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Sequence 35phenomenon of excessive obedience and its harmful consequences. This is not difficult to understand, because to recognize it… |
Sequence 36The very idea that Dr. Montessori based her method of education on an a priori idea that freedom should be its basic feature… |
Sequence 37free." People were disappointed because they felt Dr. Montessori was hiding the truth from them. For how can freedom… |
Sequence 38not move along unchanging and unchangeable orbits? Do the inanimate or animate elements of creation ever completely disobey… |
Sequence 39. help must take very concrete forms. It requires not only ever increased efforts at self-discipline and respect for the… |
Sequence 40has to be fed according to a rigid timetable, once every three or four hours only. Mothers, therefore, should not feed the… |
Sequence 41"compulsory education." Who is being compelled? Both the child who does not want to go to school and his… |
Sequence 42most inspiring inner satisfaction. It strengthens and enriches both the child and ourselves and establishes a new, infinitely… |
Sequence 43Mahatma Gandhi Maria Montessori "Both awealed for a rehabilitat:ion of the SU'[fferrwcy of the spirit of man… |
Sequence 44MAHATMA GANDHI AND MARIA MONTESSORI (1969) by A.M. Joosten Mr. Joosten offers an interesting comparison of two important 2oth… |
Sequence 45imposed on Dr. Montessori who was considered an enemy alien. Being under restrictions himself, he could do nothing to have… |
Sequence 46In fighting for the causes to which they dedicated their lives, both recognized nonviolence as a positive all-embracing… |
Sequence 47CENTURY OF THE CHILD OR ATOMIC AGE? (1958) By A.M. Joosten In a trilnae t,o the chi/,d, on "Chi/,d,ren's Day,… |
Sequence 48anything in common? Can they in any way be reconciled? Can we trace any connection between them which, without denying either… |
Sequence 49Later they revealed in him an immense store of marvelous energies and hidden potential waiting for release and cultivation. It… |
Sequence 50Imminent Danger Without conscious, scrupulous concentration on the discoveries made regarding the child's unique powers… |
Sequence 51pervade it in this function, then we shall begin to live in the "century of the child" and then alone we can… |
Sequence 52THE HAND IN EDUCATION a971) by A. M. Joosten One aspect of Montessori educatwn that sets it apart from some other… |
Sequence 53Waltuch Collection "In all of them the pedagogical dogma of centuries that imrrw- bility, especially of the hands,… |
Sequence 54Its function and the objects it needs change, however, with the characteristics of the successive phases in the development of… |
Sequence 55shows clearly that their function goes beyond that of learning a tech- nique or acquiring a skill to satisfying a profound,… |
Sequence 56a great and essential part. The exact movements of the hand as it uses the sensorial apparatus repeatedly in as exact and… |
Sequence 57Last, the hand should not be forgotten or banished when the intel- ligence starts building its very own construction - culture… |
Sequence 58needs of human development. The hand serves the child during his whole long struggle for ever widening conquests of ever… |
Sequence 59"Observation - loving, exact, modest, continuous, and espe- cially objective is the cornerstone of Dr. Montessori :S… |
Sequence 60OBSERVATION (1958) by A.M. Joosten Observai:ion is the source of the p<YWer of Dr. Mont.essoris work. Here Mr. Joost,… |
Sequence 61something of it, although love can go far beyond that knowledge. Knowl- edge, however, must be there as a starting point. Love… |
Sequence 62does not judge, much less "pre-judge." Judgment follows repeated, pure observations and prudent, ever… |
Sequence 63the impression that after a while nothing "new" is seen. Deeper pene- tration and more discoveries require… |
Sequence 649. Errors (attitude towards an error committed, in different fields: movement, sensorial, intellectual, moral, social; how… |
Sequence 65IV Observations regarding these points and their particular details should, of course, also be prepared. They should be… |
Sequence 66A completely different exercise which is done outside the real time of observation consists of the interpretation of… |
Sequence 67Conduct 1 Note the state of order or disorder in the acts of the child. 2. Note his orderly actions. 3. Note if changes of… |
Sequence 68opens a much vaster field of view, giving entry to a new region which is practically unlimited. Where the child as an… |
Sequence 697) discipline (orderly and disorderly conduct, obedience, quiet); 8) gen- eral remarks; 9) d,ai,e. These reports are signed by… |
Sequence 70political ideals, which have promoted social improvements which con- cern only the material life of some groups of men… |
Sequence 71----------------------------- -~--- - .. - - - i~ii.-- f t , Q .• .. t~ Mildred Gunawardena's Primary… |
Sequence 72KEEPING IN TOUCH WITH MONTESSORI ROOTS An Interview with Mildred Gunawardena In an interview with Damd Kahn, Mildred Guna:… |
Sequence 73Dr. Montessori lectured from 9 A.M. until 12 noon and 3 P.M. to 6 P.M. every day. Saturdays_ were ow· practical days, our… |
Sequence 74Kahn: So you prepared your albums during that second period. Gunawardena: No, we did that with Dr. Montessori. I had to make… |
Sequence 75where he sees only the sky. This is the difference between Montessori and normal education. I don't think Montessori will… |
Sequence 76Kahn: When you took the course in England, with Mario Montessori, how did cosmic education become evident to you? Gunawardena… |
Sequence 77are able to visualize any given lrnowledge. By 18 you have envisioned the whole universe. Then at 18 you decide what your… |
Sequence 78with Montessori. As you made what Montessori calls the levels of ascent as you go and work through the years, what discovery… |
Sequence 79observations. There was a book that was prepared for her coming. At first I didn't know what she had written. At a… |
Sequence 80cannot produce children because first you have to reach maturity. If you attempt to do something that a mature person does,… |
Sequence 81Kahn: That's very interesting. Who are some of the people you tell stories about besides George Washington? Gunawardena… |
Sequence 82everything to make the whole of knowledge. So you cannot say, "I am an English teacher, I'm teaching only… |
Sequence 83"The first step is to see the parent through new eyes: eyes that connect with the person in human intirrw,cy and… |
Sequence 84CONSTRUCTING THE EQUILATERAL TRIANGLE: PARENTS, TEACHERS, AND CHILDREN by Antonia Lopez Th:is presenwt:ion on the school-… |
Sequence 85participating in job training programs. A large number of our children come from homes where one or more adults abuse drugs or… |
Sequence 86These families all have something in common - they are outside of the mainstream of their communities and have little, if any… |
Sequence 87Villegas and Biwer report that there are two major benefits associ- ated with parents' active involvement in the… |
Sequence 88Family is the main engine of education. If we use schooling to break children away from their parents - and make no mistake,… |
Sequence 89victimize tkeir'f)arents for our failure t,o understand them. We must also come to see that this situation is not driven… |
Sequence 90torture approach" exemplified by bulletins that "educate" working- poor and linguistically… |
Sequence 91private Montessori schools, there begins to be a growing distance based on cultural and political differences. The distance… |
Sequence 92The Foundation Center 87 |
Sequence 93st,aff training. If we can raise funds for a new air conditioning unit, we can raise funds for sclw/,arships. We can be… |
Sequence 945. Accept the fundamental necessity that the majority of the staff who work with the child and her family (teachers, center… |
Sequence 95The Foundation Center has adopted or installed as part of its full-day program for children and families: 1. Adoption of… |
Sequence 9614. Tobacco Cessation meetings (funded by the California Department of Health). 15. Annual Social Services Carnival where… |
Sequence 97We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 983 Ana Maria Villegas and Paula Biwer, 1990. "Parent Involvement in a Montessori Program: The Denver Public School… |
Sequence 99Paul Biwer "If our chil,dren are to thrive and to develO'p fully, we must create mechanisms which ensure that… |
Sequence 100SCHOOLS, COMMUNITY PARrNERSHIPS, AND CHILDREN PLACED AT RISK OF LATER SCHOOL FAILURE by Christopher Harris In a speech… |
Sequence 101organizations, to federal agencies, to Congress, and to the public. Each year, the Council studies a priority education issue… |
Sequence 102• Thirteen million children in this country - one in five - live in poverty. (Almost one in four African American children are… |
Sequence 1035) inequitable in terms of quantity of services among local jurisdic- tions (e.g. counties) that greatly exceeds school… |
Sequence 104• Help to define a cross-cutting agenda for children and families, and to expand the understanding of collaboration as a… |
Sequence 105• Department of Education • Department of Employment Services of the Cabinet for Human Resources (CHR) • Dep~ment for Health… |
Sequence 106• Children Now • California Tomorrow (Immigration law group) • Oakland Urban Strategies Council • Children's Lobby •… |
Sequence 107increased funding to make PCCs available in every community as part of a continuum of preventive services. Local Efforts at… |
Sequence 1084. Involvement of staff from all levels 5. Institutional involvement, leverage 6. Community participation If our children… |
Sequence 109EARLY CHILDHOOD EDUCATION: THE NATIONAL AGENDA by Denise A. Alston, Ph.D. Denise Alston, in a speech w part'icipants aJ… |
Sequence 110the Urban Education Goals, and the national Education Goals, all as hooks for our own efforts to put children first on the… |
Sequence 111we must now ready all children for school success. Some of these conditions include the fact that: • 1 in 5 American children… |
Sequence 112we can't seem to do what we all know makes sense, giving all children the essential and cost-effective early investments… |
Sequence 113their children. The health staff and their colleagues saw significant improvements enacted in key maternal and child health… |
Sequence 114years to get a comprehensive child care bill passed that addresses the need for safe, affordable, high-quality child care,… |
Sequence 115Millions of children are in programs that do not need to meet even basic licensing standards because they are exempt from… |
Sequence 116salary and facility improvements; transition projects providing suppor- tive services to elementary school children and their… |
Sequence 117families and communities. We must continue to work with the belief that we can be successful in improving children's… |
Sequence 118NAMTANEWS NEW BEGINNINGS It was a busy summer and fall for NAMTA as we prepared for a long- awaited office move after… |
Sequence 119NAMTA AND MDP EMBARK ON PARENT EDUCATION PROJECT The North American Montessori Teachers' Association, in conjunc- tion… |
Sequence 120Coursework will be divided between two consecutive summers, the first scheduled for July 1 to August 2, 1991 and continuing in… |
Sequence 121The Erdkinder Committee, formed December ·s, 1990, discussed three different sites - Conneeticut, Ohio, and Oregon - for… |
Sequence 122(Mary Boehnlein1 Montessori Urban Task Force (Alcillia Clifford1 Mon- tessori Erdkinder Collaborative (John McNamara1 and… |
Sequence 123Preliminary &1,ease Education Commission of the States Montessori Public School Consortium North American Montessori… |
Sequence 124J. W. Marriott Hotel 1331 Pennsylvania Avenue Washington, D.C. 20004 202-393-2000 Cost of accommodations will be $120* per… |
Sequence 125MONTESSORI AND WHOLE LANGUAGE VANCOUVER·, BRITISH COLUMBIA, CANADA March 15, 16, 17, 1991 Hildegard Solzbache:r and Mary… |
Sequence 126Sunday, March 17, 1991 9:00 - 10:30 10:30 - 10:45 10:45 - 11:30 How to Use Assessment to Guide Instruction in Reading -… |
Sequence 127CLEVELAND HUMANITIES AND EDUCATION INSTITUTE Summers 1991-1992 Rationale It has been over seven years since A Nation aJ,… |
Sequence 128For example, in a time when inquiry into human conduct was encour- aged, Plato's Meno is seen as an exploration into what… |
Sequence 129Primary readings will be discussed in SEMINARS which utilize discussion as a pedagogical form, providing special structure for… |
Sequence 130FIELD EXPERIENCES of various types will be held at the end of every week, including visits to museums, viewing and discussing… |
Sequence 131r-------------------------------- - - correlations to occur between the disciplines of anthropology, history, geography,… |
Sequence 132CHEI MISSION STATEMENT The overall goal of the Institute is to help educators improve their teaching effectiveness by… |
Sequence 133CONTENT AND ACTMTIES Introduction As expl,a,ined in the rationale, 'f)'ri,mary readings will be studied within an… |
Sequence 134SUMMER 1991 SYLLABUS Week One: July 1 to July 5, 1991 THE CHINESE, GREEK, AND JUDAIC TRADITIONS: Storytelling as Teaching… |