Sequence 1HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 2from these Montessori sources, and he concludes the latter section as follows: Indeed, Montessori goes so far as to say:… |
Sequence 3ally speaking, horrors of all kinds. And who are the human beings who are actually presented in this particular story of… |
Sequence 8literally means "men without a face"; the faceless human beings, in other words, whose features we do not,… |
Sequence 9to both appreciate the diversity and also see what is common to all, what we all do share that makes us all belong to this… |
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 14have the power to create you also have the power to destroy-but they couldn't have carried out that role, they couldn… |
Sequence 15interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 1HISTORY: IN GENERAL AND IN PARTICULAR AN INITIAL LOOK AT MARIA MONTESSORI IN A CLASSICAL CONTEXT by John Wyatt John Wyatt… |
Sequence 3There are, of course, other classical figures that a cursory study by a somewhat seasoned eye can discover in Montessori'… |
Sequence 5revelation of a potency. Montessori says, "It is of paramount impor- tance to see the beginning of things" (… |
Sequence 6And the moving enigma with potential future encounters with disasters to whom she refers is what is set loose in a Montessori… |
Sequence 7Maria Montessori comes out of a classical and medieval tradition that simply understands, as she did, that to exist fully as… |
Sequence 9example of Marie Curie, "who felt only annoyance when some univer- sity wanted to interrupt her work on radium to… |
Sequence 12anything appearing in print or speech is absolutely accurate, includ- ing even the figures and comments that appear in a… |
Sequence 13stand the human past would merely be to create a list of the countless wars the human race has waged, one nation against… |
Sequence 17Dante, Pascal, and Flannery O'Connor would not hold much of a place as artists if they had not risen up to justify the… |
Sequence 18breathtaking as the concept of "line" may be. Certainly such a topic is worthy of discussion. For there is… |
Sequence 20that final experience, among many adults in the endless past, the standard that always has been offered to children for… |
Sequence 21by tempting him with the ultimate treasure and power of the world. Commonly known as the "three temptations of Christ… |
Sequence 22consciousness of its dignity and worth" (To Educate the Human Poten- tial 21). To the chorus of people who might… |
Sequence 1MONTESSORI ERDKINDER: THE SOCIAL EVOLUTION OF THE LITTLE COMMUNITY by David Kahn This talk was delivered in Sydney,… |
Sequence 5ers that showed the restored and original pyramid. They escorted me up what seemed to me unending ris- ers, each nearly two… |
Sequence 10self-sufficiency. The adolescent attempts to find a base for a multifac- eted independence, but the greatest of all… |
Sequence 11nity is concerned about how conflicts are resolved. Community mem- bers establish codes of conduct or civility so that there… |
Sequence 12writing songs and stories performed at social events. Through various successes within the web of Little Community social… |
Sequence 13goals must be the realization of the values of the human personality and development of mankind" (Education and Peace… |
Sequence 3After twenty-seven years of conferences, colloquia, grassroots organizing, program implementation, and international… |
Sequence 4In October, 2005, NAMT A sponsored the third international Ado- lescent Colloquium, a gathering of eminent Montessori… |
Sequence 5Local Demand for a Montessori High School Model Cleveland (northeast Ohio) is the second oldest Montessori hub in the United… |
Sequence 8Maria Montessori presents the high school in a paradoxical way, suggesting that community values and socialization be based on… |
Sequence 16• Joint funds development (administrative) · Carpentry assistance 4. The Little Italy Neighborhood The Little Italy… |
Sequence 23includes a bed-and-breakfast, the dorm, the surrounding woodlands, etc. The embryonic community of the farm protects the… |
Sequence 24Montessori saw peace as more than the absence of war; war, she said, destroys the constructive impulses in us. The aura,… |
Sequence 2ment that didn't register before in a strong way, or some connection I missed before because the other pieces weren'… |
Sequence 4catered to. Cosmic education both deepens and narrows our view of the universe. The Great Lessons are outlines to give the… |
Sequence 6There was great consideration of the importance of the role of adult specialists in adolescent programs. These need to be… |
Sequence 1BEYOND SCHOOL: MONTESSORI IN N ATIJRE, THE HOME, TEACHER DEVELOPMENT, AND MORAL EDUCATION by David Kahn On the verge of the… |
Sequence 2Journal issue. The child's and adult's unified view of the learning environment means that the child's… |
Sequence 2MORE PARENT INVOLVEMENT: REFINING p ARENT EDUCATION WITH AN EMPHASIS ON ASSISTANTS TO INFANCY by Judi Orion Starting from… |
Sequence 4Before a parent makes a decision to enrol! their child in a Montessori school, they need to know what they are buying, the… |
Sequence 15This collaboration should be one of mutual education: our inform- ing parents about Montessori' s approach to life anded… |
Sequence 3"Information is power," they say. "Pooh," I say. "Formation and… |
Sequence 13of this ritual contained the sign of our experience, marked our hope and confidence in the future of our children. This is… |
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 6Morality and Relationships By direct implication, and definition, morality is relational. It has to do with my interactions… |
Sequence 10THE CHILD IN THE FAMILY Parents play a special and unique role as first and most significant guide in this development. To… |
Sequence 13• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 3and to the new parent there is nothing more challenging than the unfolding needs and mystery of human development of their… |
Sequence 9• Self-Consciousness Disappears: One has a sense of transcending the limits of one's ego. • The Sense of Time Is Altered… |
Sequence 3I want to publicly acknowledge not only the professional debt I owe Nan but the moral debt I owe her, and all trainers,… |
Sequence 4is the spirit within us all. From this we get that the ulterior goal of education is to help the spirit within each individual… |
Sequence 8conditions he cannot walk no matter how much liberty he's given to do so. On the other hand, the individual who cannot… |
Sequence 9Having said this, one must recognize that there is a vital relation between these two freedoms, the external and the internal… |
Sequence 11This implies that the liberty given to the child is-at any time- conditioned to the level of independence he's acquiring… |
Sequence 12for himself that becomes codependent and a burden on society. To take care of oneself in as many facets of life as possible… |
Sequence 13The other fact is that this independence, this continuous conquest toward independent functioning-which gives us existence as… |
Sequence 14sees genuine sentiments of love and pity that are very refined" ("Moral and Social Education" 17… |
Sequence 2THE SENSORIAL AWAKENING: THE CHILD UNDER SIX IMMERSED IN THE NATURAL WORLD by J oen Bettmann Joen Bettman' s medley of… |
Sequence 12Creative thinking is practiced in activities that give chil- dren choices that require children to do things for them- selves… |
Sequence 14or kept. Dr. Montessori put it in the context of limits and also in relation to serving the spiritual life:" A child… |
Sequence 4"All education is environmental education ... by what is included or excluded we teach the young that they are part… |
Sequence 2DEEPENING COSMIC EDUCATION by Gerard Leonard This article is a special blend of research, theory, and practice, with clear… |
Sequence 3simple tool-the pencil-a sense of the whole and the interconnec- tions between things and people. The elder hoped to awaken… |
Sequence 4which ensures the purity of the sea-water and the purity of the air during the many millions of years is called life"… |
Sequence 5this approach opened up the intriguing question of the significance of human activity on the earth. Antonio Stoppani looked… |
Sequence 6understanding of the complex planetary systems. In 2004, the world scientific community completed an extraordinary decade-long… |
Sequence 10of Botany was mined for classification information on Divisions and families, and fabulous websites were discovered such as… |
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 16The piece of metal that holds the eraser is caUed the ferrule and is made of brass (a combination of zinc and copper). Zinc is… |
Sequence 2MONTESSORI COMMUNITY VALUES: SOWING THE SEEDS OF MORALITY by Greg MacDonald Greg MacDonald comes to the point of his paper… |
Sequence 8So, do we indoctrinate our children with as many virtues as we are able to force into them? Or do we take a wider view,… |
Sequence 9Montessori counseled that, if these behaviors did no harm, then the adult should not interfere with them. Repetition in the… |
Sequence 10related to moral action. At times, we must take a particular action in order to achieve some (moral) end. At other times, we… |
Sequence 12previous behavior, success is achieved, and a "good" (in fact "per- fect"!) job is… |
Sequence 13independence, a right to one's own moral judgment (To Educate the Human Potential 6). A virtual "sensitive… |
Sequence 14dissuade children from tattling. We may even elect to demand that the child stop this pattern of tattling. Montessori teaches… |
Sequence 15if the child and the adolescent do not have a chance to engage in a true social life, they do not develop a sense of… |
Sequence 16Unconsciously, each also contributes to the others, and to the harmony to be found on our planet. The Great Stories may lead… |
Sequence 18Montessori noted that second-plane children are drawn to heroes. She observed that the heroic figures of history, in a11 areas… |