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Sequence 5REFERCNC[S Cavaletti, Sophia. L1r•i11g Lil11rg11: Ele111c11/nry Refl1•c/io11s. Chicago: Liturgy Training Publication<… |
Sequence 1THE UNCONSCIOUS IN HISTORY by Maria Montessori TJ,is article reprint suggests tltat we do what we need to survive while… |
Sequence 2of our own earth. Upon this still smoldering stage the first actors appear-the unicellular animals; later more complex… |
Sequence 3intuition of his destiny and of mysterious difficulties and suffer- ings which await him upon the earth. The book is nothing… |
Sequence 4the evolution of civilization. But there is a part of our existence that never becomes conscious, or (at least) reaches only… |
Sequence 5All living beings present two aspects in their behavior: One, specially considered by biology, is that of self-preservation;… |
Sequence 6ful a poison as carbon dioxide is for terrestrial life. A slight addition of it to the normal proportion of the different… |
Sequence 7I have mentioned plants and corals as examples, but every other kind of life also has a similar function, more or less… |
Sequence 8The grass itse.lf has the function of preparing the soil for the existence of superior forms of vegetable life. It is the last… |
Sequence 9Only because, to feed upon the nectar, they need its length to read1 down to the depth of the long tube in the flowers they… |
Sequence 10This explains the nakedness of his neck. Were it covered with feath- ers, it would never come clean from the horrible depths… |
Sequence 11Like all animals, he feels only his vital needs; conscious only of himself, he is preoccupied by selfishness. Like all other… |
Sequence 12dictates of the unconscious, performs a task as if it were a cosmic worker, and does so in harmony with the tasks of all other… |
Sequence 13he would be able to live no longer. But the position becomes clear if one takes the "unconscious" into… |
Sequence 14to the atmosphere, we arc forced to say: "Man can do all things; he is a ferment and a magician!" A new… |
Sequence 15zation must be studied in its successive events, and its unconscious secrets must be sounded. It is certain that all the… |
Sequence 16a hut, because for the necessary materials and for the very ground he is to build upon, he has to depend on the human… |
Sequence 17the activity of all. The majority of inventions, for instance, are the result of a collective intelligence to which successive… |
Sequence 18immense construction is due not to the conscious efforts of man, but to a creative unconscious process, is shown by the… |
Sequence 19From this parallelism with the chemical \vorld, one is impressed with the thought that human "supra-nature"… |
Sequence 1HISTORY IN THE FIRST PLANE p ART I: THE FOUNDATION FOR GLOBAL AWARENESS AND PEACE by Uma Ramani The infant being born into… |
Sequence 2Figure 1 Yesterday we looked at the childs work of the creation of a person of this time and place as the process of the… |
Sequence 3So let us see what Dr. Montessori says about the first-plane child: Every baby has the same appearance; he is motionless,… |
Sequence 4Let us take another look at this process of the creation of a per- son of this time and place. PERSONALIZING HISTORY We see… |
Sequence 5the environment in which I was born (India) several decades ago. In those first years of my life, I absorbed the ways of my… |
Sequence 6This adaptation is essential to survival. So how does the "motionless, empty, insignificant" baby become a… |
Sequence 7Figure 4 And where do we store this identity that we create on the ba- sis of our spiritual heredity? Our social history that… |
Sequence 8Figure 5a • • I I ,t T I I' T 1 # l .,., .... ,, .. " ....... , ..... . • 14 • .. •#••t•ll.-it ♦ ,_C.AT… |
Sequence 9The Role of the Mneme Dr. Montessori uses the word 11111eme when talking about the special kind of memory of the young child… |
Sequence 10THE S1GNIFICANCE OF THE WORK OF THE FmsT-PLANE CH1Lo History then is of tremendous importance to the individual. We said… |
Sequence 11Shaping Human History We know that human history has not all been positive. If we understand the role of the first-plane… |
Sequence 12to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the child… |
Sequence 13or the toddler stumbling through the room, or the young child who is just learning to take care of his own needs is… |
Sequence 14of that community. His interactions in this community then provide context and meaning to this creative development. In our… |
Sequence 15whole and that his actions contribute to the welfare of this larger whole. From such experiences stems the feeling of… |
Sequence 16Rabin, Roni Cann "A h•\, Strokl's of the P,1st in ,,n Artbl \\ ho Lo-.t Her Memon." S1.:ptcmbLr 19,… |
Sequence 1HISTORY IN THE FIRST PLANE p ART II: PEACE STUDIES IN THE CASA, SUPPORTING THE CREATION OF THE MNEMIC SELF by Uma Ramani… |
Sequence 2individuals contribute to the continuing story of mankind. We also spoke about the child as the agent of spiritual heredity… |
Sequence 3Newborn 9 Months Figure 1 at child's birth at 7 years of age at 15 years of age , Figure 2 If we look at the mneme… |
Sequence 4rons is most dense around 2 years of age, after which the pruning begins (figure 2). This pruning is the result of experiences… |
Sequence 5And so we come to the concept of the prepared environment. Why the adjective? It implies an understanding of the needs of the… |
Sequence 6environment that determines how successful we are in answering Montessoris call to "bring humanity to a higher well-… |
Sequence 7• Specific ways of handling tools that are in daily use in his environment: How to hold a spoon, how to carry a pitcher, how… |
Sequence 8search hard and innovate to find appropriate tools for the sweeping activity in the Casa. The local metal worker fashioned… |
Sequence 9It is through these activities that the pathways to global awareness are laid in the mnemic self. How does this understanding… |
Sequence 10Activities for Care of the £11viro11111e11t • Dusting: What are they dusting? Do you see your children responding to the… |
Sequence 11The rituals that are a part of our culture: • Birthdays: The walk around the sun puts the indi- vidual in the context of the… |
Sequence 12Figure 3 The sensorial activities also foster the capacity for evaluating one's work and develop the capacity for… |
Sequence 13So let us go back to our worksheet and reflect on how our environ- ment supports such development. The questions focus your… |
Sequence 14Through such experi- ences the child can internal- ize patterns of interaction in the mneme where the child begins to… |
Sequence 15being than from the actions that stem from our conscious selves. And as Montessorians, we can make this happen! THE… |
Sequence 16environment evolves to match the development of the child, the child builds on the foundations of global awareness that were… |
Sequence 17Freedom and Peace If we understand the role of freedom in the development of the individual, we must accept the corollary… |
Sequence 18of self-observation, of looking first to ourselves when we observe certain behaviors in the environment is essential to our… |
Sequence 1A PERSON oF His TIME AND PLACE MONTESSORI PERSPECTIVES ON GEOGRAPHY AND HISTORY by Gretchen Hall Time is to history as… |
Sequence 2the capacity for reason. As Montessori said, "A mind that can think, hands that can work, and a heart that can love.… |
Sequence 3Each time a human life enters this earth, an orientation to its environment occurs on two domains: orientation to place-one… |
Sequence 4which means describe and write about the earth. Geography is a discipline that seeks to understand our planet including all of… |
Sequence 5human behavior; and people affect the places they inhabit. There- fore, the main ideas of geography, such as the l.ocation of… |
Sequence 6world of our ancestors. In an increasing global world, we must be continually aware that we share our planet and its natural… |
Sequence 7ORIGINS The study of geography and history, from a Montessori perspec- tive, starts at the very beginning. The study of… |
Sequence 8Housnc When considered from a systems design perspective, the Mon- tessori pedagogy follows a top-down, holistic approach. We… |
Sequence 9ln Montessori, we offer the young child tbe world and work down to its divisions. We do this to support the creation of a con… |
Sequence 10child as the agent of change. In The Discovery of the Child (67), Montes- sori writes of a British family who lived in India… |
Sequence 11humanity. It is this latter part, culture, that which represents the study to be carried out in the schools, the universal… |
Sequence 12INTEGRATED With the Montessori approach, history and geography are not experienced as isolated subjects, but are rather… |
Sequence 13And so, Peter spends his days in his Montessori classroom engaged in work that he finds fascinating, challenging, and deeply… |
Sequence 14coral's task to purify the water and the plants task to purify the air. Together, all living organisms create a web of… |
Sequence 15universe. With the story of humans placed in its proper context, children can more consciously begin to define the cosmic role… |
Sequence 16discoveries with a single person, we must realize that their contribu- tions are the crystallization point of hundreds of… |
Sequence 17to our past will only work if we k11ow our past and if we recognize our ancestors as the foundation of our knowledge. Our… |
Sequence 18The Atlantic Wire. "Americans vs. Basic Historical Knowledge." June 3, 2010. <http://www.… |
Sequence 1MORAL AND SOCIAL EDUCATION by Maria Montessori Montessori speaks about ti,e dyna111ic of moral and social, because stu-… |
Sequence 2to life with other people. Therefore morality and social life are very closely united. I think that I need not repeat that… |
Sequence 3necessary to consider morality for it is impossible to conduct life without this technique. This may not seem a very elevated… |
Sequence 4Some of the facts that we have reached from these experiences are especially interesting. One is that, whenever possible, the… |
Sequence 5This continual effort and experi- ence of living together is important. We must look at it from the point of view of a… |
Sequence 6So we realize that in order to develop the individual needs to dis- play effort, to exercise himself and not be dependent on… |
Sequence 7to achieve this development. The idea of helping and protecting is too much in our minds. I mean the direct protection that… |
Sequence 8It is not possible to consider spiritual life apart from this basis. One has to detach oneself from the too limited human ties… |
Sequence 1REFLECTIONS ON THE DEATH OF SOFIA CAVALLETTI AUGUST 23, 2011 by David Kahn, 2012 Other i111portant threads in these… |
Sequence 2the sheep. Johnny was perfectly still and the sixty students looked on with anticipation. "The shepherd calls and the… |
Sequence 3November of 2010 was my last visit with Sofia, and I was led by Silvana Montanaro. We were greeted by Sofias companion, and… |
Sequence 1INTRODUCTION by Patricia Coulter Why these writings? First, I would like to offer something of the story as to how they came… |
Sequence 2variations of this curriculum, the sketchier one, contained this brief addendum: "Sofia Cavalletti, biblical scholar… |
Sequence 3A word about the title: before Sofia died in August 2011, she was able to give her "yes" to the final draft… |
Sequence 4Sofia frequently referred to Psalm 21:4, when writing in response to the death of someone. Often, she would change the pronoun… |
Sequence 1AN ADVENTURE: THE CATECHESIS OF THE GooD SHEPHERD by Sofia Cavalletti Translator's Note This essay was written in… |
Sequence 2point of 50 years on the "path," to which the children led them and guided their every step. That is at the… |
Sequence 3God? How is a relationship like this configured? We observed the children and asked ourselves: Who are you? From the very… |
Sequence 4sis of the Good Shepherd, that propelling force, as we said, which has carried forward almost a half-century of catechesis, is… |
Sequence 5Gianna and Sofia in front of the cabinet dedicated to documentation, which also contains the collection of children's… |
Sequence 6The Way Young children seem to want to point out to us that tl1eir way of going to God is different, for example, from what… |
Sequence 7Prayer The confirmation of what we said about the children's joy is found in the child's prayer, which is never the… |
Sequence 8Sofia with child in the atrium in the 1970s. Photographer unknown. These expressions all indicate serene enjoyment, which… |
Sequence 9PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 10Faced with such an impres- Children manifest such ease in sive uniformity of response, we the religious relationship, live… |
Sequence 11child's experience of the relationship with God is different from these; it does not appear to derive from external… |
Sequence 12who is privileged in the relationship with God. It is not insignificant that Jesus singled out the young child as the… |
Sequence 13Religious life is an attitude that permeates the whole of ones personality and the whole of one's life, but it also needs… |