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Sequence 413In October, 2005, NAMT A sponsored the third international Ado- lescent Colloquium, a gathering of eminent Montessori… |
Sequence 422• a formal connection to a place of higher learning • an historic or actual connection to farming or other kinds of harvest… |
Sequence 250searching for additionalMontessori- certified elementary and middle schoolfacultybeginninginacademic year 2006/07. There is… |
Sequence 122and historical anthropology explore the /11111,an past, i11c/11d ing the pasts of people who have left 110 written record of… |
Sequence 352THE MONTESSORI HIGH SCHOOL AT UNIVERSITY CIRCLE: NAMTA's KEY OruENTATIO FOR PROJECT 2012 The new Montessori High… |
Sequence 196MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 2 by Christopher Kjaer… |
Sequence 212HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 229Whole formative synthesis, because it represents the total of the disciplines that translates into to the "… |
Sequence 243Figure 3. Striding Man, Alberto Giacometti, 1960. In his Montessori High School mathematics curriculum frame- work,… |
Sequence 244If we were to take the largest box to be cosmology, the second, astronomy, followed by physics, chemistry, geol- ogy, biology… |
Sequence 245world." We have to face the real problems of the world. We have to go to the communities and learn what is happen-… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 248intense, self-motivated work arising out ofoptimal engagement), not of the individual alone, but a collective maximum effort… |
Sequence 249logical capacities for information storage and retrieval, the stu- dents are equipped, trained, and encouraged to utilize… |
Sequence 254approach that puts the hu- man into the center super- seding the web (e.g., in biology, we view the human not as the… |
Sequence 255mental Systems and Societies to become the crux of our students' scientific experience, the synthesis of scien- tific… |
Sequence 259IMl'LEMENTING WHOLE FORMATIVE SYNTHESIS IN THE HUMANITIES When Montessori alludes to both "scientific and… |
Sequence 268inflt1enced by the tendencies of their societies. The use of these ideals has also played a prominent role in the devel-… |
Sequence 270REFERENCES Adler, Mortimer)., Robert Hutchins, et al., eds. Great Books of the Western World. 54 vols. Chicago: Encyclopredia… |
Sequence 272"new child," the "spiritual embryo," endowed with inner wisdom, independence, dignity,… |
Sequence 273At Montessori High School, peace, a synthetic shortcut to Montessori philosophy, weaves through the strands of juxtaposed… |
Sequence 274be left behind. This truly synthetic endeavor implies a drive forward towards a higher and spiritual goal, a better world,… |
Sequence 275courses in the constant back and forth between self and other, in the dynamics of going out for ex- ploration and coming… |
Sequence 230as the important work of this sensitive age group. The approach is low-key, beautiful, and lyrical. Bulk purchases of the… |
Sequence 9THE DISCIPLINES: THEIR EVOLVING ROLES FROM CHILDHOOD TO ADOLESCENCE by David Kahn Looking at elementary progmms from the… |
Sequence 28consortium of educational institutions with the ability to extend the disciplines (See Figure 5). Nine libraries, five long-… |
Sequence 31ply strengthening one's confidence and adapting to different groups and environments. These metacognitive (thinking-about… |
Sequence 32personal. I think that a great work is the most outstanding action or task that one can achieve and has had an effect on at… |
Sequence 308ROAD MAP EIGHT PEDAGOGY Of PLACE FOR THE OLDER ADOLESCENT JAMES MOUDRY James Moudry poi11ts 011t !,ow large tfte prepared… |
Sequence 3091 ! I .Ii .d r J .. ~:·::.u ,~;::i ~o,~1~::::!1;:~;-:::-;=••· .......... - ·= ,.. ,.. lt… |
Sequence 310what's immediately available, and then it grows to be maps of the neighborhood, maps of your house, maps of favorite… |
Sequence 315Rota, Gian-Carlo, & Fabrizio Palombi. /11discrete Thoughts. Basel, Switzerland: Birkhauser, 2008. Steen, Lynn Arthur… |
Sequence 325ENVIRONMENTAL SYSTEMS AND SOCIETIES MoNTEssoRr-lB FRAMEWORK by Christopher Kjaer COURSE DESCRIPTION We live in an… |
Sequence 326course must begin, because, without understanding this concept, we cannot begin to get a grasp of imbalance. Humanity's… |
Sequence 327was done because it allows our students to see things twice, be it something as simple as the progression of the seasons, or… |
Sequence 334ASSESSMENT In addition to the I BO-required assessments, students enrolled in Environmental Systems and Society will be… |
Sequence 337Science Scientific A111erica11 Sierra S111it/1s011ia11 Wired ADDITIONAL COURSE INFORMATION The term "laboratory… |
Sequence 341MATHEMATICS MoNTESSORI-1B FRAMEWORK by Michael Waski BACKGROUND AND METHODOLOGY Each plane of development has its own… |
Sequence 385NAMTANEWS ADOLESCENT 01H£NTATION SHOWS RECORD ENROLLMENT IN 2009 Summer 2009 is NAMTA's biggest Orientation to… |
Sequence 60Montessori children do grow up with a great desire to change the world. Tf you want to see a group of such students gathered… |
Sequence 6EDITORIAL: PEACE Now by David Kahn The Montessori Centenary in 2009 revealed to us a count of nearly 20,000 Montessori… |
Sequence 270NAMTANEWS NAMTA ADOLESCENT ORIENTATION RECEIVES NEW STATUS FROM AMI The NAMTA Adolescent Orientation has been designated by… |
Sequence 278in the nation. The Montessori High School at University Circle (eighty to one hundred students ages 15- 18 and eighteen… |
Sequence 200FORMATIVE EDUCATION: FOUNDATIONS FOR CHARACTER DEVELOPMENT by Pat Ludick and Michael Waski A meditation on the inner life of… |
Sequence 1Special Issue MONTESSOR\ AUSTRALIA A National Montessori Curriculum Report Volume 37 Number 1 Winter 2012 Montessori… |
Sequence 305NEW RELEASES This journal includes two articles written in 2012 and emerging from Hershey Montessori Schools Adolescent… |
Sequence 323REVOLUTIONS IN CURRICULUM: TENTH GRADE AS A TURNING POINT AND A CHALLENGE AT MONTESSORI HIGH SCHOOL Regina M. Feldman… |
Sequence 336and reflective piece of writing, in combination with other measures such as greater reflection in the faculty on processing of… |
Sequence 111 Kahn • Preface: Revelations Then and Now—Guided by Nature Preface: revelations then and now—Guided by nature by David… |
Sequence 177167 Swimme • The Resurgence of Cosmic Storytellers Story forced its way still further into physics when, in recent decades,… |
Sequence 255245 Mazzetti • The Ecology of the Mind and care for an environment. You know what it means to watch for the smallest detail… |
Sequence 285275 Shiva • Everything I Need to Know I Learned in the Forest the dead earth worldview The war against the earth began with… |
Sequence 167161 Henke • Toward the Ultimate Goal of Peace toWard the ultimate goal of Peace: hoW a montessori education at the high… |
Sequence 169163 Henke • Toward the Ultimate Goal of Peace and outer peace throughout the developmental continuum. It is our task, as… |
Sequence 171165 Henke • Toward the Ultimate Goal of Peace that result in experiences of valorization. The organizing principles of the… |
Sequence 177171 Henke • Toward the Ultimate Goal of Peace their own. By studying another culture, students begin to question what is… |
Sequence 179173 Henke • Toward the Ultimate Goal of Peace covering the organizing principles of the universe, the sciences also open up… |
Sequence 189183 Henke • Toward the Ultimate Goal of Peace must be exposed so the students can meet them. This extends be- yond material… |
Sequence 193187 Henke • Toward the Ultimate Goal of Peace aPPendix the montessori institute for the science of Peace adolescent… |
Sequence 194188 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 is the sequence of phases in perspective-taking, and the insight that… |
Sequence 196190 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 progression and digression, but also see their role in transforming the… |
Sequence 197191 Henke • Toward the Ultimate Goal of Peace reform issues of our time. These student groups form the backbone of peace… |
Sequence 138133 Montessori • Man and SuperNature 21Another lost chart. Courtesy of Montessori High School at University Circle tended… |
Sequence 93 Kahn • Innovation within Montessori Structure Drama performance, Montessori High School at University Circle, Cleveland, OH… |
Sequence 2418 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 graduate school at the University of Chicago so I could study flow… |
Sequence 3024 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 interruption. Based on my experience in the Montessori commu- nity for… |
Sequence 107101 Abbott • Battling for the Soul of Education Even when we have the whole picture nothing can be achieved without a… |
Sequence 4337 Kahn • Global Science and Social Systems globAl science And sociAl sysTeMs: The essenTiAls oF MonTessori educATion And… |
Sequence 6559 Kahn • Global Science and Social Systems awareness wherever there is a Montessori adolescent program. This is a need for… |
Sequence 8377 Norris • Biodiversity and Peace Finally, it’s really only during the last or third period of the experience when we start… |
Sequence 112106 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 sensorial avenues have been explored by the children, and exhausted.… |
Sequence 189181 Davis • What Are We Observing and How? I read this list to the mother of a thirteen-year-old yesterday. When I looked up… |
Sequence 93 Waski • Development of a Framework DeveloPment of a framework by Michael Waski “Montessori disciplines are more than just… |
Sequence 115 Waski • How the Mathematical Mind of the Adolescent Develops How tHe matHematical minD of tHe aDolescent DeveloPs from… |
Sequence 3731 Henke • Moral Development moral DeveloPment: from cosmic eDucation to aDolescent action by Elizabeth Henke “The most… |
Sequence 5549 Doerr, Good, and Waski • The Water Molecule tHe water molecule: How montessori HigH scHool, international baccalaureate… |
Sequence 5650 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Here is an essential principle of education: to teach de- tails is to… |
Sequence 5953 Doerr, Good, and Waski • The Water Molecule Water is made up of two elements: hydrogen and oxygen. In From Childhood to… |
Sequence 6054 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Montessori is our oxygen and the International Baccalaureate (IB) and… |
Sequence 7064 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 important to the student as an individual. A relatively new emphasis on… |
Sequence 155Kahn • NAMTA - AMI Legacy 155155 NAMTA–AMI LEGACY: WINDOWS OF CHANGE 1975-2020… |
Sequence 163Kahn • NAMTA - AMI Legacy 163 least Maria Montessori thinks so. She indicates that what might be considered “to be rooted”… |
Sequence 174174 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 174 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Emily Dickinson… |
Sequence 19facilities for those students desiring it. This will allow youth who live beyond convenient commute distance to benefit from… |