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Sequence 136We expend tremendous en- ergy in our ef- fort to keep up the appearance of handling our stress and maintaining some… |
Sequence 137But no matter how we look at it- TIMES OF TRANSITION ARE NOT TIMES OF BALANCE! Yesterday's speakers all addressed this… |
Sequence 138Science is once again leading us, although it seems to take a very long time for organizations and individuals to act upon… |
Sequence 139And Mario Montessori, Jr., her grandson, and once president of the International Psychoanalytical Association, told us at an… |
Sequence 140Salzmann spoke about thirty-five years ago (The Child-Man of Tomor- row, national conference, Atlanta, October, 1970), and… |
Sequence 141We, as students of Dr. Montessori's words and work, are in unique positions of leadership in the world of today, whatever… |
Sequence 142And it is our understanding that the relationships of the bus driver, cook, ass is tan t, secretary, school head, teacher… |
Sequence 143I would like to take a moment to acknowledge NAMTA, and its officers past and present. NAMT A has, it seems to me, offered to… |
Sequence 144things can be seen-and once we have seen them, humility is the only posture possible. • We become free men and women through… |
Sequence 145And so I have two points to make, and a few questions ... l. When a balance scale balances, it is because two sides have… |
Sequence 146There are times in all of our lives, I hope, when we are aware of this unity, when we know, just know, that all is well with… |
Sequence 147We are not alone. We cannot do everything. We can do many things. Thank you for your kind attention. REFERENCES Greenleaf,… |
Sequence 148The NAMTA Journal 145 |
Sequence 149Linda Kaiel in the Atrium 146 The NAMTA Journal • Vol. 30, No. 2 • Spring 2005 |
Sequence 150THE CHILD AS SPIRITUAL TEACHER FOR THE ADULT by Linda Kaiel Linda Kaiel conveys spiritual meaning with direct descriptions… |
Sequence 151work of the spiritual sphere in our world through the eyes of the missionary. This is the true story of a missionary in… |
Sequence 152to proclaim the gospel to an adult pagan people, very secure in their way of life, through the voice of a Masai catechist.… |
Sequence 153they have been grasped" (40-41). We in the Catechesis of the Good Shepherd use the canopy of Gift/Response to live… |
Sequence 154reveal to us, in certain moments, how he makes his own approach to God. (16) We approach the child with reverence and respect… |
Sequence 155the lesson, whenever there was a pause, she said "My turn now." She could hardly wait to get her hands on… |
Sequence 156Maria Montessori shares in The Discovery of the Child: Thus the children from their tenderest infancy live, one might say, in… |
Sequence 157Arabian deserts." The world we live in today, missionaries are discov- ering, is one we all need to fight for. &… |
Sequence 1581. Isolating the object (such as nomenclature work or liturgical signs such as water in baptism) 2. Working exactly (setting… |
Sequence 159the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 160Tillich, Paul. Theology of Culture. New York: Oxford UP, 1964. The NAMTA Journal 157 |
Sequence 161(>) ~ c ~ < 1ii .c a: >, .0 0 0 .c Q. Gerard Leonard 158 The NAMTA Journal • Vol. 30, No. 2… |
Sequence 162CULTIVATING THE MONTESSORI SPIRIT THROUGH f AMILY LIFE by Gerard Leonard Looking back at his own childhood, Gerard Leonard… |
Sequence 163a nod of the head, a wink, and a "good garsun [boy in the Irish]" or "good gearrchaille [girl],… |
Sequence 164As Montessori teachers, we carefully "hold" the prepared envi- ronment as an ordered and inviting space; we… |
Sequence 165spiritual transformation takes place for many parents, and they have seen enough that they can keep the faith, so to speak,… |
Sequence 166I remember well my joy in seeing her setting tiny tables with plates and napkins for snack at about fourteen months. I had… |
Sequence 167There is no doubt that this Montessori experience transforms our children deeply as learners and as human beings. So what is… |
Sequence 168· The organization of the work. And last but by no means least, • The ability of the teacher to observe the phenomenon and to… |
Sequence 169"Where's your mother? Get her over here, and her friends too. They'll never see a fire like this again.… |
Sequence 170Also, am I interested, am I finding new points of interest for myself, and am I modeling such deep work? Dr. Montessori… |
Sequence 171paper with a dexterity and skill I couldn't imagine of a two-year-old. I saw a flicker of the flame of a possible great… |
Sequence 172Our Montessori classrooms offer the child the chance to find flow and the gift of the liberty to enter into that deep… |
Sequence 173This past February, an article entitled "Worried Sick" appeared in Connecticut Magazine (Steele). The… |
Sequence 174in every skill imaginable, sports team schedules for eight- and nine- year-olds that would put the best of us in the emergency… |
Sequence 175These touchstones, closeness to the natural world and the living presence of elders, are very formative influences that we… |
Sequence 176the fields or exploring the woodlands, playing around the old castles with no adult in sight. My grandfather had a sixth sense… |
Sequence 177I take a great interest in the children's grandparents. Once asked, they love to talk or write about their grandparents… |
Sequence 178in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 179Steele, Margaret Farley. "Worried Sick." Connecticut Maga- zine February 2005: 48+. Warner, Judith. Perfect… |
Sequence 180The NAMTA Journal 177 |
Sequence 181Silvia C. Dubovoy 178 The NAMTA Journal • Vol. 30, No. 2 • Spring 2005 |
Sequence 182MONTESSORI WITHOUT BORDERS by Silvia C. Dubovoy Based on her contact with the United Nations and Educateurs sans Frontieres… |
Sequence 183these articles, which I include in my talk (" Aims of the Association Montessori Internationale"). •… |
Sequence 184As a response to fulfill the aims, Educateurs sans Frontieres (EsF) became Article 17 in the Articles of Association of AMI as… |
Sequence 185life, and I have had several opportunities throughout these years to work in this area. In one occasion, during the time that… |
Sequence 186as this has given me the opportunity to connect with other people with the same vision. AMI is an affiliated nongovernmental… |
Sequence 187The Children's Statement In the address at the opening of the UN General Assembly's Special Session on Children,… |
Sequence 188•Weare united by our struggle to make the world a better place for all. • You call us the future, but we are also the present… |
Sequence 189How CAN WE Do IT? The first step needed to be able to educate without borders starts with the inner spiritual development of… |
Sequence 190• Live as someone who makes a difference, accepting that you may not understand how or why. • Live in the present without… |
Sequence 191Love and Knowledge cannot be separated: "Man must be edu- cated. It is true that education can create a better kind… |
Sequence 192Here are some of the speakers and topics from the assembly in Burgos, Spain: • Winfried Bohm, "The Idea of Education… |
Sequence 193consequence of the daily Montessori book study and friendly dia- logue, the group attending this gathering participated in a… |
Sequence 194minds and our efforts in making this world a better world for the children. Millennium Goals of the United Nations: 1.… |
Sequence 195•Weare fulfilling a cosmic task. Montessori asks us to seek universality and to be conscious of the mission humanity has in… |
Sequence 196Montessori, Maria. The Child, Society and the World: Unpub- lished Speeches and Writings. 1979. Trans. Caroline Juler &… |
Sequence 197• Dr. Montessori inaugurates her first Indian course. Seated are (behind her) Mr. Rajagopalachari, Dr. Arundale, President… |
Sequence 198CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of… |
Sequence 199The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 200izing that illiteracy is a fundamental issue that must be solved. (Montessori, "Weltilliteracyus" 151) She… |
Sequence 201social conceptions, and was interned by the British just as she was. As a professor and later chancellor of the university, he… |
Sequence 202family and her close contact with Annie Besant, she became familiar with theosophical thought at an early age. Her intention… |
Sequence 203and exact body control, and the schooling of aesthetic taste through the guidance of competent and understanding adults in an… |
Sequence 204able to choose freely which groups of students and teachers I wished to observe and listen to; I was able to join any group as… |
Sequence 205House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 206school-aged children. She hesitated at first, since she thought she couldn't offer these older children enough,… |
Sequence 207classes existed for students from the ages of six to twelve, but in Kodaikanal Maria Montessori developed cosmic education as… |
Sequence 208about this: " ... when coming to Kodaikanal, a whole new world opened up for Mario. He was mostly experimenting and… |
Sequence 209Because of its seclusion, the population of Kodai grew slowly despite the favorable climate, and always there were many more… |
Sequence 210and finally abandoned. Remaining are unique archives with histori- cal documents about the Jesuit missionaries in southern… |
Sequence 211children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was… |
Sequence 212opened a small school, where she began working with four children and eventually, together with other Indian women, cared for… |
Sequence 213Maria Montessori probably was notable to appreciate the unusual diversity of nature with the same open-mindedness with which… |
Sequence 214Museum of the Sacred Heart College, founded by two priests between 1920 and 1940, was frequently visited by both Montessoris… |
Sequence 215attempts I made to dig out information about Maria Montessori's stay and work in Koda i. My inquiries were frequent! y… |
Sequence 216found herself for a time in a frustrating professional isolation: no official notice or acknowledgement of her work, no… |
Sequence 217With their boundless energy they questioned, explored and experimented in all areas of culture. The small botani- cal garden… |
Sequence 218switched to the KIS, where her parents worked) responsible for her lifelong interest in learning and education is quite… |
Sequence 219introduction to her thoughts on the theory and practice of cosmic education; another was the fact that this was the first… |
Sequence 220ready to assist. I was trying to prepare oxygen and show its properties with very simple equipment. Due to an unfortunate… |
Sequence 221ders of the physical world." While the experiments for the younger children were demonstrated to them by an adult,… |
Sequence 222All of this indicates how comprehensively Maria Montessori herself saw the concept of cosmic education and how seriously she… |
Sequence 223was quite likely also instrumental in the acceptance she and her ideas received in India. Another aspect of the Indian way of… |
Sequence 224between human beings and the cosmos comes up over and over again. For that reason, Maria Montessori, with her discourses about… |
Sequence 225-------------------------------- ---- and Hindu religion deepened, the cosmic idea came to the fore. Shankar Dutta Panday, a… |
Sequence 226On the other hand: The gradually concretized splendid vision of a cosmic education developing into a comprehensive didactic… |
Sequence 227Kramer, Rita. Maria Montessori: A Biography. New York: Putnam's, 1976. Krishnaswamy, S. "George Sydney Arundale… |
Sequence 228Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 229PART 3: ARCHITECTURE: OPTIMIZING CONDITIONS FOR INTELLIGENCE |
Sequence 230Frank Lloyd Wrighl's Taliesin West, Scottsdale, AZ 228 The NAMTA Journal • Vol. 30, No. 2 • Spring 2005 |
Sequence 231LESSONS FROM TALIESIN WEST: NAMTA's MONTESSORI ARCHITECTURE SYMPOSIUM by Victor Sidy Victor Sidy shows his unique… |
Sequence 232struction of the Box for Wright and Montessori's Casadei Bambini, in the last years of the first decade of the 1900s.… |
Sequence 233interior spaces, always inviting. In a similar way, some of the most successful Montessori classrooms enjoy this design… |
Sequence 234A diverse set of challenges faces the architect when trying to facilitate graciousness of movement for dozens, sometimes… |
Sequence 235angle. These strategies are examples of environmentnllyfriendly design. More than merely ways of reducing monthly utility… |