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Sequence 2Her opportunity failed to mat.erialize in this form. Instead, at the end of 1906, she was approached by the director of a… |
Sequence 1THE SOCIAL QUESTION OF THE CIDLD a966) by A.M. Joosten Hiswrically, children have been regarded as pe-adults without rights… |
Sequence 3ality, let us then also recognize that it was built on respect for the child in this capacity, on recognition of his place in… |
Sequence 3perhaps had not yet suffered enough. Of this period we may well quote the ancient prophet who said: "We supported… |
Sequence 9the abilities of children throughout the world. As early as 1910, she resigned her lectureship at the University of Rome,… |
Sequence 25Orr, D. W. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: SUNY, 1992. Piaget,J. TheGtild… |
Sequence 4simplification to suggest that today's "growing up" problems could be solved by a return to the rural… |
Sequence 14ciation, but this is the conclusion that a series of studies now suggest. 3 This formula of free time in the natural world,… |
Sequence 18Annan, K. We the Peoples. New York: United Nations Publications, 2000. BBC. Soul. Three part video series. London: BBC-TV,… |
Sequence 2BONDING WITH THE NATURAL WORLD: THE ROOTS OF ENVIRONMENTAL AWARENESS by Louise Chawla With delicate literary style and… |
Sequence 17I'm the international coordinator of a project for UNESCO called Growing Up in Cities, which has produced many examples… |
Sequence 22Chawla, Louise. "Significant Life Experiences Revisited." Journal of Environmental Education 29.1 (1998,… |
Sequence 2MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 16And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 17Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 85Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 86And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 100MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 5which originally inspired us in the early years of our work, came to life once more and renewed our commitment to her vision… |
Sequence 11consequence of the daily Montessori book study and friendly dia- logue, the group attending this gathering participated in a… |
Sequence 85There was not a separation between indoors and outdoors.. . . Laughingly, we used to say, "There is never any bad… |
Sequence 176Maria Montessori's Vision '- Maria Montessori greeting children at the St Angelo School in Rome, around 1911 Man… |
Sequence 4nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 5In 1950, Mario Montessori wrote about the celebration of his mother's eightieth birthday: "UNESCO gave a… |
Sequence 10REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 21the known history of modern educational systems. Teachers have rarely been happy with governments, but governments, of course… |
Sequence 22Pro1101111s Adverbs Co11ju11ctio11s Sepnrnte se11te11ces to trnnslnte: Latin to English; English to Latin N11111bers:… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 8enhance a school, collected funds for a Montessori school in Haiti, and worked with an orphanage in the Dominican Republic.… |
Sequence 17Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 947 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness advanced KnowledGe Rachel Carson leads us… |
Sequence 1250 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 migrating animals: monarch butterflies, birds, creatures that move… |
Sequence 1Maria Montessori’s cosMic vision, cosMic Plan, and cosMic education by Camillo Grazzini This classic position of the breadth… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 1454 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 In 1994, I had the idea of reviving a project called “Growing Up in… |
Sequence 1858 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 220 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 927 Cunningham • From Cosmic Education to Civic Responsibility where a sense of social responsibility is fostered. The… |
Sequence 1040 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 is the perfect choice (The Earth Charter can be found at http://… |
Sequence 5provide a basis of truth or faith which will help the child interpret his later moral awakening at age six or seven. Such a… |
Sequence 4A convincing example of the child's capabilities in this area is provided by Marie- Yvonne Vellard, a child of the… |
Sequence 2educational experience. Their activities include large group discussion-encounters (we call them pow-wows) which were started… |
Sequence 1Education to Wonder and the Kingdom of God by Sofia Cavalletti The following two selections are excerpted from Sofia… |
Sequence 1112 Schmid, Jeannine. (1968). Religion, Montessori and the home. New York: Benziger Brothers. Sister of Notre Dame. (1932… |
Sequence 2let me tell you how I would educate the children of this planet in the light of my 33 years of experience at the United… |
Sequence 6resources management, environmental protection, conflict resolution, the attainment of peace, justice and progress for all,… |
Sequence 10COUNTRY STATE _____________________ _ CITY ______________________ _ STREET _____________________ _ NAME You are truly a… |
Sequence 11and to seek ways for a greater fulfillment of human life to an extent which no philosopher, prophet or social reformer would… |
Sequence 11Her opportunity failed to mat.erialize in this form. Instead, at the end of 1906, she was approached by the director of a… |
Sequence 19THE SOCIAL QUESTION OF THE CIDLD a966) by A.M. Joosten Hiswrically, children have been regarded as pe-adults without rights… |
Sequence 21ality, let us then also recognize that it was built on respect for the child in this capacity, on recognition of his place in… |
Sequence 97A WORLD CORE CURRICULUM by Robert Muller Robert Muller's World Core Curriculum suggests a new world educational… |
Sequence 75perhaps had not yet suffered enough. Of this period we may well quote the ancient prophet who said: "We supported… |
Sequence 107the abilities of children throughout the world. As early as 1910, she resigned her lectureship at the University of Rome,… |
Sequence 211Orr, D. W. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: SUNY, 1992. Piaget,J. TheGtild… |
Sequence 388simplification to suggest that today's "growing up" problems could be solved by a return to the rural… |
Sequence 148ciation, but this is the conclusion that a series of studies now suggest. 3 This formula of free time in the natural world,… |
Sequence 152Annan, K. We the Peoples. New York: United Nations Publications, 2000. BBC. Soul. Three part video series. London: BBC-TV,… |
Sequence 137BONDING WITH THE NATURAL WORLD: THE ROOTS OF ENVIRONMENTAL AWARENESS by Louise Chawla With delicate literary style and… |
Sequence 152I'm the international coordinator of a project for UNESCO called Growing Up in Cities, which has produced many examples… |
Sequence 157Chawla, Louise. "Significant Life Experiences Revisited." Journal of Environmental Education 29.1 (1998,… |
Sequence 162MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 176And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 177Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 197which originally inspired us in the early years of our work, came to life once more and renewed our commitment to her vision… |
Sequence 193consequence of the daily Montessori book study and friendly dia- logue, the group attending this gathering participated in a… |
Sequence 87There was not a separation between indoors and outdoors.. . . Laughingly, we used to say, "There is never any bad… |
Sequence 178Maria Montessori's Vision '- Maria Montessori greeting children at the St Angelo School in Rome, around 1911 Man… |
Sequence 257nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 258In 1950, Mario Montessori wrote about the celebration of his mother's eightieth birthday: "UNESCO gave a… |
Sequence 263REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 67the known history of modern educational systems. Teachers have rarely been happy with governments, but governments, of course… |
Sequence 168Pro1101111s Adverbs Co11ju11ctio11s Sepnrnte se11te11ces to trnnslnte: Latin to English; English to Latin N11111bers:… |
Sequence 160FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 167enhance a school, collected funds for a Montessori school in Haiti, and worked with an orphanage in the Dominican Republic.… |
Sequence 185Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 5747 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness advanced KnowledGe Rachel Carson leads us… |
Sequence 6050 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 migrating animals: monarch butterflies, birds, creatures that move… |
Sequence 117107 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education Maria Montessori’s cosMic vision, cosMic… |
Sequence 125115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 6054 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 In 1994, I had the idea of reviving a project called “Growing Up in… |
Sequence 6458 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 2620 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 3327 Cunningham • From Cosmic Education to Civic Responsibility where a sense of social responsibility is fostered. The… |
Sequence 4640 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 is the perfect choice (The Earth Charter can be found at http://… |
Sequence 11provide a basis of truth or faith which will help the child interpret his later moral awakening at age six or seven. Such a… |
Sequence 46A convincing example of the child's capabilities in this area is provided by Marie- Yvonne Vellard, a child of the… |
Sequence 72educational experience. Their activities include large group discussion-encounters (we call them pow-wows) which were started… |
Sequence 23Education to Wonder and the Kingdom of God by Sofia Cavalletti The following two selections are excerpted from Sofia… |
Sequence 1912 Schmid, Jeannine. (1968). Religion, Montessori and the home. New York: Benziger Brothers. Sister of Notre Dame. (1932… |
Sequence 10let me tell you how I would educate the children of this planet in the light of my 33 years of experience at the United… |
Sequence 14resources management, environmental protection, conflict resolution, the attainment of peace, justice and progress for all,… |
Sequence 18COUNTRY STATE _____________________ _ CITY ______________________ _ STREET _____________________ _ NAME You are truly a… |
Sequence 19and to seek ways for a greater fulfillment of human life to an extent which no philosopher, prophet or social reformer would… |