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Sequence 4involved. It was based on diffel'enth1tion and individuation which is a holis- tic pl'ocess. It was not just a… |
Sequence 3touching remembrance of a visit to Hiroshima. She spoke of her own dedication to peace and education and managed to dig a hole… |
Sequence 9times that impres.s a child most. Disciplined behavior, while pleasing and reassuring to the child and likely to make life… |
Sequence 6can see it - North America, South America, Europe, Asia, Africa, Australia." As she named the continents her hand… |
Sequence 8• Outdoor Sports and Games: For the younger ones-simple balance beams, climbing structures, jump rope, hopscotch, and ball… |
Sequence 1THE MONTESSORI ADOLESCENT: FRAMEWORKS FOR INVENTION by David Kahn Extrapolating from the primary and elementary curriculum… |
Sequence 4the transformation of androcratic to gylanic consciousness. An important index of this transformation is that, for the first… |
Sequence 4II little real knowledge of it. Instead, it is lo those three essays, and in particular Lo "The Erdkinder,"… |
Sequence 12old were eliminated from the.sample. With this correction, the median size is 25 students (n=19). In other words, eliminating… |
Sequence 18particularly in maLh, science, and writing, but also of note were history, foreign languages, geography, and grammar. Thinking… |
Sequence 1MONTESSORI AS AN AID TO LIFE by Hildegard Solzbacher Hildegard Solzbacher's direct encounter with Montessori values and… |
Sequence 19Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 21Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 167MONTESSORI AS AN AID TO LIFE by Hildegard Solzbacher Hildegard Solzbacher's direct encounter with Montessori values and… |
Sequence 3viewed her educational principles from the very start as anything less than a contribution to the whole planet. Accordingly,… |
Sequence 3WHY NoT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Answering possible objections and citing his own personal experiences,… |
Sequence 2SELF-DISCIPLINE AND THE ARTS by Lilian Bryan Lilian Bryan places high priority on creative expression, including the visual… |
Sequence 5culture, not because it failed, but because it succeeded beyond their wildest dreams. In other words, using the old Platonic… |
Sequence 20enlarge on her comments on the study of history and the develop- ment of civilizations so that the story of the Greek polis as… |
Sequence 27So you've created a hierarchy. You're judgmental. You have certain values that you think are better. Well, the same… |
Sequence 7discoveries of Maria Montessori, which are set forth in this book, special assistants were trained to guide the mothers in the… |
Sequence 18two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have… |
Sequence 7essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 2ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 47ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 186essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 3National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 16ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 17The parents have to accept that you cannot give guarantees for one year. We can guaran- tee that we will get the child to a… |
Sequence 18Joosten: It is a kind of in-service training for a regular institution, so not like we have the pre-primary and primary people… |
Sequence 19you are not good at waiting. How can you be? We are, in Europe, suffering from the defects of old age, and that is why we… |
Sequence 20tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than… |
Sequence 21school-for those eleven years, the children went to the public exami- nation, and they didn't mind at all. And so then,… |
Sequence 22Joosten: The only thing is that you should assume obligations to the families and the children over periods of time, so that… |
Sequence 23Joosten: The individuals who would work in and for this experi- ment would work like concentric circles. At the center there… |
Sequence 24Joosten: The seventh leg is someone who really wants to do it. But it's not enough to want to. That is where we have to… |
Sequence 1they will be accepted. I think it is not-I am not good at defining personal qualities. Joosten: Let me try. They should be… |
Sequence 2experiment two or three times. And then do the same with the next three years, the senior high, fifteen through eighteen.… |
Sequence 3your child first goes on an independent shopping expedition and you shadow him. The present queen of Holland, when she was a… |
Sequence 4that it is not the full answer for setting it up, but the land is one of the things. If you get money, you will definitely… |
Sequence 5Joosten: Scientifically speaking, then already you do not have your experiment. Erdkinder Atlanta: It would be better to keep… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 7Erdkinder Atlanta: Would it be possible to include children who have had Montessori schooling, perhaps in the primary years… |
Sequence 1Joosten: You say that the first-year children may not be able to manage more than four and a half days. You also are a mother… |
Sequence 2Erdkinder Atlanta: Danish? Joosten: Yes, there are some schools there. But these are for prestige, not yet for education.… |
Sequence 3good as its criteria and the controls and the people executing the experiment must have clarity of vision. But anyone's… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 5Joosten: Some have disappeared and others have come in, etc. But whatever they use, whatever you see being used, will be a… |
Sequence 6foosten: But that's elementary material. Erdkinder Atlanta: So we don't have all the elementary material. Joosten:… |
Sequence 13sure to have placed on them. Academically. They have exerted their own pressure upon themselves during the years from six to… |
Sequence 14The urban school that functions as a prerequisite to Erdkindercan continue to foster the same Montessori. attitudes that have… |
Sequence 3WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 18ence, and material overabundance. The nature of human nature being what it is, we would quickly, as Nietzsche said, sink into… |
Sequence 7moment you saw him. He stands out; he looks a farmer. He dresses differently. He's hard and strong and full of purpose.… |
Sequence 5parents-is something we call the Nido, or the situation for infants. I don't think anyone in this room would disagree… |
Sequence 6What about paternity leave? How many companies in this country give paternity leave? A family is not just a mother and a baby… |
Sequence 19Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 11trees grew and they're big, mature trees now and the grass has grown, but around others the trees died and everything was… |
Sequence 117. Collecting Postcards Together with the children we can start collecting pictographic material relating to the six land and… |
Sequence 3the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 45the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 1277. Collecting Postcards Together with the children we can start collecting pictographic material relating to the six land and… |
Sequence 15have time for questions. But you'll find all the stages in the booklet. Still, the last stage is not to be forgotten-… |
Sequence 4Science is once again leading us, although it seems to take a very long time for organizations and individuals to act upon… |
Sequence 6Salzmann spoke about thirty-five years ago (The Child-Man of Tomor- row, national conference, Atlanta, October, 1970), and… |
Sequence 16Museum of the Sacred Heart College, founded by two priests between 1920 and 1940, was frequently visited by both Montessoris… |
Sequence 26between human beings and the cosmos comes up over and over again. For that reason, Maria Montessori, with her discourses about… |
Sequence 4Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 2MONTESSORI THEORY: V ALORIZATION by Jenny Hoglund Personality, mental and moral independence, the law of maximum effort,… |
Sequence 2THE LENSES OF COSMIC EDUCATION by Pat Schaefer & Larry Schaefer Pat and Larry Schaefer's metaphorical treatment… |
Sequence 20other. For this power is the quintessential one for the probing of not only science, but history, geography, mathematics, and… |
Sequence 2THE SENSORIAL AWAKENING: THE CHILD UNDER SIX IMMERSED IN THE NATURAL WORLD by J oen Bettmann Joen Bettman' s medley of… |
Sequence 1FROM THE GARDEN TO THE FARMHOUSE: FARM LIFE AND EDUCATION FOR CHILDREN UNDER Six by Lyn Dyck A glimpse of a whole school on… |
Sequence 10of Botany was mined for classification information on Divisions and families, and fabulous websites were discovered such as… |
Sequence 2EARTH SYSTEMS AND HUMAN HISTORY by Peter Gebhardt-Seele In this stark review of the grim history and future of humanity and… |
Sequence 2THE ADOLESCENT: TAKING ON THE TASK OF HUMANITY- CONDUCTING THE DIALOGUE BETWEEN NATURE AND SurRANATURE by Laurie Ewert-… |
Sequence 2NATURE AND EMBODIED EDUCATION: A KEY ROLE FOR MONTESSORI RESEARCH by Kevin Rathunde INTRODUCTION: WHY Is NATURE IMPORTANT… |
Sequence 6Regardless of families' socioeconomic status, the more green the home surroundings, the more resilient children… |
Sequence 17Chawla, Louise. "Life Paths into Effective Environmental Action." Jo11rnn/ of E11viro11111e11tnl Ed11cntio11… |
Sequence 23• Around sixteen thousand children are taken care of in Tibetan Children's Villages. Between two thousand and three thou… |
Sequence 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 180Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35… |
Sequence 24Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 10the good leader, the good manager will exercise that power in a partnership structure. These are very important distinctions… |
Sequence 2DEEPENING ERDKINDER PRINCIPLES WITHOUT A FARM: PEDAGOGY OF PLACE IN A NEIGHBORHOOD by Jacqui Miller and Barbara Fox Arbor… |
Sequence 3miles east of Atlanta, with no prospect of becoming rural. In fact, the tension has come from the fact that we have no desire… |
Sequence 5Farm Hostel Garden To serve. to sell, Shop Coffee House to eat Market Pizza Day Produce, Crafts Lunch Service Baked… |
Sequence 8ing. Students presented to the class and the staff and gained support to move forward, so we did a second occupation focused… |
Sequence 2JOYFUL ENGAGEMENT: A SPECIFIC LENS FOR OBSERVATION IN MONTESSORI PRIMARY AND ELEMENTARY ENVIRONMENTS by Paula Leigh-Doyle… |
Sequence 2OBSERVATIONS: WHAT Is SEEN? WHAT DoEs IT IMPLY? WHAT CAN BE DONE? by Charlene S. Trochta Charlene Trochta revisits core… |
Sequence 2TUTORING WITHOUT CRUTCHES: EXTRA SUPPORT AND INCLUSION FOR THE OLDER MONTESSORI CHILD WITH LEARNING DIFFERENCES by Barbara… |
Sequence 2A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 2MONTESSORI EDUCATION, NEUROPSYCHOLOGY, AND THE CHILD WITH SPECIAL NEEDS: REFERRAL, ASSESSMENT, AND INTERVENTION by Steven J… |
Sequence 2MONTESSORI SPECIAL EDUCATION AND NATURE'S PLAYGROUND by Nimal Vaz Nimal Vnz takes us to the esse11tia/s of Montessori… |
Sequence 6John Dewey, the American philosopher, has a very interesting idea. He says, if you want to know what is going on, one way to… |
Sequence 2right thing in the right place at the right time for our twenty-first-century world. As Dr. P. Krishna predicted at the… |
Sequence 1COMPETING WITH MONTESSORI AND NON-MONTESSORI SCHOOLS by Jerri King Jerri Kiug challenges sc/1ools to embrace their distinct… |
Sequence 2a significant outdoor component. Some schools have long histories of stability and strong school A common mistake is to… |
Sequence 4now find it critical to re-establish their mission and/or values, the process of including appropriate stakeholders, pursuing… |
Sequence 5may sound unusual, but it's important to remember that prospec- tive parents aren't necessarily out to make a… |