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Sequence 7My own experiences working with children and farming con- firmed what Sarver (1985) postulates: that caring for another im-… |
Sequence 8THE FARM AS BUILDER OF COMMUNITY AND SELF Two faiths can rise up in the man: faith in God and faith in himself The two… |
Sequence 9during the year. At the North Country School, there occurs a Harvest Day during the fall, in which the entire school… |
Sequence 10studied, the experience of working with the earth and connecting it to curriculum only enhanced the learning. Despite the… |
Sequence 1Introduction MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM A LIFE 1 S JOURNEY OF EDUCATIONAL IDEAS by David Kahn When… |
Sequence 2"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is… |
Sequence 3universe; for one must encounter the facts of nature so that the imagination can build its vision of the whole based in the… |
Sequence 4which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 6often closed his eyes; he seemed to be offering his ideas as a prayer, reaching for something intangible (as reflected in the… |
Sequence 1Barcelona, Spain RESPECT THIS HOUSE by Mario M. Montessori Recently Dr. Montessori gave a series of lectures at the All… |
Sequence 2A taxi driver who brought her back home one day did not want to accept the fare. "You are Dr. Montessori, aren't… |
Sequence 3street the house of the priest was be- ing looted; farther up, at the end, a gutted church was still smoldering. From a… |
Sequence 1Child working with Botanical Cards, Laren, Holland, 1939 lO The NAMTA Journal • Vol. 23, No. 2 • Spring 1998 |
Sequence 2Laren, Holland THE BOTANICAL CARDS by Mario M. Montessori The Botanical Cards are one of the items of the Montessori… |
Sequence 3children, the child who recognized the almost invisible auto in the picture of a dog. 1 There is something else besides… |
Sequence 4picture, the mother said, he repeated the same sounds. I was not aware of this when, some weekslater,he was brought to… |
Sequence 5impressions to each of which one word is attached, and with the repetition of the word, every time the same impression occurs… |
Sequence 6school. Evidently a natural process of accelerated exploration is going on, an exploration that, besides the environment,… |
Sequence 7meaning friends who thought they were contributing in keeping the garden clean. I have already mentioned that it is to the… |
Sequence 8with the names of the veins when he was asked the names of the shapes. That is how the present material was devised. The… |
Sequence 9and "Where is the fruit?" Eventually we made several groups of envelopes which dealt with flowers and fruit… |
Sequence 10notice them it is as though they were not there and as useless as if they were unavailable. So in the midst of plenty, he… |
Sequence 11especially in the beginning. Once the child has become acquainted with the different names, it is no longer essential and the… |
Sequence 12Still later in the reading stage, booklets may be used which have again the same illustrations, each of them constituting a… |
Sequence 13which the descriptive items belong. To give an example, after having placed on the table the "leaf" and the… |
Sequence 14same answer, the teacher asks the rest of the children, and, when they all agree, places the strip under the appropriate name-… |
Sequence 15As the child's knowledge grows, the world becomes different for him. Sometimes he wants to make sure, as it happened in… |
Sequence 1Mario Montessori standing behind Maria Montessori at the Theosophical Society, 1947. Seated at right: Sir Archibald Nye,… |
Sequence 2Kodaikanal, India THE IMPACT OF INDIA by Mario M. Montessori Looking back on the checkered life of Dr. Montessori in this… |
Sequence 3where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was… |
Sequence 4and our activity was developed in many places, from Kashmir to Ceylon. This in itself was a great advantage for conducting… |
Sequence 5ment, the development of independence, the development of intelli- gence ... There also one could observe absorption at an… |
Sequence 6direttamente da Dio. lo nascondo il mio immenso potere e lo uso per ridurre la mia divinita a umanita- per diventare come te… |
Sequence 7discoveries of Maria Montessori, which are set forth in this book, special assistants were trained to guide the mothers in the… |
Sequence 1Kodaikanal, India THE KooAIKANAL EXPERIENCE: KAHN-MONTESSORI INTERVIEW by David Kahn David Kahn: You once alluded to… |
Sequence 2of creation should fashion that the e it but absorb it i h~y will feel that o lace to live in, a p ace w ere generosity… |
Sequence 3Montessori: In particular, they observed and detected different aspects of the plants. Kahn: How did you work it? Would they… |
Sequence 4Montessori: No. She was a great scientist; she actually took a degree in biology after she finished her study of medicine. She… |
Sequence 5that existed; nature's equilibrium would be maintained. The moun- tains, the rain, why didn't it rain here, and why… |
Sequence 6had its cosmic task. And some of these tasks were not pleasant for human beings. The children might consider the task horrible… |
Sequence 7contained by a cylinder, it pushes together. When you take the sides of the cylinder off, it pushes together. Then you… |
Sequence 8Montessori: Yes. In the olden times, Dr. Montessori had the children up to six, and then from time to time would keep children… |
Sequence 1Kodaikanal, India THE UNCONSCIOUS IN HISTORY by Maria Montessori In the book The Absorbent Mind, the influence of the &… |
Sequence 2man start as but a species of the group of monkeys: He handles stones in a manner analogous to chimpanzees, who, submitted to… |
Sequence 3later. It is not surprising, therefore, that the scientific conception of history has embarked today upon a similar path. Only… |
Sequence 4The term unconscious concerns us, the humans. It is true that of all living beings we alone are endowed with the gift of… |
Sequence 5advantage of the evolution of the whole in which all take part than with its own salvation. Thus the purpose of life is shown… |
Sequence 6atmosphere, they are the salvation of the earthly life of the whole animal kingdom. Let us consider aquatic life; the second… |
Sequence 7Let us once again penetrate into the realm of fantasy and endow the corals with consciousness. They would first of all realize… |
Sequence 8Why, in all that time, did they not seek a more digestible food, strong and large as they are and so powerfully armed? If the… |
Sequence 9which not only man but the very earth owes it gratitude. Nor would the cow, were it to become even as conscious as we are,… |
Sequence 10when one picks them up? Their food is the humus-the earth itself, that is to say-and their hunger is insatiable. Their… |
Sequence 11Yes, there are innumerable agriculturists, gardeners, sweepers, grave diggers that keep order upon the earth so that nature… |
Sequence 12species. He must overcome dangers and seek security to ensure his safety. Perhaps he resumes, within his personality, all the… |
Sequence 13environment, Earth. Each, following its instincts, the dictates of the unconscious, performs a task as if it were a cosmic… |
Sequence 14nations, famous for the products of their intelligence, act as if they had never even brushed the fringe of civilization. In… |
Sequence 15And if we look at the great de- posits of coal which plants took millions of years in burying, and , The •unconscious… |
Sequence 16splitting of the atom, this is shorter than a flash, as short as that fiat we attribute to the character of Divine Creation.… |
Sequence 17Struggling with the elements, primitive man lived and worked in direct contact with nature. Only gradually did he build a form… |
Sequence 18In his gradual advance through successive civilizations man has become more and more linked with the rest of humanity, not… |
Sequence 19The conception of "supra-nature" differs greatly from that of the "supernatural." The… |
Sequence 20Life, to compose its substances, uses the same atoms as does inorganic nature, but it gives them a new organization,… |
Sequence 1London, England MONTESSORI AND THE DEEPER FREEDOM by Mario M. Montessori and Claude A. Claremont I am inclined to think that… |
Sequence 2child-being, as she used to say, an extra-social entity-did not seem to have any environment other than the one made by adults… |
Sequence 3f h n r h olutlon ems. It oun idence j e plasticine, bits of wood and nails, unlimited water in a waist-high tank,… |
Sequence 4than the game, deeper than the implements of the game, which the game and its implements combine to satisfy? This it is that… |
Sequence 5its shape can be distinguished by the hand which grasps it as well as by the eye. With this the child can "spell by… |
Sequence 6These sudden outbursts, which Dr. Montessori aptly terms "explo- sions," are prepared not just by growing,… |
Sequence 7from forms and gives names to each; it abstracts the idea of length from the many things that are long and when it uses the… |
Sequence 8THE NEED FOR EXPERIMENTATION But the process of perfecting all these expedients and devices, from the point of view of making… |
Sequence 9But this does not mean that other devices of equal value may not still be "hidden within the womb of time,"… |
Sequence 10hatching, but later show a reversal of this tropism and seek those at lower levels. Dr. Montessori saw the analogy between… |
Sequence 11perforce-like the earlier part of her work-in collaboration with the child). Needing, as it would, government support, no… |
Sequence 12THE TEACHER'S STATUS Turning back from vision to achievement, certain practical con- sequences demand a reference,… |
Sequence 13development from birth until the age of three. But the child of any age, when observed under ideal conditions, shows forth man… |
Sequence 14More than 30 years had to pass before Dr. Montessori and her followers-collaborators, she often called them-working by… |
Sequence 15learn-which is the true mental attitude for every experimental scientist. It is difficult, in these few words, to do justice… |
Sequence 16her death, any more than chemistry ended with Lavoisier. Her name is not just a landmark in a series of other names, nor is… |
Sequence 1London, England THE CHILD BEFORE SEVEN YEARS OF AGE THE CHILD AFTER SEVEN YEARS OF AGE and WHAT CHILDREN TAUGHT DR.… |
Sequence 2human accomplishments are concerned, he started at zero. He had no conscious intelligence and no logical way of reasoning; now… |
Sequence 3Coupled with this profound admiration for his family is the desire to be always with them. All small children are introverts… |
Sequence 4animals. In some primitive tribes the child would begin to go hunting or fishing with his father. An inner wisdom has been… |
Sequence 5He has become adapted to his group as it is at the particular time when he is growing up and to his environment and whatever… |
Sequence 6and wherefores, so that it is quite clear in his mind how things function and what causes them to do so. If he is interested… |
Sequence 7he will become a social being. This is how na hue, the Mind behind the Universe, prepares him for his task as an adult… |
Sequence 8with great thoroughness and perspicacity. And, as formerly stated, he must have followed some inner directive that caused him… |
Sequence 9visitor who happened to come on the day the disaster occurred. But the older children were distressed and anxious to find out… |
Sequence 10This craving for visualizing the causes and the instrumental inter- play of different objects that produce a certain effect is… |
Sequence 11the adventurous spirit, the need to understand precisely how things function-without these there could be no scientific… |
Sequence 12speed, on answering questions inside a time limit, and on quick-fire mental arithmetic. Such automatism has little to do with… |
Sequence 13to build a fire, you are expected to admire his fire even if it is a poor one. Once he has mastered the technique, however,… |
Sequence 14Loyalty of the child to his group has already been mentioned. Since the group is generally in opposition to the adult, it may… |
Sequence 15What kind of education will help his development, help the child to realize his tendencies? We have seen that at this age he… |
Sequence 16There is also the scientific preparation for going out, which he receives through the study of geography, biology, botany.… |
Sequence 17...... Above all, we must remember his spiritual needs, his idealism, his longing to serve a cause, to attach himself to the… |
Sequence 1SPIRITUAL OUTLOOK AND THE CHILD by Mario M. Montessori edited by Renilde Montessori Last month, in Edinburgh, Professor A.J… |
Sequence 2The cure appears, however, to have proved worse than the disease, so much so that today the trend to return "to the… |
Sequence 3The change of behavior surprised not only Dr. Montessori but the visitors who flocked from all parts of the world to witness… |
Sequence 4not that also show that if some passing event in the child's life can leave its mark in the adult being, the continued… |