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Sequence 13This cosmic fable begins something like this: I know of a marvelous nation, a marvelous country where the inhabitants are… |
Sequence 13This cosmic fable begins something like this: I know of a marvelous nation, a marvelous country where the inhabitants are… |
Sequence 11a concept of atoms and molecules. We cannot present chemistry any further without an understanding of these substances and… |
Sequence 2from one learning stage to the next, the first must be completely mastered. But Bruner implies that the conceptualization… |
Sequence 13This cosmic fable begins something like this: I know of a marvelous nation, a marvelous country where the inhabitants are… |
Sequence 5I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 44I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 6Finally, these youngsters would emerge with a sense of mission. They would understand the connection between personal vocation… |
Sequence 19(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 20farm's natural and human-made environment asan optimal environ- ment in which adolescents assume various roles that… |
Sequence 2Dr. Montessori defined the nor- mal path of development as one in which the two streams of en- ergy in the child, the… |
Sequence 14exist possibilities superior to those we used to know in the child," "these possibilities are subordinate… |
Sequence 18environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 103environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 107exist possibilities superior to those we used to know in the child," "these possibilities are subordinate… |
Sequence 6• First, the belief that life's circumstances often act similarly to the mechanisms of biological evolution; they discard… |
Sequence 1HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 4depends-land, water, energy, air, animals, plants, humans-is the relevantadultissue for our time, so that insofar as… |
Sequence 3sharing of work and the sharing of learning, discovery, and invention. These two combined, the learning and the sharing, lie… |
Sequence 126Movement and Silence, continued Children love silence and immobility and practice it spontaneously. One day [in Sevres,… |
Sequence 5complex organization of work and exchange, and by an ever-i ncreas- ing interdependence of human beings. The other great… |
Sequence 9are also connected directly to one another by a circular dotted line. Can you see the dotted line that connects every single… |
Sequence 8200 Maria Montessori Through the Seasons o_f the "Method'' Rome, Edizioni "Vita dell'… |
Sequence 15Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 16208 Maria Montessori Through the Seasons of the "Method" Scientific Pedagogy' to 'The Discovery… |
Sequence 5REFERCNC[S Cavaletti, Sophia. L1r•i11g Lil11rg11: Ele111c11/nry Refl1•c/io11s. Chicago: Liturgy Training Publication<… |
Sequence 15127 Mosher • Into the City a references Kahn, David. “The Unfolding Drama of the Montessori Adolescent in America.” The… |
Sequence 2162 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 analysed in all its factors, each carefully studied and provided for” (… |
Sequence 37207 Awes • Supporting the Dyslexic Child in the Montessori Environment 65. King, p. 18. 66. Shaywitz, Overcoming Dyslexia, p… |
Sequence 3995 O’Shaughnessy • The Observation Scientist Figure 19. The center and the periphery. The Center! Errors! Observation is… |
Sequence 6The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 3The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 4The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 295 Krumins Grazzini • History: Human Solidarity Reprinted from The NAMTA Journal 31.1 (2006, Winter): 339–353. Copyright 2006… |
Sequence 120121 Hoff, Ragnhild. (1966). Anna Maria Maccheroni. Communications, 1, 26, (1). In memoriam: Albert Max Joosten. (1980).… |
Sequence 16 A. XVIU • VOL. XXXV - N. 203 SELEZIONE rlal Readers Digest AGOSTO 1%5 fl meglio da lle riviste e dai libri migliori ©… |
Sequence 1Seleção de The Reader’s Digest Outubro, 2020 Maria Montessori, uma das mais ilustras educadoras do mundo, criou muitas… |
Sequence 83a concept of atoms and molecules. We cannot present chemistry any further without an understanding of these substances and… |
Sequence 104from one learning stage to the next, the first must be completely mastered. But Bruner implies that the conceptualization… |
Sequence 56This cosmic fable begins something like this: I know of a marvelous nation, a marvelous country where the inhabitants are… |
Sequence 203I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 11Finally, these youngsters would emerge with a sense of mission. They would understand the connection between personal vocation… |
Sequence 579(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 580farm's natural and human-made environment asan optimal environ- ment in which adolescents assume various roles that… |
Sequence 582unfathomable and incommensurable reality. (Cavalletti 138-139) There are two "faiths" that can uphold man:… |
Sequence 583The consciousness of knowing how to make oneself useful, how to help mankind in many ways, fills the soul with noble… |
Sequence 584The "supra-natural" man is the king of the earth, of all things visible and invisible, he penetrates the… |
Sequence 585• Understanding work as a product of commerce necessary to community life, leading to a beginning view of economic… |
Sequence 184Dr. Montessori defined the nor- mal path of development as one in which the two streams of en- ergy in the child, the… |
Sequence 155exist possibilities superior to those we used to know in the child," "these possibilities are subordinate… |
Sequence 159environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 162• First, the belief that life's circumstances often act similarly to the mechanisms of biological evolution; they discard… |
Sequence 347HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 9depends-land, water, energy, air, animals, plants, humans-is the relevantadultissue for our time, so that insofar as… |
Sequence 120sharing of work and the sharing of learning, discovery, and invention. These two combined, the learning and the sharing, lie… |
Sequence 128Movement and Silence, continued Children love silence and immobility and practice it spontaneously. One day [in Sevres,… |
Sequence 94complex organization of work and exchange, and by an ever-i ncreas- ing interdependence of human beings. The other great… |
Sequence 105are also connected directly to one another by a circular dotted line. Can you see the dotted line that connects every single… |
Sequence 214200 Maria Montessori Through the Seasons o_f the "Method'' Rome, Edizioni "Vita dell'… |
Sequence 221Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 222208 Maria Montessori Through the Seasons of the "Method" Scientific Pedagogy' to 'The Discovery… |
Sequence 9REFERCNC[S Cavaletti, Sophia. L1r•i11g Lil11rg11: Ele111c11/nry Refl1•c/io11s. Chicago: Liturgy Training Publication<… |
Sequence 133127 Mosher • Into the City a references Kahn, David. “The Unfolding Drama of the Montessori Adolescent in America.” The… |
Sequence 168162 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 analysed in all its factors, each carefully studied and provided for” (… |
Sequence 213207 Awes • Supporting the Dyslexic Child in the Montessori Environment 65. King, p. 18. 66. Shaywitz, Overcoming Dyslexia, p… |
Sequence 10395 O’Shaughnessy • The Observation Scientist Figure 19. The center and the periphery. The Center! Errors! Observation is… |
Sequence 167The Development of Values: A Life Cycle Approach page 166 references Bronfenbrenner, U., “Towards Improving the Human… |
Sequence 9895 Krumins Grazzini • History: Human Solidarity Reprinted from The NAMTA Journal 31.1 (2006, Winter): 339–353. Copyright 2006… |
Sequence 128121 Hoff, Ragnhild. (1966). Anna Maria Maccheroni. Communications, 1, 26, (1). In memoriam: Albert Max Joosten. (1980).… |
Sequence 7AMI Treasure Article 2023 — p.7 Maria Montessori studiò e fu pioniera nel suo approccio rivoluzionario all’educazione in un… |