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Sequence 3• Montessori trained and certified teachers and administrators representing both the Association Montessori Internationale… |
Sequence 440 nation's first attempt to involve parents in the education deci- sion-making process. • Preschool Parents… |
Sequence 2country's and state's histories. American leaders of the 19th century believed that no nation could survive, let… |
Sequence 3ent cultures. This experience can help to diminish prejudice and cultural stereotyping by establishing personal relationships… |
Sequence 11love, patience, and individual bonding with the children needed to be there because the adolescent was in a sense… |
Sequence 6stand. They would bring this back and take another which contained other pictures to which to apply other names. Experience… |
Sequence 6If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest… |
Sequence 4have little to do with science for science's sake, but rather is an expres- sion of a philosophical view which in turn… |
Sequence 10This not to abandon the scientific rigors of the material to be pre- sented to the child. Montessori is quite clear in that… |
Sequence 2essential principles, and which he believed were an improvement over her materials. These materials are not described, however… |
Sequence 16Fair" Picture Vocabulary Test for intellectual functioning; d) the Cin- cinnati Autonomy Battery (CAB) by Banta which… |
Sequence 5The children were from middle income families and were restricted to four-year-olds attending school for the first time and… |
Sequence 4cient, not relying on servants to do everything for them. They want their children to become responsible leaders who can… |
Sequence 3friendship that results from sharing a noble human good. From this social learning community (referred to by Robert M.… |
Sequence 5What is powerful-the most powerful link in Montessori work-is the integration of science and myth-for here within the story of… |
Sequence 2Childhood constructs with what it finds. If the material is poor, the construc- tion is also poo1: As far as civilization is… |
Sequence 153. Follow up each answer with a further question which itself has more than one answer. 4. A class discussion ideally has a… |
Sequence 5"The readings we used were numerous and of great variety: fairy tales, short stories, anecdotes, novels, historical… |
Sequence 12the whole man completely for manhood. Manliness implied the training of hand, head and heart. The pw-pose of education is not… |
Sequence 51. The movement area is equipped with a thin covered mattress with kiosks and bars the babies use for pulling up - there may… |
Sequence 1THE HAND IN EDUCATION a971) by A. M. Joosten One aspect of Montessori educatwn that sets it apart from some other… |
Sequence 4the impression that after a while nothing "new" is seen. Deeper pene- tration and more discoveries require… |
Sequence 10Brown's search for the Holy Grail of thoughcfulness in school settings involved hours of interviews and detailed case… |
Sequence 5the prevention task to the schools. This is madness! What we need is a reform movement with a better sense of where we are… |
Sequence 5methods of such ingenuity to their offspring. Thinking began in earnest with the teaching of chinking. As a result, our… |
Sequence 2she and her students would look better. This has not achieved a meaningful improvement in instruction or achievement. Those… |
Sequence 8We could cooperatively establish a curriculum using as a guide the student's goals, interests, and needs. Coming out of a… |
Sequence 10prepare the adolescent by continuing the Montessori emphasis on the inte- grated process of personality and learning based in… |
Sequence 2"Man," said Maria Montessori, "is overcome with hatred and does not obey the laws of nature. Nobler… |
Sequence 2Like the God of Genesis, creation theology looks at che whole of creation and sees chat it is good. Traditional Christianity,… |
Sequence 3A theology which makes redemption its primary theme will have a vested interest in man's sin and weakness, fur if these… |
Sequence 1MO~ORI AND THE BAHA'f FAITH* by Barbara Hacker The life and work of Dr. Maria Montessori (1870-1952), scientist and… |
Sequence 7which we have now come in constructing our scale of character states is thus concerned with decision or choice respecting both… |
Sequence 18Another activity for writing practice is ro search through all the sand- paper lerrei:s co find those char start with the same… |
Sequence 6books are not enough. Mario Montessori Sr. reminded us of this when he noted how difficult it is to help children understand… |
Sequence 9kitchen help, which makes che school a place where our children can grow spirirually. A loving atcicude must pervade the… |
Sequence 5occupation and Montessori refers to as work of the land. Dr. Montessori writes: ... therefore work on the land is an… |
Sequence 10viva] of the fittest demands, safeguarding tradition in order to under- stand how co achieve social and technical skills… |
Sequence 7Direct application of ideas conceived through observations and interpre- tation of the work of children is curriculum… |
Sequence 5see that I have a responsibility to the students to help them to be prepared for various weather forms particularly with a… |
Sequence 4"We should not pretend to understand the world only by the intel- lect; we apprehend it just as much by… |
Sequence 10develop far-reaching programs of study for all who wish to participate. In the following four sections are described two real… |
Sequence 10have shown, for instance, that the gains recent Head Start graduates show in scores on intelligence and socio-emotional tests… |
Sequence 2What are the new frameworks and Montessori telling us? Mathematical reasoning, problem solving, communication, and connections… |
Sequence 44Many responses are broad or vague, and as such leave a ve1y wide range for interpretation. Some may well be developmental… |
Sequence 5multiplicity of forms (myths, legends, folklore, poems, nonfiction, short stories, novels) with self-confidence intact,… |
Sequence 8est power of the universe, with God. The word inspiration derives from the Latin spirare, "to breathe"; its… |
Sequence 8aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 52aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 104est power of the universe, with God. The word inspiration derives from the Latin spirare, "to breathe"; its… |
Sequence 107multiplicity of forms (myths, legends, folklore, poems, nonfiction, short stories, novels) with self-confidence intact,… |
Sequence 112Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann. Clay, M. (1993). Reading… |
Sequence 4Life is a series of weanings-weaning from the womb, weaning from the breast, weaning from parents' bed or crib, weaning… |
Sequence 1COMMITMENT TO PEACE by Renilde Montessori In the coming weeks, Renilde Montessori will assume duties as head of the… |
Sequence 10unconscious, brings the reader to a full understanding of the power of the unconscious in learning, and of how emotional… |
Sequence 9asked to play or sing the next line and create a variation based upon it. In both examples, the second "intelligence-… |
Sequence 10members of other societies, performances of the non-Western subjects improves dramatically. While being "culture-… |
Sequence 18mances on these two very different measures. The Stanford-Binet was administered by an independent psychometrician to 19 of… |
Sequence 5Praxis refers to the different uses of words. Praxis involves aware- ness of different parts of speech, for example,open the… |
Sequence 10Montessori insists on constructing an environment for the child in which the child can be active, a prepared environment with… |
Sequence 10One other factor to mention briefly is the quality of parent- adolescent interaction that I saw and heard about after two… |
Sequence 12The "Blue Plane" of Maturity The plane of maturity, 18 to 24, corresponds more or less to university life,… |
Sequence 6In substance, they reflect the general attitude of 19th-cen- tury science, which felt justi- fied in proclaiming, in all… |
Sequence 24element in playparks and adventure playgrounds. In new or redevel- oped school buildings, field facilities should be provided… |
Sequence 2something or get some assistance in a store, I am reminded of this. It seems that adults think that if teenagers are in a… |
Sequence 25chemicals is obviously an attempt to recapture some of the qualities of optimal experience by artificial means. Alcohol,… |
Sequence 4tion becomes possible if there are activities that are appropriate to the child. Activities need to catch interest, bring… |
Sequence 5As educators, we have several things to do: 1. Limit everything that is not "person." The right limits are… |
Sequence 7about intellectual development at all, but deal more broadly with the kind of people we hope children will turn out to be,… |
Sequence 6principle is embodied in the Cyl- inder Block, where there are ten cylinders and ten holes into which they fit. The… |
Sequence 4another more spiritual realm. Maria Montessori said, "creative work ... lifts man up from earth and transports him… |
Sequence 8But the mind must have something to express. Imagination rests on facts and on information which have accumulated in some… |
Sequence 9many choices for self-expres- sion. Different children are attracted to different forms of art. How many of us engage the… |
Sequence 7What, then, is the central human issue of culture, viewed scien- tifically, within the Epic of Evolution? It is the issue of… |
Sequence 7agency of genes, which contain the program for the development of structures and functions within the biological organism.… |
Sequence 10Now is there any kind of guidance among the various scenarios of the future that we may or may not endorse through our… |
Sequence 14transmitted and becomes more and more complex. We get mortars and pestles and then stone grinding mills and all of that-just… |
Sequence 1SPIRITUAL OUTLOOK AND THE CHILD by Mario M. Montessori edited by Renilde Montessori Last month, in Edinburgh, Professor A.J… |
Sequence 1/J~ ---------------------- MONTESSORI EDUCATION: p AST, PRESENT, AND POSSIBLE by David Kahn In 1998, Renilde Montessori… |
Sequence 11• Children as young as ten or eleven being involved in rape • Ten-or eleven-year-olds taking heroin and other drugs. Another… |
Sequence 7nation, she rejects Froebel's way of doing so on the basis of fantasy because, as she says, it forces the child to &… |
Sequence 7"Let us give the child a vi- sion of the whole uni verse. The universe is an imposing real- ity, and an answer to… |
Sequence 25qualitative enhancement? In that case, death would be a personal movement toward deeper participation in God's own… |
Sequence 1t ~ ----------------------- FINDING THE ARTIST WITHIN: A CHALLENGE FOR MONTESSORIANS by David Kahn In March, 1998, NAMTA… |
Sequence 16It is true that when the art- ist is in action, he may function in three ways simultaneously. In teaching, however, we… |
Sequence 3The newspapers criticized; Dr. Maria Montessori was asked what she meant by her speech, and she writes that she scarcely knew… |
Sequence 4The implications are these: l. respect for the child's capacity and abilities; 2. change in attitude about Practical… |
Sequence 8The child by nature loves the environment. By helping the child forge an emotional bond with nature, we help guarantee… |
Sequence 23with the students excerpts of Maria Montessori' s To Educate the Human Potential.) This is not to make the Erdkinder… |
Sequence 3Creative expression-what's that? I propose this definition: generating a product that is valued in a cultural context (… |
Sequence 46Creative expression-what's that? I propose this definition: generating a product that is valued in a cultural context (… |
Sequence 76with the students excerpts of Maria Montessori' s To Educate the Human Potential.) This is not to make the Erdkinder… |
Sequence 116The child by nature loves the environment. By helping the child forge an emotional bond with nature, we help guarantee… |
Sequence 138The implications are these: l. respect for the child's capacity and abilities; 2. change in attitude about Practical… |
Sequence 224The newspapers criticized; Dr. Maria Montessori was asked what she meant by her speech, and she writes that she scarcely knew… |
Sequence 10ognize each other as individuals and "have a reciprocal feeling for each other's worth" (Montessori,… |
Sequence 14If the environment is warm and safe, however, and if adults deal "sweetly and kindly" with them (Montessori… |
Sequence 3If the seeds are sown in the elementary years, they take root in the place of the adolescent years. The important… |
Sequence 12Erica: I am so lucky to be living, and living in such a great place. Studying the Hubbell Telescope though has made me think… |
Sequence 23reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |