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Sequence 33Elements of the Definition of Class Discussion I. An interchange between students, not primarily between stu- dents and… |
Sequence 36learn is not enough; stimulation is not teaching. Since whatever can be learned by instruction must necessarily have been… |
Sequence 38learning; nor can his superior skill in learning provide the learner with the help he needs in the process of discovery. The… |
Sequence 48The Greek Educational Analogue We look to the classics at this point, not to suggest that a study of the ancient culture… |
Sequence 23MORE: I thought we said friendship .... The Dean of St. Paul's offers you a post; with a house, a servant and fifty… |
Sequence 25Sawyer so graphically lacked it. Ifwe are attentive to our own experience and that of others, ifwe have the kind of humility… |
Sequence 53immediately oversee the development of these arts in the relations between the student discussants, while simultaneously… |
Sequence 54if he establishes this alleged superiority by making evident that those who claim wisdom (politicians, poets and artisans)… |
Sequence 55to discourse daily about virtue and self-examination. But he finally proposes a small money offering· guaranteed by his… |
Sequence 56perfectly normal thing to do. Ms. A: Yes, I think that's what I mean. Mr. B: Well, aren't some strange behaviors… |
Sequence 57feelings of others. Why couldn't he pursue his mission and still be accepted by others? Seems to me he'd have a… |
Sequence 58Mr. 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 59Ms. A: Yes, that's why oratory would fail too. Even a speech in a grand style would fail where experience and feelings… |
Sequence 60Ms. A: Well, man does some things that don't require a body. Leader: Such as ... Ms. A: We think. And therefore thinking… |
Sequence 61Mr. 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 62Passive listening to an external authority is replaced by an active search for the best means of expression and communication… |
Sequence 6314. A tight logical argument is implied here. Socrates could convince only a person of virtue. But the jurors were not… |
Sequence 64seeking martyrdom by not saving himself? Or is there a real opposition between surviving in Athens and obeying the gods? In… |
Sequence 83present, the oriental peoples were tied to the past and it was therefore called "education by recapitulation.&… |
Sequence 55Paideia is not a fixed curriculum, it is determined on site by the teachers involved according co the observed needs of the… |
Sequence 88BU. If so, then it seems co me char a good deal of today's talk about enhancing "self-esteem" in… |
Sequence 91University of California Press, 1980), pp. 395-435. 31 Plato Apology 29e. 32 See, e.g., Plato Protagoras 360d: courage is… |
Sequence 175tive tests and focused interviews about how they had changed in their minds, relarionships, values, and self-attitudes, I… |
Sequence 31attempts to pinpoint the causes and character of this sense of participation in nature display a conviction that, despite… |
Sequence 127The group read and reread books and essays already assigned to their students, such as Ibsen 's An Enemy of the People… |
Sequence 156others treat them. Much inner-city violence, many acts of violence committed everywhere, are com- mitted because children… |
Sequence 58• c:: I,) 0 ;·; I,) • ... ,, c:: ·- QI 0• QI .. a. CII .: . .c= c.,•- • .ii: OCI) (J .. .... • .ii: c:: • o… |
Sequence 12of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every… |
Sequence 215Howard Gardner's work and the present state of his Theory of Multiple Intelligences, which debunks traditional notions of… |
Sequence 216What does the Meno tell us? The Meno tells us about Socrates' visit to his friend Menon. On this visit, he has a… |
Sequence 67phers from Socrates, in the Apology, referring to himself as a midwife; through the early Medi- eval period, beginning… |
Sequence 408HUMANITIES PROJECTS 2000-2001 Study of the Maya I. Study of Living Things II. Technology and the Building Up of Civilization… |
Sequence 446In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |
Sequence 448I once met Alexander the Great-I respectfully call him that. He came up to me looking rather sympathetic. "Yes?&… |
Sequence 449My followers will surely continue without me. I just hope that they do not become victims of Epicureanism. As for the Stoics… |
Sequence 21erything in the beginning, but he or she directs every particle's behav- ior at any moment in time. This directing is… |
Sequence 262GOODBYE CAMILLO GRAZZINI J ANDARY 26, 2004 When I trained in Bergamo in 1971 I saw Camillo Grazzini as a character out of a… |
Sequence 382that final experience, among many adults in the endless past, the standard that always has been offered to children for… |
Sequence 384consciousness of its dignity and worth" (To Educate the Human Poten- tial 21). To the chorus of people who might… |
Sequence 33--- ------------------------------ seeming independence from nature and our bodily existence. The first Semitic aleph-beth… |
Sequence 138Or there is the chilljng evolutionary thought that Ignorance is essential for the human race to function and to survive,… |
Sequence 144In comparison to even fifty years ago, let alone the time of Spinoza, no one can dispute the arrival of the enormous comfort… |
Sequence 157of earning one's mind. Earning one's freedom. Or so it seems in those ancient texts. Should a realizable curriculum… |
Sequence 194books, television, and computers. As these technologies have grown, so has the potential risk of disembodiment. Abram's… |
Sequence 151• Claudius Ptolemy • Philip of Macedon • Eratosthenes • Parmenius • Solon • Julius Caesar • Pythagoras • Aeschylus •… |
Sequence 252Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Second, in order to… |
Sequence 295Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Detailed studies:… |
Sequence 254244 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Confronted by these problems, I have asked myself if, in Maria… |
Sequence 111106 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 cated interdependencies. We cannot afford to be ignorant of one half of… |
Sequence 10094 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 That there is no easy an- swer to this question concerned the Ancient… |
Sequence 5751 Foster • Wondering Aloud Wondering aloud by Carla Foster Presenting the Montessori tools of the great lessons highlights… |
Sequence 5852 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 “Oh most learned Theuth,” replied Thamus, “It happens that you, who are… |
Sequence 7468 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 3729 O’Shaughnessy • The Observation Artist Human Qualities, Mentoring, and Self-Growth The observation artist is… |
Sequence 70that emerge from the matter with which they work. These arts dealing with the inani- mate are called the operative arts. It… |
Sequence 71compels 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 73Like Socrates, Montessori saw the work of the educator - whose name she changed, for special reasons, from teacher to… |
Sequence 74suffering from cold by warming him, so also does the doctor. Hence, an is said to imitate nature. A similar thing takes place… |
Sequence 16treating. However, the history of the abuse which has been laid upon the mentally ill and the retarded is a case of record of… |
Sequence 253. solution of inequalities in one variable 4. solution of inequalities in two variables XIV. Utilizing Calculator Math &… |
Sequence 7sacrificed subject matter, being more concerned with how they taught than what they taught ... It is a mistake to assume that… |
Sequence 38than they otherwise would be. But children are at a disadvantage in such situations and they know it, and their knowledge… |
Sequence 40I 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 231hese concepts in relation to our own individual experiences. I. A seminar should begin with a question that admits of more… |
Sequence 138 Chicago Board of Education. (1977). Options in Public education: a source document, Available from National… |
Sequence 25labelled - and libelled - as a pornographer. That is the method of character assassination, of attacking people - to take what… |
Sequence 35term "teacher" and why the term "director" or "directress" was preferred… |
Sequence 36If we understood fully how Socrates is able to do that - without, of course, his doing it at all - then we would really know… |