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Sequence 2This interdisciplinary approach to the study of the humanities makes full use of the characteristics of young adolescents to… |
Sequence 2Maria Montessori was well versed in philosophy. Her footnotes include allusions to Sequin, Tolstoi, Froebal, Pascal, Poincare… |
Sequence 3The Montessorian, in reading Socrates' Theaet,et:us, may begin to describe the Montessori vision with new vocabulary and… |
Sequence 1Humanities HUMAMITIES AND THE ART OF INQUIRY by Edwin J. Delattre Dr. Delattre's incisive summary of the role of… |
Sequence 3for human beings," "the studies that make people fully human," and so on. Beware of such… |
Sequence 4His work brings to life the idea of inquiry as dialogue-the shared and cooperative pursuit of truth among people of knowledge… |
Sequence 5What holds for listening and speaking holds, too, for reading and writ- ing. For those who have difficulty engaging in… |
Sequence 7in the l:,ook changed. How did circumstances lead them to alter their beliefs, attitudes, or behavior? Lee wrote a paper… |
Sequence 8government should be constituted-as seriously as anyone I have read or met. His many volumes of correspondence are laced with… |
Sequence 9questions in the inquiry of political theory makes that inquiry durable and permanent. It is grist for the intelligence of all… |
Sequence 12violence. They understand nothing of the nature of dignity that is a rightful part of their heritage, and they live in a… |
Sequence 13Lupus is an exhausting disease, but Flannery O'Connor was none- theless to make herself into one of the great writers of… |
Sequence 14passes for an education in this day and time, but I am not deceived by it." She was deceived by very little; she was… |
Sequence 8Let me however choose just a few that I think you would agree would be helpful in any view of class discussion. They may apply… |
Sequence 10Elements of the Definition of Class Discussion I. An interchange between students, not primarily between stu- dents and… |
Sequence 2learn is not enough; stimulation is not teaching. Since whatever can be learned by instruction must necessarily have been… |
Sequence 4learning; nor can his superior skill in learning provide the learner with the help he needs in the process of discovery. The… |
Sequence 6The Greek Educational Analogue We look to the classics at this point, not to suggest that a study of the ancient culture… |
Sequence 9MORE: I thought we said friendship .... The Dean of St. Paul's offers you a post; with a house, a servant and fifty… |
Sequence 11Sawyer so graphically lacked it. Ifwe are attentive to our own experience and that of others, ifwe have the kind of humility… |
Sequence 3immediately oversee the development of these arts in the relations between the student discussants, while simultaneously… |
Sequence 4if he establishes this alleged superiority by making evident that those who claim wisdom (politicians, poets and artisans)… |
Sequence 5to discourse daily about virtue and self-examination. But he finally proposes a small money offering· guaranteed by his… |
Sequence 6perfectly normal thing to do. Ms. A: Yes, I think that's what I mean. Mr. B: Well, aren't some strange behaviors… |
Sequence 7feelings of others. Why couldn't he pursue his mission and still be accepted by others? Seems to me he'd have a… |
Sequence 8Mr. C: Well, I can accept that. But I still don't think that money, power and fame are evils, as Socrates says. Mr. B: I… |
Sequence 9Ms. A: Yes, that's why oratory would fail too. Even a speech in a grand style would fail where experience and feelings… |
Sequence 10Ms. A: Well, man does some things that don't require a body. Leader: Such as ... Ms. A: We think. And therefore thinking… |
Sequence 11Mr. B: But conscience urges us to do right, not just to keep from doing wrong. Mr. C: Well, maybe we really don't need… |
Sequence 12Passive listening to an external authority is replaced by an active search for the best means of expression and communication… |
Sequence 1314. A tight logical argument is implied here. Socrates could convince only a person of virtue. But the jurors were not… |
Sequence 14seeking martyrdom by not saving himself? Or is there a real opposition between surviving in Athens and obeying the gods? In… |
Sequence 2present, the oriental peoples were tied to the past and it was therefore called "education by recapitulation.&… |
Sequence 3Paideia is not a fixed curriculum, it is determined on site by the teachers involved according co the observed needs of the… |
Sequence 9BU. If so, then it seems co me char a good deal of today's talk about enhancing "self-esteem" in… |
Sequence 12University of California Press, 1980), pp. 395-435. 31 Plato Apology 29e. 32 See, e.g., Plato Protagoras 360d: courage is… |
Sequence 17tive tests and focused interviews about how they had changed in their minds, relarionships, values, and self-attitudes, I… |
Sequence 17attempts to pinpoint the causes and character of this sense of participation in nature display a conviction that, despite… |
Sequence 15The group read and reread books and essays already assigned to their students, such as Ibsen 's An Enemy of the People… |
Sequence 10others treat them. Much inner-city violence, many acts of violence committed everywhere, are com- mitted because children… |
Sequence 9• c:: I,) 0 ;·; I,) • ... ,, c:: ·- QI 0• QI .. a. CII .: . .c= c.,•- • .ii: OCI) (J .. .... • .ii: c:: • o… |
Sequence 4of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every… |
Sequence 3Howard Gardner's work and the present state of his Theory of Multiple Intelligences, which debunks traditional notions of… |
Sequence 4What does the Meno tell us? The Meno tells us about Socrates' visit to his friend Menon. On this visit, he has a… |
Sequence 5phers from Socrates, in the Apology, referring to himself as a midwife; through the early Medi- eval period, beginning… |
Sequence 8HUMANITIES PROJECTS 2000-2001 Study of the Maya I. Study of Living Things II. Technology and the Building Up of Civilization… |
Sequence 30In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |
Sequence 1My followers will surely continue without me. I just hope that they do not become victims of Epicureanism. As for the Stoics… |
Sequence 4erything in the beginning, but he or she directs every particle's behav- ior at any moment in time. This directing is… |
Sequence 1GOODBYE CAMILLO GRAZZINI J ANDARY 26, 2004 When I trained in Bergamo in 1971 I saw Camillo Grazzini as a character out of a… |
Sequence 20that final experience, among many adults in the endless past, the standard that always has been offered to children for… |
Sequence 22consciousness of its dignity and worth" (To Educate the Human Poten- tial 21). To the chorus of people who might… |
Sequence 22--- ------------------------------ seeming independence from nature and our bodily existence. The first Semitic aleph-beth… |
Sequence 9Or there is the chilljng evolutionary thought that Ignorance is essential for the human race to function and to survive,… |
Sequence 15In comparison to even fifty years ago, let alone the time of Spinoza, no one can dispute the arrival of the enormous comfort… |
Sequence 28of earning one's mind. Earning one's freedom. Or so it seems in those ancient texts. Should a realizable curriculum… |
Sequence 5books, television, and computers. As these technologies have grown, so has the potential risk of disembodiment. Abram's… |
Sequence 5• Claudius Ptolemy • Philip of Macedon • Eratosthenes • Parmenius • Solon • Julius Caesar • Pythagoras • Aeschylus •… |
Sequence 246Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Second, in order to… |
Sequence 289Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Detailed studies:… |
Sequence 2244 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Confronted by these problems, I have asked myself if, in Maria… |
Sequence 16106 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 cated interdependencies. We cannot afford to be ignorant of one half of… |
Sequence 294 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 That there is no easy an- swer to this question concerned the Ancient… |
Sequence 1Wondering aloud by Carla Foster Presenting the Montessori tools of the great lessons highlights the power of storytelling in… |
Sequence 252 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 “Oh most learned Theuth,” replied Thamus, “It happens that you, who are… |
Sequence 1868 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 about the way the world works and the way that we work as human beings… |
Sequence 2that emerge from the matter with which they work. These arts dealing with the inani- mate are called the operative arts. It… |
Sequence 3compels me to be a midwife but does not allow me to bring forth. And therefore I am not myself at aU wise, nor have I anything… |
Sequence 5Like Socrates, Montessori saw the work of the educator - whose name she changed, for special reasons, from teacher to… |
Sequence 6suffering from cold by warming him, so also does the doctor. Hence, an is said to imitate nature. A similar thing takes place… |
Sequence 12treating. However, the history of the abuse which has been laid upon the mentally ill and the retarded is a case of record of… |
Sequence 213. solution of inequalities in one variable 4. solution of inequalities in two variables XIV. Utilizing Calculator Math &… |
Sequence 3sacrificed subject matter, being more concerned with how they taught than what they taught ... It is a mistake to assume that… |
Sequence 3sacrificed subject matter, being more concerned with how they taught than what they taught ... It is a mistake to assume that… |
Sequence 3sacrificed subject matter, being more concerned with how they taught than what they taught ... It is a mistake to assume that… |
Sequence 3sacrificed subject matter, being more concerned with how they taught than what they taught ... It is a mistake to assume that… |
Sequence 3sacrificed subject matter, being more concerned with how they taught than what they taught ... It is a mistake to assume that… |
Sequence 3sacrificed subject matter, being more concerned with how they taught than what they taught ... It is a mistake to assume that… |
Sequence 3sacrificed subject matter, being more concerned with how they taught than what they taught ... It is a mistake to assume that… |
Sequence 2than they otherwise would be. But children are at a disadvantage in such situations and they know it, and their knowledge… |
Sequence 4I I I do not work very well the first time they are tried, and some take a long time to get going, with the glib members… |
Sequence 21hese concepts in relation to our own individual experiences. I. A seminar should begin with a question that admits of more… |
Sequence 58 Chicago Board of Education. (1977). Options in Public education: a source document, Available from National… |
Sequence 2labelled - and libelled - as a pornographer. That is the method of character assassination, of attacking people - to take what… |
Sequence 12term "teacher" and why the term "director" or "directress" was preferred… |
Sequence 13If we understood fully how Socrates is able to do that - without, of course, his doing it at all - then we would really know… |
Sequence 39This interdisciplinary approach to the study of the humanities makes full use of the characteristics of young adolescents to… |
Sequence 59Maria Montessori was well versed in philosophy. Her footnotes include allusions to Sequin, Tolstoi, Froebal, Pascal, Poincare… |
Sequence 60The Montessorian, in reading Socrates' Theaet,et:us, may begin to describe the Montessori vision with new vocabulary and… |
Sequence 9Humanities HUMAMITIES AND THE ART OF INQUIRY by Edwin J. Delattre Dr. Delattre's incisive summary of the role of… |
Sequence 11for human beings," "the studies that make people fully human," and so on. Beware of such… |
Sequence 12His work brings to life the idea of inquiry as dialogue-the shared and cooperative pursuit of truth among people of knowledge… |
Sequence 13What holds for listening and speaking holds, too, for reading and writ- ing. For those who have difficulty engaging in… |
Sequence 15in the l:,ook changed. How did circumstances lead them to alter their beliefs, attitudes, or behavior? Lee wrote a paper… |
Sequence 16government should be constituted-as seriously as anyone I have read or met. His many volumes of correspondence are laced with… |
Sequence 17questions in the inquiry of political theory makes that inquiry durable and permanent. It is grist for the intelligence of all… |
Sequence 20violence. They understand nothing of the nature of dignity that is a rightful part of their heritage, and they live in a… |
Sequence 21Lupus is an exhausting disease, but Flannery O'Connor was none- theless to make herself into one of the great writers of… |
Sequence 22passes for an education in this day and time, but I am not deceived by it." She was deceived by very little; she was… |
Sequence 31Let me however choose just a few that I think you would agree would be helpful in any view of class discussion. They may apply… |