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Sequence 70Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 86And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 87evolution is the unity of mankind. In the psychosphere there should now only be one civilization. (Unpublished proceedings)… |
Sequence 134only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 10going to have a hard time with the financial side sometimes. They're at odds. There is absolutely no question that they… |
Sequence 2MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 6We have had a rule for the past two years: Any fiction reading done in or for school must be a classic. This fall a new… |
Sequence 6Maria Montessori shares in The Discovery of the Child: Thus the children from their tenderest infancy live, one might say, in… |
Sequence 16CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of… |
Sequence 17attempts I made to dig out information about Maria Montessori's stay and work in Koda i. My inquiries were frequent! y… |
Sequence 24All of this indicates how comprehensively Maria Montessori herself saw the concept of cosmic education and how seriously she… |
Sequence 1THE MONTESSORI CENTURY CONCEPT: A CONTINUING PROCESS IN REALITY by David Kahn When we look back to the origins of the… |
Sequence 1OF HEROES AND THE HEROIC: REFLECTIONS ON THE EARLY LIFE AND ACHIEVEMENTS OF MARIA MONTESSORI by Lawrence Schaefer Lnrry… |
Sequence 11Butitisin the human con- text that we must come to un- derstand the depth of this tragedy-the terrible wrench to a mother… |
Sequence 13condition-the tenants were in charge of the care and maintenance of the tenements. It acted as a sort of covenant. And he… |
Sequence 33All animals, all living things except human beings, have a pre- estab.Ushed pattern of behavior built in. They have instincts… |
Sequence 13Englishwoman Annie Besant in Paris, who was at that time president of the International Theosophical Society. Besant had lived… |
Sequence 19the Children's Houses firsthand in the years up to 1915, returning to write books and articles in support of the new… |
Sequence 26American Media, continued McClure's Magazine, May, 191 I This issue of McClure's magazine carried the first… |
Sequence 28Far Journey to the Southlands REPORT Montessori Methods of Education. M. M. SIMPSON. '-"""… |
Sequence 37need for simple beauty in mind. Its model school building was designed by the architect Franz Schuster in the Bauhaus style… |
Sequence 48Oasis for Montessori Expansion Elementary students sketching from nature, Amsterdamsche Montessori School, 1930s The role of… |
Sequence 91In Europe we had aprons far each activity. I think this came down from the Middle Ages, when each trade had its own costume… |
Sequence 92Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 128Montessori College Oost, Amsterdam, 2000 Architect: Herman Hertzberger Side view of the school Technical lesson Workshop… |
Sequence 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 175Letter from Morio M. Montessori to Morgot Woltuch, February 6, /950 This letter, written during Morio Montessori's 80… |
Sequence 12Economics Perspective The temperature and geology of the region necessitated a rich trade economy for the city as much food… |
Sequence 13Anthropology Perspective The name Bnghdnrf literally means "God-Given" or "Gift from God."… |
Sequence 14· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 20Nationalist and Independence Movements A. Origins of independence movements in Africa and Asia; B. Methods of achieving… |
Sequence 8The goa I is to be able as adults to exercise self-control in all areas of life: the ability to follow through, to make our… |
Sequence 8munity. Her pride was enormous and she hated being singled out as needing extra help. Often I would spend half our time… |
Sequence 34very odd social behavior. It turned out that this boy was obsessed with the solar system, and also that he often used this… |
Sequence 13Teaching as much as possible is not to teach somebody but to teach the subject. This tendency is justified by educational… |
Sequence 16the teacher-student relationship as opposed to chemistry as opposed to language as opposed to nature study. Each one of these… |
Sequence 13I also remember that, when l was a university student (even more years ago), it was very common, almost fashionable, to talk… |
Sequence 7Finally, we need to tell stories that arise out of the children's interests. If a child comes in and shares something… |
Sequence 12diverse group of students in the classroom. The group talked about ethnocentrism and prejudice, stereotyping and cultural… |
Sequence 4process itself. As a result, their self-formation and appreciation of the strengths that they did possess were actually… |
Sequence 7The Story of '\umbers: \\'e t•xp,rnd on thl' conn•pt of what number is. Ihm do peopll' view n•,1lity? I… |
Sequence 25Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 6potential friends. Tt is not that difficult, but it is not natural. If we consider them potential enemies, believe me, they… |
Sequence 15trade this meat to Bantu villagers for iron pots, wooden goods, or basketry. Hunting is usually done in groups, with men,… |
Sequence 16Because of their nomadic way of life, the Saa mi do not have permanent houses. They use easy-to-move tents, which are… |
Sequence 8and there are 192 countries that are members of the United Nations (UN). But that's not the end of the issue. There are… |
Sequence 4society, Mary's scientific work was at the highest level. In recognition of her work, despite a deep male bias, she was… |
Sequence 18participation in actions meant to bring social justice to people in the classroom, in the community, all over the world. We… |
Sequence 16Tile Arts The arts of the Himalayan region are astounding. The colors are rich and the images reflect thousands of years of… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 2Antioch, also contributing to an early form of globalization. This trend continued with the trade links between the Roman… |
Sequence 3new future. He had remarked to a friend not long before, "I am not satisfied with the work I have done so far. From… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 6periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 318 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
Sequence 5On the Move with the "New Child" 107 Spanish one in I 9 l5; the Dutch in 1916, and the Danish in 1917. In… |
Sequence 2School, Family and Society 119 committee included Ernesto Nathan. The trip also had the patronage of the National Education… |
Sequence 5122 Par/ Two - For a Science of Ifie Formal ion of Man compared to her previous one, she went to the Child Education… |
Sequence 8School, Fami(I' and Society 125 his dignity and sensibility. With The Child in the Fami~1·. Montcssori's… |
Sequence 10School. Fa111i~v and Sociely 127 Lombardo Radice, who drafted those programs, had intended religious education in an open… |
Sequence 1l55 Chapter IV Far from Italy: First Europe and then India IV.1 The Montessori movement without Maria Montessori ln 1930… |
Sequence 3Farji-0111 Italy: First Europe and then India 157 promises became almost offensive, Maria Montessori would not hesitate to… |
Sequence 5Far from Italy: First Europe and then India 159 who received Montessori's resignation as director of the Scuola di… |
Sequence 7Far/i·om Ita~1•: First Europe and then India 161 she would later analyzc in more detail in her essay "The Erdkinder… |
Sequence 9Far.from lta(I': First Europe and then India 163 Montessori's intellectual path thus opened up to new themes.… |
Sequence 11Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 13Farji-om Italy: First Europe and then India 167 heard a word that was not the right one, and then smiled to him. As one… |
Sequence 14168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and… |
Sequence 15Far.from Ira~)': First Europe and 1he11 India 169 they could re-embrace children and grandchildren, respectively, who… |
Sequence 16170 Part Two - For a Science of the Formation of Man which, like India, had to face many difficulties with regard to the… |
Sequence 17Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 19Farji-0111 fla(v: First Europe and then India !73 1 This monthly journal of the Ente Morale Opera Montessori had its lirst… |
Sequence 21Far_ji-0111 Italy: First Europe and then India 27 AMI (ed.), cit.. p.47. 28 P. Giovetti. cit., p. I 03. 29 Ibid, p. IOI. 30… |
Sequence 16the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 4veloped, the interaction of that individual with the world, and ulti- mately their effect on the world, depends a great deal… |
Sequence 176Mon<essori National Curriculum for the Second Plane of Development from Six to Twelve Years Fundamental needs of… |
Sequence 285Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years History and the… |
Sequence 13section, "Self-Expression" is an intrinsic need of the human being who is shaping a conscious seH with an… |
Sequence 16EDUCATION AND PEACE RECONSIDERED Rereading Education and Peace [in March of 2011] with the junior class as part of a study of… |
Sequence 9PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 818 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 part in work. Work can be of varied kinds in the garden: preparation of… |
Sequence 1the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview DAVID KAHN: You once alluded to Kodaikanal as a community in… |
Sequence 8114 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 contact between groups has varied from peaceful trade and exchange right… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 8208 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the last chapter of my last book I have an extensive discussion and… |
Sequence 3139 Lillard • Playful Learning and Montessori Education what is montessori? Montessori education began in the early 1900s (… |
Sequence 11147 Lillard • Playful Learning and Montessori Education Choice in Montessori education varies by level (Lillard 2005). Free… |
Sequence 30166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 16176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 1Feature reflecTions: a life’s work in monTessori by Mary B. Verschuur Mary Verschuur writes about coming to America in 1962… |
Sequence 2104 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 It is a Latin word that origi- nated in 509 BCE when Romans founded… |
Sequence 3105 Schaefer • History and Civility Then during the Renaissance, the Age of Science, and the Enlight- enment–a period of… |
Sequence 6108 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 maria monteSSori’S GreateSt act of civility On August 31, 1898 Maria… |
Sequence 8110 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 a medical doctor–the first ever trained in Rome. She was bold and… |
Sequence 1The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual observation in the classroom have been es-… |
Sequence 1874 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Evan, Age 4½ Evan is four and one-half years old. He has been in an… |
Sequence 9109 Lontz • Observation: A Practice That Must Be Practiced from all over the world to see this work. They wanted to see these… |
Sequence 2250 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Child study is an old-fashioned term. Interestingly, it originated at… |