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Sequence 9Dr. Montessori wrote in The Absorbent Mind, "Man possesses creative sensitivities instead of hereditary models of… |
Sequence 18uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 9the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 14or kept. Dr. Montessori put it in the context of limits and also in relation to serving the spiritual life:" A child… |
Sequence 2Farm life and education seem inseparable to me. I didn't seek a school in the country, but when the opportunity was there… |
Sequence 23into a being that is far superior to us. He will not only be capable of a better way of living but will be the only person who… |
Sequence 24Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 33Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 35Psychology: Vol. 1. Theoretical Models of Human Develop- ment. Ed. R.M. Lerner. Series ed. W. Damon. 6th ed. New York: Wiley… |
Sequence 12tempt a mind/body to think, to discover order in phenomena, to gain an intense pleasure in the process, and to become… |
Sequence 16could he have done if he felt frustrated with the situation? Because kids are going to come across bad stuff even if they… |
Sequence 7gain perspective on things, and sort out whatever troubled them. Natural areas appear to function this way for younger… |
Sequence 18America Welcomes Dottoressa Montessori Elementary class, The Washington Montessori School, Washington D.C., around I 9 I 6 18… |
Sequence 185Far Journey to the Southlands (Australia and New Zealand) We are indebted to Debbie Senoff-Langford of Chicago for graciously… |
Sequence 24Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 2A BRIEF HISTORICAL PREFACE TO THE TASK OF CURRICULUM REFORM: A PERSONAL AND THEREFORE A LIMITED REPORT by J. A. Wyatt, PhD… |
Sequence 70REFERENCES Arendt, Hannah. Tire H11111a11 Condition. Chicago: U of Chicago P, 1998. Aelian. Historical Miscella11y. Loeb… |
Sequence 18practice. It is this practice period that is very important in the years three to six. Presentation, repetition, practice.… |
Sequence 28Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 2THE TODDLER AND THE TEENAGER: A COMPARISON OF THE FIRST AND THIRD PLANES OF DEVELOPMENT by Annette M. Haines A1111e/le… |
Sequence 2FROM CHILDHOOD THROUGH ADOLESCENCE: JOURNEY OF THE SPIRIT by James Webster This heartfelt essay explores the so111eti111es… |
Sequence 1EXPERIENCES IN NATURE: RESOLUTE SECOND-PLANE DIRECTIONS TOWARD ERDKINDER by Gerard Leonard and Kathleen Allen Gerard… |
Sequence 2SCIENCE AND MATHEMATICS: WHAT Is FORMED IN THE ELEMENTARY THAT BLOSSOMS IN THE THIRD PLANE by Peter Gebhardt-Seele Peter… |
Sequence 1ELEMENTARY MORAL OUTCOMES LEADING TO A SuccEssFUL ADOLESCENT Col\1MUNITY by Greg MacDonald Greg MncDona/d applies the… |
Sequence 2UNRAVELING THE 1.1MYSTERY OF THE ADOLESCENT" AND FINDING WHAT'S FUNDAMENTAL by Laurie Ewert-Kroeker Lnurie… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 2DEEPENING ERDKINDER PRINCIPLES WITHOUT A FARM: PEDAGOGY OF PLACE IN A NEIGHBORHOOD by Jacqui Miller and Barbara Fox Arbor… |
Sequence 2GLIMPSING MATURITY: CHARACTERIZING THE FIFTEEN- TO EIGHTEEN-YEAR-OLD by Gena Engelfried ft is essential to Montessori high… |
Sequence 2MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 2 by Christopher Kjaer… |
Sequence 2HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 24REFERENCES Adler, Mortimer)., Robert Hutchins, et al., eds. Great Books of the Western World. 54 vols. Chicago: Encyclopredia… |
Sequence 7REFERENCES Bourdieu, Pierre. O11t/ine of n T/,eory of Prnctice. New York: Cambridge UP, 1977. Montessori, Maria. Ed11cntio11… |
Sequence 2FINDING PEACE AT AGE EIGHTEEN by Saraya van Someren Boyd Following a series of theoretical Colloquium presentations 011 the… |
Sequence 2THE SCIENCE BEHIND THE ABSORBENT MIND: NEUROBIOLOGY FOR MONTESSORIANS by Lise Eliot Drawing on her extensive experience in… |
Sequence 23a time there was a child, and the child asked why, and we told the story of why. And once upon a time there was an adolescent… |
Sequence 2adequate tools for facilitating access to these fascinating studies, so that whenever the motivation arises it can be applied… |
Sequence 17BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 33time, it's the people in it, it's how they relate to the place, it's how they relate to each other. And in the… |
Sequence 18REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
Sequence 1TECHNOLOGY AND THE ADOLESCENT: FINDING THE TRUE BALANCE IN THE PREPARED ENVIRONMENT by Linda Davis and Colin Palombi Two… |
Sequence 1UNCOVERING HOME: PEDAGOGY OF PLACE THROUGH A NEIGHBORHOOD HISTORY HUMANITIES PROJECT by Annie Frazer A1111ie Frazer… |
Sequence 19CONCLUSION If Dr. Montessori's principles and ideas on education were adopted universally through group consensus, this… |
Sequence 36Faber Taylor, A., & F.E. Kuo. "Children with Attention Deficits Concentrate Better after Walk in the Park.… |
Sequence 131\lontt>..,..,ori, l\-1.lria. Unpublishl•d 19-!6 lecture.., Dr l\.1.uia Monll'..,..,ori'.., lntern,Hional lr… |
Sequence 27Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
Sequence 34REFERENCES Bronson, Po & Ashley Merryman. N11r/11res!tock: New TJ,i11ki11g About CJ,i/dre11. New York: Hatchette Book… |
Sequence 21in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 233Montessori National Curriculum for the Second Ptanc of Development from Sox 10 Twelve Years References Australian Language… |
Sequence 19Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 5REFERCNC[S Cavaletti, Sophia. L1r•i11g Lil11rg11: Ele111c11/nry Refl1•c/io11s. Chicago: Liturgy Training Publication<… |
Sequence 1AN ADVENTURE: THE CATECHESIS OF THE GooD SHEPHERD by Sofia Cavalletti Translator's Note This essay was written in… |
Sequence 3433. Translator's note: Although Sofia Cavalletti does not mention it in the text, I have taken the liberty of naming this… |
Sequence 644 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There have been some amazing studies done right here in South Chicago.… |
Sequence 10116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Montessori, Maria, “Educazione cosmica,” 8. manuscript published in the… |
Sequence 11163 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder Montessori, Maria. The… |
Sequence 6188 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 larger curriculum which would include the study of relationships between… |
Sequence 3281 O’Shaughnessy • Epilogue: The Child and the Environment fects of ozone depletion, celebrate Earth Week, see videos about… |
Sequence 3281 O’Shaughnessy • Epilogue: The Child and the Environment fects of ozone depletion, celebrate Earth Week, see videos about… |
Sequence 18106 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 meaningful and that, therefore, my life, in self-surrender, had a goal… |
Sequence 1into the city: near north montessori school and the uses of environment by Rick Mosher Rick Mosher’s coining of the word… |
Sequence 2114 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Our program is relatively large for a Montessori school; we have more… |
Sequence 13125 Mosher • Into the City ness, health care, city government, and so on. The points that the young people raised were… |
Sequence 15127 Mosher • Into the City a references Kahn, David. “The Unfolding Drama of the Montessori Adolescent in America.” The… |
Sequence 8150 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 When we took the personality of the child into account in and of itself… |
Sequence 17159 Ludick • The Positive Personality of the Montessori Adolescent Dazzling by flashes of his light! Then she suggests, he… |
Sequence 5153 Shubitz • What is the Ideal Infant Group Care Environment It is essential for the proper functioning of the nervous… |
Sequence 18166 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 have seen children totally change as they acquire a love for things and… |
Sequence 3219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 2030 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of education, for this is the only way to build a new world and to bring… |
Sequence 20110 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Leonard, G. “An Interview with Thomas Berry.” The NAMTA Journal 16.3 (… |
Sequence 713 Ewert-Krocker • Scaffolding for Discovery in the Third Plane ronment. We see the outcomes in maturity, responsibility,… |
Sequence 317 Rathunde • Creating a Context for Flow I did not become fully aware of the parallels between flow theory and Montessori… |
Sequence 735 Sawyer • Group Flow and Group Genius that goal. But Silver noticed something unusual about the adhesive—it formed itself… |
Sequence 1442 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 notice the lack of flow and leave to find new challenges elsewhere.… |
Sequence 1644 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 entious listener. These are the magical moments, the best moments in… |
Sequence 2048 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Group flow participants are the highest performers. Cross, R., &… |
Sequence 2351 Sawyer • Group Flow and Group Genius Group flow fades after a few years. Page 376 of: Weick, K. E., & Roberts, K… |
Sequence 1Technology And The prepAred environMenT For The Third-plAne child by Cynthia Castiglione Cynthia Castiglione presents Near… |
Sequence 2132 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 How are you adaptable? • How do you allow your classroom, your school… |
Sequence 4399 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 11195 O’Shaughnessy • The Road Home Ellerton, Roger. “The Power of Thought.” The Sideroad. <http://www.sideroad.com/… |
Sequence 5253 Patell • Observation esting over a period of time before something interesting actually occurs. Montessori says “be… |
Sequence 7AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 5AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 6AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 4AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 6The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 5AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 1The Toddler and the Teenager: A Comparison of the First and Third Planes of Development This talk was presented at The Fourth… |
Sequence 31The Toddler and the Teenager page 138 The Toddler and the Teenager: A Comparison of the First and Third Planes of… |
Sequence 32AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 37The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 50AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 58AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 84AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 118AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 32The Toddler and the Teenager page 138 The Toddler and the Teenager: A Comparison of the First and Third Planes of… |
Sequence 33AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 38The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 51AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |