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Sequence 25Figure 29. A self-similar structure constructed of triangles. Jn the self-similar construction in Figure 29, Montessori proved… |
Sequence 1THE INTEGRATED SCIENCE AND MATHEMATICS OF DR. CLAUDE CLAREMONT, DISCIPLE AND COLLEAGUE OF MARIA MONTESSORI by Harvey R.… |
Sequence 2Claude decided to earn an advanced degree in engineering at the University of Rome. The winds of war were blowing on the… |
Sequence 3By his own accounting, he was the only English-speaking man to do so. Maria Montessori must have quickly recognized the poten… |
Sequence 4tary and secondary students, it could be used as an introduction to architecture since almost all architectural efforts… |
Sequence 5to produce our own towers with nothing more than rulers, pencils, scissors, construction paper, some sguares of cardboard (for… |
Sequence 6The essential lesson learned by the students during this activity was that all of the buildings had internal skeletons that… |
Sequence 7backed steel rulers be used for making geometric drawings, thanks to Dr. Claremont's urgings. Dr. Claremont knew that the… |
Sequence 8the elevated edge becomes a trap for a pencil point that is held too obliquely with respect to that edge. The director/ guide… |
Sequence 9Using the dense cardboard sheets to protect the table or desk top, the student opens the compass legs to an opening that… |
Sequence 10The third step in Dr. Claremont's drafting regimen involved connecting the intersecting points where the circle crossed… |
Sequence 11the first circumference. The pin of the compass is placed at one intersection point of these two circumferences and a third… |
Sequence 12Ln11d, to all of my students. In this cartoon, Donald Duck is introduced to the geometric and musical discoveries of… |
Sequence 13a compass and ruler. The construction is rather elaborate, and I was afraid that these students would abandon the activity,… |
Sequence 14CONSTRUCTING THE GOLDEN SPIRAL Two of the three boys remembered that something called the Golden Spiral is a fundamental… |
Sequence 15The number 72 has a large factor set: 11, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, 721. So I was able to diagram the following… |
Sequence 16There were times in the past six years that I felt the need to re- move the binder with the master diagrams from the classroom… |
Sequence 17points of 90 degrees north and 90 degrees south, the north and south geographical poles respectively. The meridians of… |
Sequence 18144 degrees of arc, three fifths equal 216 degrees of arc, four fifths equal 288 degrees of arc, and five-fifths equal 360… |
Sequence 19The pharaohs and their nobles were very territorial and had stone markers set up to mark the boundaries of their lands.… |
Sequence 20Dr. Claremont was always full of surprises. One day at Ashdun Hall in Atlanta, when I was showing some young elementary… |
Sequence 21can be drawn with the aid of a plastic, triangular set square, and the area of each triangle can be calculated by multiplying… |
Sequence 22length of the equilateral triangle is multiplied by three and this product is multiplied by the length of the apothcm or… |
Sequence 23.s,,,iwrli, ~,,I.~ '"!>M"''""&,. Figure 1. Semicircles A… |
Sequence 24CLAREMONT THE TINKERER One further example of Claude Clarernont's genius that is re- lated to the discoveries of Thales… |
Sequence 25Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 26last lecturec, and formally examine the students. She would also personally sign the diplomas of the students who passed their… |
Sequence 27We take for granted that the water flowing from a faucet will have satisfactory pressure to fill a bathtub or a basin. Water… |
Sequence 28Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 29Hallenbcrg, Harvey. "Using the Regular and Semi-Regular Solids." Montessori Life 16.2 (2004, Spring): 35-39… |
Sequence 1EDITORIAL: PEACE Now by David Kahn The Montessori Centenary in 2009 revealed to us a count of nearly 20,000 Montessori… |
Sequence 2generation that is starting to come into its own is one cultured to the effects of war and numbed to individual violent acts… |
Sequence 3language is going through the same daily struggles that you do is a very powerful experience. Some argue that human nature… |
Sequence 4its cycle. We must push ourselves-I must push myself. And l find that the reward after a heinous journey is a lot greater… |
Sequence 1MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 2say that we have lived in peace and we have had a Lot of conflict. Peace is the capacity to face the conflicts, overcome the… |
Sequence 3study for peace around the world. But I know many studying war or different degrees of war. That means that yes, peace… |
Sequence 4other ways. This child has grown into this environment where he knows it is to his benefit to look for all things that he… |
Sequence 5adolescents, have to absorb that reality. Peace requires not only an emotional relationship, it requires a change, a social… |
Sequence 6potential friends. Tt is not that difficult, but it is not natural. If we consider them potential enemies, believe me, they… |
Sequence 7The roots are in the way we organize the sharing of the wealth. That is where the root of world peace is. Our children, being… |
Sequence 1GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 2ated this side of our mission when she es- tablished Educateurs sans Fronticres to offer support and inspiration to the… |
Sequence 3Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 4the setting up of the centers as soon as the student is ready. With regard to Montessori a lot of the theory and child… |
Sequence 5Montessori principles and practices unfold and the children blos- som in the same way as we see all over the world. From this… |
Sequence 6where any malnourished child will stay with a family member until the child is re-nourished and the family member understands… |
Sequence 7assistance in developing a funding submission and, with the help of other international colleagues, a proposal was developed… |
Sequence 8The project is underway, and AMl signed the agreement with camp council members in February, 2010. As the project progresses… |
Sequence 9Ardyn's father, Bob Masterman, had a deep concern for the plight of Indigenous people in Australia, and he came to… |
Sequence 10board was established with people of influence and connections. Pro bona legal services were secured from two of Australia… |
Sequence 11government and foundations have mounted countless projects, using enormous funds, to try to assist these remote indigenous… |
Sequence 12to exercise any authority over their own lives and were excluded from the most basic benefits of citizenship. In the 1970s,… |
Sequence 13REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 1MONTESSORI' S WELTANSCHAUUNG: A GLOBAL SOCIAL MOVEMENT by Lia Woo Lin Woos research has led /1er to n11 npprecintio11… |
Sequence 2We will not attain peace in our society by teaching it through rote learning, as we attempt to do with academic subjects. Or… |
Sequence 3To KNow PEACE Attaining peace through educational reform is different than adopting a new education that would "… |
Sequence 4Renilde Montessori challenges us to look more deeply at this term Montessori used to describe her pedagogy: Seldom, if ever,… |
Sequence 5These two children gave a voice to all of the children of the world, proclaiming: We are not the sources of problems; we arc… |
Sequence 6seeds in a special potting medium that is designed specifically for this time of initial growth. We provide the seeds with… |
Sequence 7be protected: A gust of wind can blow them out.. .. (68-69, emphasis in original) The tale of Tlte Little Prince is one that… |
Sequence 8school and the home. Her own term for the pedagogy she created was "Education as an Aid to Life," and… |
Sequence 9beginning days of the village the children were weighted down with apathy and were in no condition to learn. Doris Murray, a… |
Sequence 10to be hauled from the well in the camp or garbage to be swept into containers, children want to have an active role and… |
Sequence 11ADVOCACY AND OUTREACH Peace and education cannot, must not, and as we have seen, need not be confined within the walls of the… |
Sequence 12of classroom teaching, has begun to push the boundaries of the classroom walls. From refugee camps and orphanages to women… |
Sequence 13Fukatsu, Takako. "Commitment to Wider Community: The Global Child, an Example from Southeast Asia."… |
Sequence 1KEYS TO GLOBAL UNDERSTANDING: THE ROLE OF THE PRIMARY ENVIRONMENT by Polli Soholt Po/Ii So/wits extensive experience lends… |
Sequence 2war-and second, a long-term effort to establish a lasting peace among men. Preventing conflicts is the work of poli- tics;… |
Sequence 3SOCIAL ASPECTS OF TI-IE PREPARED ENVIRONMENT One of the most important social aspects of the Children's House is the… |
Sequence 4The children are allowed to observe one another, helping them prepare indirectly for new work or review work already… |
Sequence 5Given this independence, it is sometimes surprising and enlightening to observe how the children solve their own problems.… |
Sequence 6!ems. Their love of the environment and of their companions in this little community is visible through their independent acts… |
Sequence 7the process, all the children understand that no one is allowed to hurt the other children, and they can talk to each other… |
Sequence 8the children in the class will know where the child is going in a short time. Parents of children in the class who are from a… |
Sequence 9take a moment to visualize a classroom with boxes, baskets, trays, containers, and bags from all over the world, we can… |
Sequence 10incarnate and mirror the respect that we demonstrate through our presentations of information and inclusion of this cultural… |
Sequence 11children who are allowed to observe the natural life going on around them appreciate the respect that adults show by allowing… |
Sequence 12observing nature on these walks. In most cases, it is best to take a small group of children and, naturally, we need to make… |
Sequence 13Some children will collect rocks, some will collect seed pods, some will collect leaves, and some will be interested in the… |
Sequence 14outside. These activities give them more opportunities for practical life, and we all know how important practical life… |
Sequence 15personal harmony and have the capacity to guide us toward more mutually beneficial ways of Jiving together in the world.… |
Sequence 1ELEMENTARY KEY LESSONS CULTIVATING INTERNATIONALISM AND PEACE by Annabeth Jensen A1111abet/1 Jensen points out that the very… |
Sequence 2for peace during an era in which the rea I ities of world war were both recent past and near future. At the European Congress… |
Sequence 3sori classroom have underlying themes that become clear through years of exploration and discussion. This is why we give the… |
Sequence 4need in one's lifetime? What children need are the keys to under- standing. The Montessori history stories simply and… |
Sequence 5The Mongols were brilliant military strategists and pow- erful warriors. Any male aged fifteen to sixty who was physically… |
Sequence 6presentation in the lower elementary, but there is so much to think about here. This is a key lesson. The Fundamental Needs… |
Sequence 7Differentiation of Material and Spiritual Needs The Fundamental Needs chart differentiates between material and spiritual… |
Sequence 8Point to religion. "The world is filled with places of worship, such as mosques, churches, synagogues, temples,… |
Sequence 9"Which human gift brought us art? Yes, the hand or body can create art, but what is the purpose of art? Art seems to… |
Sequence 10• study the history of painting, sculpture, etc. • make a timeline of art • go on Going Out trips to theater, puppet, or… |
Sequence 11Nomadic The first people were nomads. They moved about from place to place as they experimented with and searched for… |
Sequence 12People living this new type of lifestyle are referred to as Neolithic (new stone age). Urban This transformation occurred in… |
Sequence 13people in the world who live nomadic lifestyles. Likewise there are people living truly agricultural lifestyles and, of course… |
Sequence 14A Story of Morlem-Dny No111nds: The Mb11ti In the northeastern corner of a Central African country called the Democratic… |
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 17ing is difficult, it is a more environmentally sound practice that is healthier for the planet. A story could be written… |
Sequence 18work cooperatively all day long. Their greatest works are the results of inspiration and cooperation. Through the civilization… |