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Sequence 12ences in them, listen to each other better, and be both more tolerant and more compassionate. Teachers adopting these… |
Sequence 4Let us think for a moment. As Montessori uncovers the wonders of human formation such as the secret of childhood, the… |
Sequence 37extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 10Montessori prescribed in 1907. Unfortunately, very few have grasped the wisdom in the message. [n Education and Pence, she… |
Sequence 16Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 4nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 33Seth's Story Seti, was a young adolescent in our middle sc!,ool. He had a quick temper, which he struggled to master. He… |
Sequence 6to eat and drink to stay alive. Working up the triangle that Maslow created, thenextmost fundamental need is physical safety,… |
Sequence 16So what do you have? For the adolescent, it's them at the center. This is the healthy egocentrism. But it is never just… |
Sequence 1EDUCATION AND PEACE: CURRICULUM INTEGRATION AT MONTESSORI HIGH SCHOOL by Regina Feldman Tl,e following text explores… |
Sequence 19There is also the fundamental human need for orientation: know- ing where I am and where my place is. Knowing our place gives… |
Sequence 27Next time, there are a few changes we will make besides the structural changes to get more of the transcription done than last… |
Sequence 3There is also the fundamental human need for orientation: know- ing where I am and where my place is. Knowing our place gives… |
Sequence 11Next time, there are a few changes we will make besides the structural changes to get more of the transcription done than last… |
Sequence 13Fukatsu, Takako. "Commitment to Wider Community: The Global Child, an Example from Southeast Asia."… |
Sequence 1ELEMENTARY KEY LESSONS CULTIVATING INTERNATIONALISM AND PEACE by Annabeth Jensen A1111abet/1 Jensen points out that the very… |
Sequence 11Montessori herself was very aware of this need and of the progression of the developing moral imagination. In Education and… |
Sequence 30AUTHOR'S NOTES 1. This presentation included almost one hundred slides and video clips. I have tried to make the text… |
Sequence 3As an example to elucidate the point, Daniel G. Groody reports in Globnlizntion, Spirituality, and fustice: Nnvignti11g the… |
Sequence 19CONCLUSION If Dr. Montessori's principles and ideas on education were adopted universally through group consensus, this… |
Sequence 10It was the core of Montessoris work to make it possible for the psychic life of the child to be protected so that the child… |
Sequence 18Montessori's path for a science of peace is clear and radical and so optimistic that the junior class is doubtful it can… |
Sequence 150ences in them, listen to each other better, and be both more tolerant and more compassionate. Teachers adopting these… |
Sequence 123Let us think for a moment. As Montessori uncovers the wonders of human formation such as the secret of childhood, the… |
Sequence 116extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 33Montessori prescribed in 1907. Unfortunately, very few have grasped the wisdom in the message. [n Education and Pence, she… |
Sequence 105Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 257nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 136Seth's Story Seti, was a young adolescent in our middle sc!,ool. He had a quick temper, which he struggled to master. He… |
Sequence 28to eat and drink to stay alive. Working up the triangle that Maslow created, thenextmost fundamental need is physical safety,… |
Sequence 226So what do you have? For the adolescent, it's them at the center. This is the healthy egocentrism. But it is never just… |
Sequence 271EDUCATION AND PEACE: CURRICULUM INTEGRATION AT MONTESSORI HIGH SCHOOL by Regina Feldman Tl,e following text explores… |
Sequence 371There is also the fundamental human need for orientation: know- ing where I am and where my place is. Knowing our place gives… |
Sequence 379Next time, there are a few changes we will make besides the structural changes to get more of the transcription done than last… |
Sequence 46Fukatsu, Takako. "Commitment to Wider Community: The Global Child, an Example from Southeast Asia."… |
Sequence 64ELEMENTARY KEY LESSONS CULTIVATING INTERNATIONALISM AND PEACE by Annabeth Jensen A1111abet/1 Jensen points out that the very… |
Sequence 116Montessori herself was very aware of this need and of the progression of the developing moral imagination. In Education and… |
Sequence 157AUTHOR'S NOTES 1. This presentation included almost one hundred slides and video clips. I have tried to make the text… |
Sequence 198As an example to elucidate the point, Daniel G. Groody reports in Globnlizntion, Spirituality, and fustice: Nnvignti11g the… |
Sequence 214CONCLUSION If Dr. Montessori's principles and ideas on education were adopted universally through group consensus, this… |
Sequence 315It was the core of Montessoris work to make it possible for the psychic life of the child to be protected so that the child… |
Sequence 339Montessori's path for a science of peace is clear and radical and so optimistic that the junior class is doubtful it can… |