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Sequence 14it is already a place of worship in some sense. In the atrium, children can live according to their own rhythm, something not… |
Sequence 15In a retreat center, for example, there are books that can be of special help to the adult in moments of personal reflection.… |
Sequence 16one in the material is the incommensurability between such simple means which nonetheless manage to express such great… |
Sequence 17words (John 7:16): "Every catechist should be able to apply to one- self the mysterious words of Jesus: 'My… |
Sequence 18In reference to methodology, what we most wish to underscore is that a method is not an instrument without a soul, which can… |
Sequence 19In contrast to defil1itio11s, which claim to define, and thereby limit their content, biblical-liturgical language knows that… |
Sequence 20interesting relation between growth and joy. She said, "Joy is the indicator of interior growth, as weight gain is… |
Sequence 21We understood the logic of this framework only post eve11t11111, and we found ourselves before it as a gift that God had… |
Sequence 22Bib]e Among all the themes proposed to the youngest children (un- der six years of age), what immediately stood out was the… |
Sequence 23(five- to six-year-olds, in Mexico, Ttaly), who, because they have greater graphic abilities, have represented the shepherd as… |
Sequence 24mediately of God's initiative, which requests a response on the part of the human creature. This response is generally… |
Sequence 25Our method could be called a "spiral" method. That is to say, it is a method that resembles what happens… |
Sequence 26phenomena," 28 and it becomes more evident as one gradually rises to more complex levels. Time, therefore, is a… |
Sequence 27God "so that God may be all in all" (1 Corinthians 15:28). History teaches us a fundamental biblical virtue… |
Sequence 28What impresses the children in this theme is the great contrast between the dimensions of history and the littleness of our… |
Sequence 29"directs the heart to what is above," and which is expressed "in wonder and exultation,"… |
Sequence 30clarify that, even though we have limited our discussion here to the kerygma-the Christian message-we have been speaking… |
Sequence 31See Chapter Ill, "My Contribution to Experimental Science" in The Advanced Montessori Method: Volu111e One (… |
Sequence 32Docu111c11/s, ed. Austin Flannery, op (New York: Costello Publishing Company, 1975), p. 917. 12. Maria Montessori, I… |
Sequence 3319. Maria Montessori, Autoeducazione (Milan: Garzanti, 1970), 83. (Translator's note: See note 3 above.) 20. Franz Marc… |
Sequence 3433. Translator's note: Although Sofia Cavalletti does not mention it in the text, I have taken the liberty of naming this… |
Sequence 1the house of children lecture, KodaiKanal, 1944 by Maria Montessori This article vividly describes the indoor and outdoor… |
Sequence 212 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 When we are in an apartment building or entrance hall that has very… |
Sequence 313 Montessori • The House of Children Greek art, the temples are round and the pillars are fluted in structure. In royal… |
Sequence 414 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 one for a library, one for a kitchen, another for a laboratory, and so… |
Sequence 515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 616 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the open air, so that the child gets the benefit of the fresh air.… |
Sequence 717 Montessori • The House of Children In scouting, there are exercises that have as their aim the development of the… |
Sequence 818 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 part in work. Work can be of varied kinds in the garden: preparation of… |
Sequence 919 Montessori • The House of Children Copyright © 1944 Montessori-Pierson Publishing Company. NAMTA would like to express its… |
Sequence 1nature in education by Maria Montessori This piece of writing addresses the “boundless” garden created through the web of… |
Sequence 1nature in education by Maria Montessori This piece of writing addresses the “boundless” garden created through the web of… |
Sequence 222 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 be a great help to a child. The seashore is often thought to be… |
Sequence 222 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 be a great help to a child. The seashore is often thought to be… |
Sequence 323 Montessori • Nature in Education and from the enervating example of those who walk about him silent, indifferent, and… |
Sequence 323 Montessori • Nature in Education and from the enervating example of those who walk about him silent, indifferent, and… |
Sequence 424 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 will laugh with joy and want to stop to touch it with his hands as if to… |
Sequence 424 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 will laugh with joy and want to stop to touch it with his hands as if to… |
Sequence 525 Montessori • Nature in Education Our ideas about flowers are too symbolic, and we try to mould a child’s reactions to our… |
Sequence 525 Montessori • Nature in Education Our ideas about flowers are too symbolic, and we try to mould a child’s reactions to our… |
Sequence 626 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 in the wind and grow until they are at the height of a child’s shoulder… |
Sequence 626 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 in the wind and grow until they are at the height of a child’s shoulder… |
Sequence 727 Montessori • Nature in Education Reprinted from The Discovery of the Child, pages 69-77, copyright © 1988 by Montessori-… |
Sequence 727 Montessori • Nature in Education Reprinted from The Discovery of the Child, pages 69-77, copyright © 1988 by Montessori-… |
Sequence 1the children’s house by Lili E. Peller Lili Peller’s The Children’s House essay begins where Maria Montessori left off in her… |
Sequence 230 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 equipment of the house whether her working day is a long chain of… |
Sequence 331 Peller • The Children’s House cannot do for himself. In the children’s house, the burden of being small in size, weak,… |
Sequence 432 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 other children is nothing new, disproves this; they often like to play… |
Sequence 533 Peller • The Children’s House might be a step leading up or down to one of the alcoves; or an alcove might be separated… |
Sequence 634 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 intertwine. This may explain the fascination which these gadgets hold… |
Sequence 735 Peller • The Children’s House to expect the child to use each piece of equipment in the conventional way and to make it… |
Sequence 836 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 does miss something. The more all “perishable” items, anything that can… |
Sequence 937 Peller • The Children’s House Outdoor Equipment. As mentioned before, the playground should be directly connected with… |
Sequence 1bondinG with the natural world: the roots of environMental awareness by Louise Chawla With delicate literary style and… |
Sequence 240 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 She’s still a young child, but she’s observing the natural world… |
Sequence 341 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness open in the woods for a child is the one… |
Sequence 442 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 effects of television is to create what researchers call the mean world… |
Sequence 543 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness a question for schools as we have more and… |
Sequence 644 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There have been some amazing studies done right here in South Chicago.… |
Sequence 745 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness Chicago have also begun to do work with… |
Sequence 846 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There are studies of elementary school children that rate the children’s… |
Sequence 947 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness advanced KnowledGe Rachel Carson leads us… |
Sequence 1048 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 share with all the other elements of the web of life. To go from… |
Sequence 1149 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness children (Taylor, Kuo, & Sullivan).… |
Sequence 1250 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 migrating animals: monarch butterflies, birds, creatures that move… |
Sequence 1351 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness Louise Chawla is a professor in the College… |
Sequence 1exercises of Practical life: 3 to 6 coMPared to 6 to 12 KodaiKanal advanced course, india, 1943-441 lecture 762 by Mario M.… |
Sequence 254 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Children serving soup, Laren, Holland, 1940, courtesy of Margot Waltuch… |
Sequence 355 Montessori • Exercises of Practical Life: 3 to 6 Compared to 6 to 12 HouseofChildren,3–6years Elementary,6–12years 3.… |
Sequence 456 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 HouseofChildren,3–6years Elementary,6–12years 4.… |
Sequence 557 Montessori • Exercises of Practical Life: 3 to 6 Compared to 6 to 12 HouseofChildren,3–6years Elementary,6–12years 1.… |
Sequence 658 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 HouseofChildren,3–6years Elementary,6–12years 6.Gymnastics:jumping,… |
Sequence 1ecosysteMs in the bacKyard: PreParinG a diverse outdoor environMent for PriMary (aGes three to six) children by Mary B.… |
Sequence 262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to make comparisons among all three. This level of sensorial exploration… |
Sequence 363 Verschuur • Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary the forest The forest at LMS… |
Sequence 464 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 The permanency of a year-round prairie and a forest close at hand and… |
Sequence 565 Verschuur • Ecosystems in the Backyard: Preparing a Diverse Outdoor Environment for Primary level, but by becoming… |
Sequence 1at hoMe in the natural world by Jim Roberts Jim Roberts captures the challenges of walking with small groups of children… |
Sequence 268 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 abilities than I did. Often you can “help the child to do it by himself… |
Sequence 369 Roberts • At Home in the Natural World Jim Roberts received his AMI primary certificate from the Montessori Institute of… |
Sequence 1Montessori sPecial education and nature’s PlayGround by Nimal Vaz Nimal Vaz takes us to the essentials of Montessori as an… |
Sequence 272 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 develop (defectives) with those who have not yet had time to develop (… |
Sequence 373 Vaz • Montessori Special Education and Nature’s Playground ancestors said to me, this we know. The Earth does not belong… |
Sequence 474 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 has included The Pleasure of Finding Things Out by Richard P. Feynman (… |
Sequence 575 Vaz • Montessori Special Education and Nature’s Playground preschool experiences for young children. Infant toys,… |
Sequence 676 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to understand that this environment had to be made up of three parts:… |
Sequence 777 Vaz • Montessori Special Education and Nature’s Playground the sensorial Materials and nature Let us talk about the… |
Sequence 878 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 who is in harmony with the natural tendencies of the human spirit in… |
Sequence 979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
Sequence 284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 385 Kahn-Wikramaratne Interview • The Kodaikanal Experience students used to go away after the lecture; I would run up there… |
Sequence 486 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Working outside, Allahabad, India, 1928 the Theosophical Society had… |
Sequence 587 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 688 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 789 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and… |
Sequence 890 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN… |
Sequence 991 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 1the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview DAVID KAHN: You once alluded to Kodaikanal as a community in… |
Sequence 294 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 wanted to show the children the possibilities of survival within a… |