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Sequence 6ties, of great effort on the part of the child-holding him back in the arduous state of infancy. This is what we are doing… |
Sequence 7Religion is not the product of fantastic imagination; it is the greatest reality, the only truth for the religious man. It is… |
Sequence 8Greek art has survived all other arts as though it were immortal and superior to them all. Truth positively sought for is… |
Sequence 1PEACE THROUGH EDUCATION by Maria Montessori, MD, and Mario M. Montessori, PhD "Educational reform cannot be… |
Sequence 2To determine the conditions for establishing peace in the world, indirect and complex factors must be studied and organized… |
Sequence 3tory, the teaching of the Covenant of the League of Nations, and the teaching of a common language. That education ought to be… |
Sequence 4To determine the conditions for establishing peace in the world, indirect and complex factors !'lust be studied and… |
Sequence 5society. If a teacher left the class, pandemonium broke loose as soon as his steps died away. Objects were thrown, ink was… |
Sequence 6love for their companions and for their teachers. They went out of their way to assist those who needed help, and they did it… |
Sequence 1COMMITMENT TO PEACE by Renilde Montessori In the coming weeks, Renilde Montessori will assume duties as head of the… |
Sequence 2The thought of so condemning greed and ambition seems alien for a society apparently rooted in greed and ambition, although… |
Sequence 3misery as it does in prosperity, in oppression as in freedom, in war as in peace, and that he did not really know what life is… |
Sequence 4Julian Huxley has this sentence: "We, mankind, contain the pos- sibilities of the earth's immense future and can… |
Sequence 5of something far older, far larger than we are; when we discover nature as our partner, not our slave, and laws applying to us… |
Sequence 6information. Our sense of ethics and aesthetics is disoriented and we need guidance. Very fortunately, guidance is at hand-the… |
Sequence 7A friend of mine, speaking of suicide, made a lovely comment. She said, "To think I could never again sit in the sun… |
Sequence 8This type of spiritual hardiness can only be attained through effort- the constructive effort which keeps us too busy to hate… |
Sequence 1PEACE AND EDUCATION by A. M. Joosten AbsJoosten'scommentarycitestheMontessorieducationalviewpointasintegral to the… |
Sequence 2asserted without hesitation that no research study of peace even ofa rudimentary character has been undertaken. Stranger… |
Sequence 3perhaps had not yet suffered enough. Of this period we may well quote the ancient prophet who said: "We supported… |
Sequence 4conception of the world and our own place in it. Teaching a common lan- guage, even efforts to find and inculcate a kind… |
Sequence 5modernized procedures, making use of the discoveries of modern psychology and the conquests of modern technology-it still… |
Sequence 6all its well nigh unendurable hardship, its unnatural destruction of lives and goods, its unnatural risks to one's own… |
Sequence 7ment, by bringing out and realizing the hidden riches of the human personality and of the world, all the glorious… |
Sequence 8already in our possession or still to be developed) must then be to help the child teach this great lesson of life, this new… |
Sequence 9development, can build up in and around itself the foundations of peace. They have opened to mankind a new and luminous road… |
Sequence 1MARIA MONTESSORI: w ORLD PEACE THROUGH THE CHILD by E. Mortimer Standing E. Mortimer Standing's remarks concerning… |
Sequence 2tion. More wonderful still-if possible-has been the skilled research, both theoretical and practical, which has culminated in… |
Sequence 3It is only to be expected, then, on a priori grounds, that in the great and complicated phenomena relating to wars between… |
Sequence 4This does not mean that there can be no such thing as a just war. No one could doubt that-things being as they were in Europe… |
Sequence 5mechanical men. That is why, as Montessori says, "man of today is like an abandoned child who finds himself lost in a… |
Sequence 6"The plague, as we know, appeared at long intervals just like wars. After a certain time, it disappeared… |
Sequence 7pray and organize religious processions, in public places, that the plague might cease. By doing so, however, they caused the… |
Sequence 8tory moral judgements which are entertained by the generality of men on these subjects. "At one and the same time we… |
Sequence 9The other sin, the mortal sin of avarice, reveals itself in the prevailing desire to get rich. "Both these sins… |
Sequence 10Only the other day, a friend of mine told me that she possessed three cats who were constantly at war with each other. But it… |
Sequence 11present-have been built up on adult values. By this, she means built up on competition and the struggle for existence-which… |
Sequence 12The idea Montessori is trying to get across is something so novel, so stupendous, that-as she herself says-she really needs a… |
Sequence 13these great lords of the earth, these dominating all-powerful adults, so confident in their own powers, so conscious of their… |
Sequence 14value in itself. It is in fact the "other leg" on which civilization must walk; hitherto it has tried to… |
Sequence 15kind to the same degree as we have lea.rned to control the unlimited physical energies in Nature. "Man must become… |
Sequence 16to such narrow limits that it was quite useless in helping us to solve our social and international problems." This… |
Sequence 1Do NoT BEQUEATH A SHAMBLE THE CHILD IN THE TWENTY-FIRST CENTURY: INNOCENT HOSTAGE TO MINDLESS OPPRESSION OR MESSENGER TO… |
Sequence 2I What could be more poignant and disturbing than the photo- graphs of the faces of victimized children over the past 50… |
Sequence 3another of a Euro-American provincialism, as though a majority of the world's population and their historical… |
Sequence 4that we are now faced with a crisis of global proportions. This situation takes the form of a crisis in energy, food, ecology… |
Sequence 5food triage, depressingly, has been considered as a serious option on the grounds that in time, there will be enough food for… |
Sequence 6verbially both good and bad in its distributions. The sacred and the accursed are potentialities of the same situation; and… |
Sequence 7this behalf, the messages of ecologists should be built into every curriculum, from the teaching of preschool children on… |
Sequence 8helping us to cut between the twin pitfalls of sentimentality and indifference in our relationship to children. Third, we can… |
Sequence 9the abilities of children throughout the world. As early as 1910, she resigned her lectureship at the University of Rome,… |
Sequence 10Yet, in these troubled times, which point to still more vast difficulties, her philosophy of the child takes on increased… |
Sequence 11innovation. Fifteen years ago I wrote on this issue as follows (McDermott, 1965, p. xii): The notion of structure, so central… |
Sequence 12of the materials is analogous to our deep need in the next generations to arrive at a state wherein we do not plunder, that is… |
Sequence 13be consumed and non-renewable. The question here is who gets to use them. Finally, I would introduce materials which not only… |
Sequence 14REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria… |
Sequence 1p ARENT EDUCATION: SEEING THE CHILD'S PERSPECTIVE by David Kahn ENCOUNTER, THE CHILD'S PERSPECTIVE To be born is… |
Sequence 2I take the world in, I am in the world. I am in my home in the world. Side by side, I want to be with my mother and father.… |
Sequence 31 feel good, 1 can use even;thing around me. 1 praise myself. I want to repeat, to do the work all over again. 1 want to do… |
Sequence 4The critical art of parent education is to bring the parent into the child's world view, the child's struggle in… |
Sequence 5At Home with Montessori "A house for children and adults" is a unifying theme of this colorful exploration… |
Sequence 6The prepared environment and the quality of the materials is emphasized first in principle and then through each of the… |
Sequence 7These booklets are sold in three-volume sets. Series One includes The Home Environment, The Road to Discipline, and The… |
Sequence 8The book continues by exploring the Montessori nuances of disci- pline in classic passages by Dr. Montessori on the three… |
Sequence 9The Montessori essays include "Psycho- grammar," "Language-a Cooperative Art," and… |
Sequence 10unconscious, brings the reader to a full understanding of the power of the unconscious in learning, and of how emotional… |
Sequence 11The problems that are raised do not necessarily have to pertain to the specific content of the publications the group has been… |
Sequence 12Jennifer: I usually ignore her and start the egg timer. On most days she will comply with the egg timer, but lately she simply… |
Sequence 13Mary: I allow my little boy to dress in the kitchen. Usually he wants to stay near me at the start of the day. Sally: I… |
Sequence 14THREE SLIDE SHOWS FOR PARENTS On the following pages are slide shows for use in conjunction with NAMTA's newest parent… |
Sequence 1SLIDE SHOW TO INTRODUCE AT HOME WITH MONTESSORI Note: Discussion topics for each room of the home can include the parents… |
Sequence 2Kitchens invite. Children can be tempted away from the TV by a kitchen arranged for their use. Children find their sense of… |
Sequence 3Splash! Young children love the waterplay of the bath- room. But beyond the sensorial exploration of hot and cold, wet and… |
Sequence 4As the child grows older, the natural urge toward independence can be supported by a well designed environment. Independence… |
Sequence 5A music corner with tape or CD player, or a select group of attractive toys, such as wooden blocks or puzzles, nesting dolls… |
Sequence 6Although the home and the Montessori school comple- ment each other, they are set up with different goals in mind. ~… |
Sequence 1SLIDE SHOW TO INTRODUCE WHAT Is MONTESSORI PRESCHOOL? Maria Montessori was, in many ways, ahead of her time. Born in Italy… |
Sequence 2Maria Montessori died in 1952, but her work continues. Today there are close to five thousand private and approximately two… |
Sequence 3Because of their constant interaction, the children learn to take responsibility for themselves and for each other. They also… |
Sequence 4The Montessori preschool class- room is a "living room" for children. All of the furniture is child-sized… |
Sequence 5When a child enters the preschool at three years of age, the practical life area provides the link between home and school.… |
Sequence 6In order to continue their cre- ative task of development, children need to classify and express the impressions they have… |
Sequence 7The materials for written language first introduce the child to the marvelous twenty- six letters of the alphabet and their… |
Sequence 8In the Montessori tradition, there is little separation between the indoors and the out- doors. Sometimes nature is a part of… |
Sequence 9f. f.• ~!' tt~ ';.; ,,. . A Montessori teacher is a child advocate in the deepest sense who respects the child… |
Sequence 1SLIDE SHOW TO INTRODUCE WHAT Is MONTESSORI ELEMENTARY? Montessori education does not end with the preschool experience. It… |
Sequence 2Every six-year-old loves a story. In the beginning, before your parents were born, before your grandparents were born,… |
Sequence 3The elementary-aged child is moving from an understanding of the physical world to an under- standing of abstract concepts.… |
Sequence 4Because no classroom can contain the an- swers to all of the child's questions, "going out" is a… |
Sequence 5Physical education is likewise inte- grated into the day. Montessori schools provide access to the outdoors so that indi-… |
Sequence 6Because parents are treated as col- laborators in Montessori, they are often invited into the classroom to share and… |
Sequence 7Montessori graduates feel they can and do make a difference in their communities and in the world. Isn't that what you… |
Sequence 1THE THEORY OF MULTIPLE INTELLIGENCES: IN SUPPORT OF MONTESSORI by David Kahn The November 1995 NAMTA conference entitled… |
Sequence 2think of multiple talents, potentialities, or manifestations of intelli- gence than a fragmented intelligence." With… |
Sequence 3which, Dr. Zener maintains, is what every Montessori presentation is all about, the Montessori materials. Dr. Zener integrates… |
Sequence 4Gardner and Montessori both look well beyond the notion of fixed IQ and predestined aptitudes. Rather, their joint perception… |
Sequence 1IF BINET HAD LOOKED BEYOND THE CLASSROOM: THE ASSESSMENT OF MULTIPLE INTELLIGENCES by Thomas Hatch and Howard Gardner Hatch… |
Sequence 2school. This is similar, in fact, to the task that was set for him by the Parisian government at the turn of the century. If,… |
Sequence 3through stages of development at the same pace in all domains. By the 1970s, Piaget's version of universal development… |
Sequence 4after Ml), intelligence is displayed, discovered, and developed within the context of meaningful, culturally significant… |