Search Inside Documents
Displaying results 3001 - 3100 of 13048
Sequence 2EARTH SYSTEMS AND HUMAN HISTORY by Peter Gebhardt-Seele In this stark review of the grim history and future of humanity and… |
Sequence 164. MARIA MONTESSORI'S KEY TO THE SOLUTION Maria Montessori was aware, maybe not of all threats we know today, but of… |
Sequence 17When the child is given freedom to move about in a world of objects, he is naturally inclined to perform the tasks necessary… |
Sequence 18Another step may be founding a Montessori company that estab- lishes Montessori schools on a global basis, a management team… |
Sequence 4Given the obvious advance of civilization in urban centers-why the "bosom of nature"? There is, of course,… |
Sequence 5tion in the complicated fabric of relationship. It is absolutely essen- tial-in the mind of the adolescent-to establish and… |
Sequence 9Ponds, creeks, valleys, canyons, woods, watershed regions-all of these can be the focus and impetus for stewardship, study,… |
Sequence 11As human beings, we are fundamentally programmed to adapt to our environment and adapt our environment to our needs. What we… |
Sequence 2EMBODYING THE MONTESSORI CHALLENGE AS A TOTALITY: UNDERSTANDING REFINEMENT ACROSS THE PLANES OF EDUCATION by Annette M.… |
Sequence 3---------------------------------- - - - to have had a "refined" gentleman lover in the movie The French… |
Sequence 7... the most difficult thing is to walk keeping one's equilib- rium balanced in the most difficult position, as, for in… |
Sequence 9motor skills is lost (Talukder). The brain follows a use it or lose it paradigm and keeps only what is used. After the… |
Sequence 10ITHE .4 PLANs~ OF DJVELOPMENT! I TH «BULB> ,~~~' ~ ~ Figure 1. The Bulb. Maria Montessori, Rome, 1951 (cited… |
Sequence 11Like the infant, the social newborn is once again vulnerable and has marked sensitivities. The age may be crucial in the… |
Sequence 12We are not unlike a particularly hard crustacean. The lobster grows by developing and shedding a series of hard, protective… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 2TEACHER STAGES OF REFINEMENT by Carol Alver Carol Alver traces the development of the Montessori teacher as a three- period… |
Sequence 3NAMTA's Center for Adolescent Studies (Project 2012) is initiat- ing a new research study after its previous success with… |
Sequence 2NATURE AND EMBODIED EDUCATION: A KEY ROLE FOR MONTESSORI RESEARCH by Kevin Rathunde INTRODUCTION: WHY Is NATURE IMPORTANT… |
Sequence 4This article represents my progress thus far in understanding how flow theory and Montessori philosophy help to reveal the… |
Sequence 8An intrinsically motivated state of deep concentration is seen as central to learning and is at the center of Montessori'… |
Sequence 9In addition to these basic connections between the views of Montessori and optimal experience theory, Montessori' s many… |
Sequence 10situated in the way the human body interacts with the world it inhabits. Even when we speak informally about being "… |
Sequence 11Deeply engaging experiences in nature have practical implications for education. Because of their emotional force, lasting… |
Sequence 15such an ethic is often heavy-handed preaching about the imminent demise of the planet. Such information definitely has its… |
Sequence 16beautiful and clear, striking his imagination. Once this love has been kindled, all problems confronting the educationist… |
Sequence 19point of view, nature provides the best fit with human processing and attention because these very processes were formed… |
Sequence 20life was precisely what Montessori was referring to in the earlier citation on the importance of seeing real trees in a real… |
Sequence 23more embodied use of language and evokes emotional reactions be- yond the conceptual level of the poem. The point of these… |
Sequence 24experience. Even writing was taught through the use of sandpaper letters to bring the hands into the process. The reason… |
Sequence 26alienation from nature presumably set in motion with advances in written language and scientific thinking are magnified a… |
Sequence 27The research design will allow direct comparisons of the embodied and disembodied approaches on a range of variables that… |
Sequence 29ent groups, it will also be focused on students' experiences in other academic activities. In other words, some of the… |
Sequence 30When the website is completed, and if it is published, students will have the chance to see the work done by fellow students… |
Sequence 31perhaps in booklet form, and the project might be repeated at other schools that did not participate in the original study.… |
Sequence 34Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |
Sequence 35Psychology: Vol. 1. Theoretical Models of Human Develop- ment. Ed. R.M. Lerner. Series ed. W. Damon. 6th ed. New York: Wiley… |
Sequence 4she does not become the center or focus of the student's work. Students should not see the adult as the decider of what… |
Sequence 10ideas and concepts. While the traditional approach to mathematics limits the student to starting many concepts, our approach… |
Sequence 1A BRIEF THEORETICAL NoTE AND ExEMPLA DRAWINGS TOWARD A MONTESSORI ARCHITECTURE by John Wyatt John Wyatt presents this… |
Sequence 2If there is not an expansive theory of architecture embracing Montessori thought beyond the materials and their placement in… |
Sequence 4Now specifically to attend to architecture, architects, and their role within the spinning, intelligible world of Montessori… |
Sequence 6To continue, a Montessori building should also echo the supportive and helpful words from the stories of "The Emperor… |
Sequence 7In view of the principle of indeterminacy, Dawkins would readily agree with the statement of Gregory the Great. Taking all… |
Sequence 9a figure with inspiring results has brought order, symmetry, and an effective insight into the knowable "nature… |
Sequence 11In Montessori's time also stood a major figure in European and British intellectual life: W. Somerset Maugham. He was… |
Sequence 12tempt a mind/body to think, to discover order in phenomena, to gain an intense pleasure in the process, and to become… |
Sequence 13native, knowledgeable, artistic, disciplined architect might create such a structure. Consequently, Vitruvius, the founder of… |
Sequence 15APPENDIX: EXEMPLA DRAWINGS Provided by Organic Design Workshop, LLC I I 1 □ □ D □~□ D D □ 1 □□□□ □□□□ Figure 1. Generic… |
Sequence 16I -- ·-··· .. -. 1· ·---. -~ .. ,- ,_ \__ / ~ ~-,_,_._ -- ~-ltl ,-'7(. ilOMIN A MIN ,_~ -t7 AD ~IN… |
Sequence 17_J I I I I I .............. -=--+--t-<:: \;;~~~ :=:::::: :: :::: :: "r--, ?}:/: ::::::::::/ ~ -➔-+--J-H… |
Sequence 18. . . • ♦ ••• .. ♦ • ., • ♦."'. t ••• t f ... ♦ ... ... ' . 1 ♦ ♦ t 'I .… |
Sequence 19Figure 8. Montessori exemplum: Multilevel learning spaces. Learning spaces could have a mezzanine level that could be used as… |
Sequence 20..-------------------------------- - Figure 9. Generic exemplum: Geometry Figure 10. Montessori exemplum: Geometry… |
Sequence 21V < '--- .,/ Figure 11. Generic exemplum: Door. Figure 12. Montessori exemplum: Door. I- I- I- I- I- 1… |
Sequence 22•• ♦ • ♦ ♦ • ♦ ♦ • ♦ ♦ :♦:♦:♦ .. • ... ♦• ♦ • ♦ ♦ ~. . . . • ♦ ♦ • • ♦ • + ♦ •• ♦ 1EACHEJt _J • • WSIC… |
Sequence 1THE MONTESSORI CENTURY CONCEPT: A CONTINUING PROCESS IN REALITY by David Kahn When we look back to the origins of the… |
Sequence 2this f 011 rnnl issue embodies one part of the fire of her continuing sparks that mature into flames, and then regress as… |
Sequence 3So there is no time barrier in this century of Montessori's work, because the great questions of childhood process are… |
Sequence 4depends-land, water, energy, air, animals, plants, humans-is the relevantadultissue for our time, so that insofar as… |
Sequence 3the course of development, the child who alone has the power to construct the adult and to create a better world. Thomas… |
Sequence 7Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 8Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 9Early in September, 1898, Italy and its educational establishment were rocked when an Italian anarchist assassinated Elizabeth… |
Sequence 13condition-the tenants were in charge of the care and maintenance of the tenements. It acted as a sort of covenant. And he… |
Sequence 14Many left Rome convinced and opened Children's Houses in other countries. In 1909, Montessori published her book in order… |
Sequence 15tion-scientific observation. Her ideas developed systematically on the basis of what children taught her. In a sense… |
Sequence 16• the need for order, the sense of beauty • the development of inner calm and the ability to be silent • the development of… |
Sequence 1THE LIGHT OF THE CHILD by Dr. Maria Montessori First published in 1957 by AMT inn special booklet com111e111orating fifty… |
Sequence 2THE SCHOOLS OUR CHILDREN DESERVE: HELPING PARENTS UNDERSTAND THE RATIONALE FOR ALTERNATIVE EDUCATION by Alfie Kohn A/fie… |
Sequence 3in which case, perhaps, I will drop a seed to invite you to think about those ideas, not merely to sell ideas that are already… |
Sequence 5parents or non-Montessori teachers, two things will almost always happen: First, even when you ask educators what their long-… |
Sequence 19,. * ,. What I would like to do now is try to talk a little more about the specifics of what progressive or alternative… |
Sequence 28there are some university instructors who do that as well? They prepare a syllabus before they've met their students!… |
Sequence 37In one of my own books, called The Schools Our Children Deserve, I took all the research and stuffed it at the end of the book… |
Sequence 42is given to kids on a regular basis? Should I skip this entirely, then, or would it be helpful, as with the other stuff, to… |
Sequence 14Let me tell you something that has been said over and over: "I had such a spiritual experience."… |
Sequence 19WHvTwo DAvs? When I came back to the Barbara Gordon Montessori School ten years ago, I was dumbfounded to find that they had… |
Sequence 27• That learning can be fun. • Better insight into how my kids spend their days. • Richer understanding of the Montessori… |
Sequence 29COSMIC EDUCATION by Annette Haines Annette Haines makes a clear and well-doc11me11ted presentatio11 of Cosmic Education,… |
Sequence 31With all this acting in concert, then, something marvelous happens. Like Sisyphus rolling his rock, the living world recreates… |
Sequence 32Along this line of reasoning which we are pursuing, we have to consider the numerous factors that pollute air and water which… |
Sequence 33All animals, all living things except human beings, have a pre- estab.Ushed pattern of behavior built in. They have instincts… |
Sequence 35who is the link in the long chain of history that ensures human evolution, and this is where education comes in. According to… |
Sequence 36to isolate one element out of a complex, the isolated parts and their separate behaviors never explain the associated… |
Sequence 37extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 1THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Kru 111ins Grnzzini puts the relationsl1ip between child a11d society… |
Sequence 3sharing of work and the sharing of learning, discovery, and invention. These two combined, the learning and the sharing, lie… |
Sequence 4created a superworld or, if you will, a supernature; and as he gradually built this supernature, Man has raised him- self.… |
Sequence 5To start with, it is self-evidently true that the individual cannot develop normally outside society, that is to say, without… |
Sequence 8constituted a means of transport. Furthermore, the human way of life was then much more open to viewing, to observation, than… |
Sequence 9ls this not even truer now than in 1937? Consider just a few examples: Since 1937, our streets have become infested with… |
Sequence 11not punish, may or may not indulge. In either case, the collaboration which should exist between the generations, between… |
Sequence 12The child who simultaneously works with mind and hands is following the path traced out by humanity; the child who… |
Sequence 13... the fact that the child learns by himself, that he can overcome so many difficulties by himself, gives him an inner… |
Sequence 14younger children, between the stronger and the weaker, reflects an instinct for social progress. Moreover, not only a re the… |
Sequence 2GREENING MONTESSORI SCHOOL GROUNDS BY DESIGN by Robin Moore and Nilda Cosco Robin Moore and Nilda Cosco view the Montessori… |
Sequence 3This green desire is also driven by a renewed interest in Maria Montessori's insistence on the importance of hands-on… |
Sequence 6A GENERAL CONSTRUCTION ADVISORY Over the last several years, The Natural Learning Initiative (NLJ) has worked with… |
Sequence 13William James and ecological psychology suggests an answer-and this principle too is in harmony with Montessori teaching. In… |