Search Inside Documents
Displaying results 10301 - 10400 of 40617
Sequence 13life. The underlying reason for this orderly occurrence is that each individual particle or element in all of existence has… |
Sequence 14complexities involved in the maintenance or the loss of life. One message that is apparent is that Life is fragile and… |
Sequence 15realize that when landscape is changed, there is a natural impact on living creatures. More knowledge garnered from which to… |
Sequence 16very technology that inadvertently has landed us in our ecological difficulties. The story of language is one of communication… |
Sequence 17artificial world in which technology brings material comfort and leisure brings unprecedented artistic creation" (232… |
Sequence 18As Dr. Montessori also said, "If the idea of the universe be pre- sented to the child in the right way, it will do… |
Sequence 19experience in the backyard, in the tool shed, in the fields and woods, has been replaced by indirect learning, through… |
Sequence 20INDEPENDENCE There are other qualities developed in Montessori children that will serve them as well when it comes time for… |
Sequence 21Inertia, generated by oversimplification, lack of concern, or trivializing a problem, is foreign to our children. They are… |
Sequence 22is more specifically defined, and at this point in our history there is no greater task. CONCLUSION And, who is it that is… |
Sequence 23nature, this sense of mystery, must accompany the study of nature when, having learned of these wonders, this child goes out… |
Sequence 1Patricia Schaefer 42 The NAMTA Journal • Vol. 33, No. I • Winter 2008 |
Sequence 2THE FOUR PLANES OF SOCIAL DEVELOPMENT: How To MoVE FROM A LITTLE CHILD TO WORLD PEACE by Patricia Schaefer Ms. Schaefer… |
Sequence 3been in Montessori work for almost half of the century we are celebrat- ing. Surely r have something to say on the topic, for… |
Sequence 4studied awe of the achievements of humankind. These are, literally, superior human beings who know how to build harmonious… |
Sequence 5Figure 1. The Four Planes of Development: The "Constructive Rhythm of Life." Maria Montessori, Perugia,… |
Sequence 6Montessori does a bit of mixing of metaphors as she explains the socialization of the child from zero to twelve. While I might… |
Sequence 7rather wrote of it in the books Educafionfor n New World, The Absorbent Mind, and The Child, Society n11d tile World. The… |
Sequence 8But in "The Functions of the University," she sees the adolescent arriving full circle, by age eighteen a… |
Sequence 9The center circle is titled "Superior" and refers to "evolution" as the process. Around… |
Sequence 10personal dignity and justice in order to hold the attraction towards the center of moral goodness rather than the periphery of… |
Sequence 11Age Name Illustration/Metaphor Period 1-Ages 0-6 •cohesion by Sentiment" Social Embryo (Unconscious Mind) Warp… |
Sequence 12These help to define the personality the child builds. Whatever is basic in the social order is the cohesive part of society.… |
Sequence 13result was stunning, and they offered it for auction at the Lake Country School fundraiser, making hundreds of dollars for the… |
Sequence 14the last plane of develop- ment-the eighteen- to twenty-four-year-olds. My own observations of a Montessori high school… |
Sequence 15Forbes pinpoints the paramount importance of nature in the child's experience. We know it to be central in many… |
Sequence 16Relationship: Peter's Principles Finally, we conclude with the importance of relationship. The socialization that occurs… |
Sequence 17building new environments for them, to understand the amazing progress of evolution in which the very elements of chemistry… |
Sequence 18For, ultimately, the healthy, balanced personality who has built herself through work and passion, throughout the four planes… |
Sequence 19l\lontessori, Mari,1. Fr<>m Child/11md to A,iolt•sct'IICt 19-18. Trans. -\ M. Jom,ten. Rt•,. ed. Oxford:… |
Sequence 1UNIVERSAL MORAL DEVELOPMENT: THE BASIS FOR HUMAN UNITY AND PEACE by Allyn Travis Because the elementary years represent t!,e… |
Sequence 2tant influence on the moral values developed by the child. In Tlte Absorbe11t Mind, Maria Montessori wrote, When therefore,… |
Sequence 3to those that are now needed to direct the child's interest to specific aspects of self-develop- ment.… |
Sequence 4reasoning explorers of the abstract, and the realm of conceptua I ideas intrigues them. This new interest in the abstract… |
Sequence 5If we reprimand the child who is acting inappropriately right at the moment in front of the child who has asked about the… |
Sequence 6to do the work better. Once the child figures out how to evaluate his own work in this way, he will stop going to the teacher… |
Sequence 7we have had people immigrate to Wisconsin from countries where parental corporal punishment is permissible. Beating your… |
Sequence 8[ have to confess that one of the aspects that drew me to this topic a couple of years ago is the violence in the world, the… |
Sequence 9figuring out the reasons for the wor.ld, how and why things work, but also how and why he or she should behave in various… |
Sequence 10The specifics, however, depend greatly on the values of the child's parents and society. If a family and culture,… |
Sequence 11poral punishment and eating dinner with one's hands were more serious offenses than did children in India. Because… |
Sequence 12arousing now in the children not only a hunger for knowl- edge and understanding but also a claim to mental inde- pendence, a… |
Sequence 13them to people worthy of admiration, they are going to find their heroes in sports figures or movie stars or musicians-people… |
Sequence 14group meetings but rather think that there should be a class meeting when it is needed. That cou Id be once a week or once a… |
Sequence 15resource on current research and thinking about human nature, what aspects are thought to be inherited, how and where… |
Sequence 16antisocial peers. This calls to mind the old ideas of "born criminals" and "bad seeds,"… |
Sequence 17Socialization Theory developed by the psychologistJudith Rich Har- ris in 1998. She says that: Socialization-acquiring the… |
Sequence 18They could read stories to their children for the pleasure of it, not because it's good for their neurons. (398) But I… |
Sequence 19that the child has developed security within that family, feels loved and safe and accepted. Therefore, she knows now that if… |
Sequence 20Just the classroom environment itself offers the children a society in which they have to learn to live and work with others… |
Sequence 21that a classroom envi- ronment is not enough at this age to meet all of the child's needs. He must get out into the… |
Sequence 22Now this didn't all happen in one year. This project became ongoing in this class. Each year the children new to the… |
Sequence 23Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
Sequence 1-------------------------------------- Baiba Krumins Grazzini 84 The NAMTA Journal • Vol. 33, No. I • Winter 2008 |
Sequence 2THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
Sequence 3Work that would be impossible for one alone becomes feasible as a group enterprise; the discoveries and inventions of a few… |
Sequence 4humans as an agent of change, or indeed as an nge11t of crentio11 to use Maria Montessori's expression, we have to… |
Sequence 5complex organization of work and exchange, and by an ever-i ncreas- ing interdependence of human beings. The other great… |
Sequence 6Thus she says: The love of one's environment is the secret of all man's progress and the secret of social evolution… |
Sequence 7any human group or culture, be this a Stone Age culture or a modern Western society, and every single adult clearly does… |
Sequence 8something (almost] invisible, to get him to concentrate his attention; otherwise he is quite plainly bored with every- thing… |
Sequence 9The child should not be regarded as a feeble and helpless creature whose only need is to be protected and helped, but as a… |
Sequence 10this fashion, the child really could absorb a rich, surrounding reality and construct himself at the expense of the… |
Sequence 11She says: Let us look for a moment at the recent social advances man has made. Human beings have acquired many rights and… |
Sequence 12ENVIRONMENTS FOR CHILDREN Schools, as we know them, were originally created to provide society with literate citizens, and… |
Sequence 13ity constitutes one of the great cosmic forces of the universe, a new cosmic energy, a power of intelligence that can help… |
Sequence 14The child must always be given work to do with his hands as he works with his mind, for the child's personality has a… |
Sequence 15Thus Maria Montessori says: The child in our prepared environment does not play. He works, and greed disappears; he works,… |
Sequence 16Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 1David Kahn I 00 The NAMTA Jou ma/ • Vol. 33, No. I • Winter 2008 |
Sequence 2TOWARDS A THEORY OF KNOWLEDGE FRAMEWORK FOR A MONTESSORI HIGH SCHOOL by David Kahn Tl1e fon11a tio11 of the adolescent… |
Sequence 3independence, which is the scope and sequence of the Montessori developmental continuum from birth to adulthood. This… |
Sequence 4obtains, allocates, supervises, and safeguards the work done as self help. This work is found either within the school itself… |
Sequence 5011 Responsibility Here at the Farm School we have two kinds of responsibili- ties; you are responsible for yourself and your… |
Sequence 6Only one year older (age sixteen), when adolescents at the Colegio Montessori de Tepoztlan (Cuernavaca, Mexico) were exposed… |
Sequence 7From the start, Montessori suggests a prepared environment for both indoors and outdoors in which there is, theoretically,… |
Sequence 8This realization occurs profoundly at some point during adoles- cent development, as the adolescent suddenly finds himself… |
Sequence 9The phrase "capacity and many-sided powers of adaptation" implies parallel skil.ls for processing… |
Sequence 10presented and commonly involves exploring the evolutionary signifi- cance of both the natural and the human world. "… |
Sequence 11branches of study that we call the disciplines or subject areas, must be a means to understanding the world and not an end in… |
Sequence 12organizing knowledge, with the intellect able to perform flashbacks and sometimes flash-forwards. The emotions are involved,… |
Sequence 13Here is an essential principle of education: to teach details is to bring confusion; to establish the relationship between… |
Sequence 14D. Adolescents need to know about their world as it is, but they also need to see the best aspects of human organiza- tion;… |
Sequence 15As with all place-based learning, there is also a contrast in areas of functioning-concrete versus abstract, academic versus… |
Sequence 16l. Subfields provide insight into interdisciplinary applica- tions as well as the intra-organizing domains of a discipline,… |
Sequence 17and historical anthropology explore the /11111,an past, i11c/11d ing the pasts of people who have left 110 written record of… |
Sequence 183. Global applications (from Lunds University): The global anthropological approach is not n macro theory. It is a framework… |
Sequence 19· To impart a sense of respect for the capacities and human- ity of man as a species. · To leave the student with a sense of… |
Sequence 20• moral: pleasure in individual progress that enhances group progress and contributes to others; conscience exercised by… |
Sequence 21devised that, as he passes from one to another, he becomes progressively illuminated in the knowledge of that par- ticular… |
Sequence 22~ 0 -"Q. 3 (1) "t) - DI "1) o- - II> ~ _,,. Multicultural Understanding rr ~0… |
Sequence 235. Economics can interact with almost any discipline as well as provide insight into the school's business and service… |
Sequence 24Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 1John Wyatt with students 124 The NAMTA Journal • Vol. 33, No. I • Winter 2008 |
Sequence 2A BRIEF HISTORICAL PREFACE TO THE TASK OF CURRICULUM REFORM: A PERSONAL AND THEREFORE A LIMITED REPORT by J. A. Wyatt, PhD… |
Sequence 3potentinl. Such 1111 initinl 111ilitnry report does not make decisio11s but is nlmost n written admo11itio11 i11 wliiclt f/,e… |
Sequence 4And perhaps there still are faint overtones of the word's ancient Latin ori- gin in the contemporary En- glish term… |
Sequence 5Maria Montessori approached the often naively unanticipated phenomenon of war by looking at "human peace"… |
Sequence 6is still somewhat recognizable. In a much earlier period, to be consid- ered for admission to Harvard, a candidate was… |
Sequence 7actually lived. Indeed, one might create a distasteful, unpopular, out- of-contemporary-tw1e timeline of war and human… |