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Sequence 27brain and spinal cord of mammals a very, very long time ago, and had endowed the monkey's limbs with assured, acrobatic… |
Sequence 28Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 1AlfieKohn 184 The NAMTA Journal • Vol. 25, No. 2 • Spring 2000 |
Sequence 2RAISING CHILDREN WHO CARE by Alfie Kohn This excerpt, from Alfie Kahn's The Brighter Side of Human Nature, shows some… |
Sequence 3Do parents make a difference? variables is the difficulty of Unquestionably. Their convictions finding certain combinations… |
Sequence 4tends to discourage aggression. 1 To begin with, a parent must have and communicate a deeply felt disapproval of hurting other… |
Sequence 5Listing methods of discouraging aggression is not tantamount to describing how to promote prosocial behavior. It is easy to… |
Sequence 6a difference after infancy, too, although here some of the find- Caring parents also provide the child ings have been mixed… |
Sequence 7Guiding and Explaining It may seem too obvious to bother noting, but parents who them- selves value helping, sharing, and… |
Sequence 8Parents not only need to have humanistic values and a commit- ment to prosocial behaviors, per se; they also need to… |
Sequence 9compare their inclinations and actions to others' .5 The more the child is led to take an active role, made a partner in… |
Sequence 10in homes characterized by a rational rather than punitive approach to discipline. Their parents, compared with those of other… |
Sequence 11Less obvious but no less important is the fact that opportunities to try out prosocial values not only promote learning by… |
Sequence 12cashier must have had a pretty hard day to get mad at me like that, huh?"), and acts in accordance with that… |
Sequence 13The opportunity to learn and play cooperatively appears to be beneficial even for those raised in Western-style households.… |
Sequence 14erable research has established that cooperation also enhances children's ability to take the points of view of other… |
Sequence 15ciated with less willingness to help. In a word, the answer is yes. Conversely, "high generosity seems to be part of… |
Sequence 16yellow or her blue cup at lunch today, or who recognize that her unhappiness is very real to her even if they can attribute it… |
Sequence 17supervised (cited in Radke-Yarrow, Zahn-Waxler, & Chapman 499- 500), and there is other evidence that the popularity… |
Sequence 18other people's misery is none of his concern, that there is no reason to get upset just because someone else is in pain,… |
Sequence 19Becker, Wesley C. "Consequences of Different Kinds of Parental Discipline." Review of Child Development Re… |
Sequence 20Feshbach, Norma Deitch. "Studies of Empathic Behavior in Children." Progress in Experimental Personality… |
Sequence 21Kohn, Alfie. No Contest: The Case Against Competition. Boston: Houghton Mifflin, 1986. Landes, William M., & Richard… |
Sequence 22Radke-Yarrow, Marian, Carolyn Zahn-Waxler, & Michael Chapman. "Children's Prosocial Dispositions and… |
Sequence 23Zahn-Waxler, Carolyn. "Conclusions: Lessons from the Past and a Look to the Future." Altruism and Aggression… |
Sequence 1Taliesin West seminar participants John Wyatt (standing), David Kahn, Renilde Montessori, and Frances Nemtin 208 The NAMTA… |
Sequence 2INNOVATION wrmm LIMITS: How Is IT PossIBLE? A SUMMARY OF THE PROCEEDINGS by David Kahn On Februan; 14, 2000, NAMT A… |
Sequence 3Presenters at the Innovation within Limits Seminar E. Thomas Casey, registered architect, came to the Taliesin Fellowship in… |
Sequence 4as much as six hundred dollars for the chance to come here to work very hard. But these critics were wrong: Many young people… |
Sequence 5blue loggia of the house and discussed the week's work. They were frank and had a good talk and there was always a treat… |
Sequence 6one laid on top. There was a new Egyptian apprentice who had never done physical work and regarded this exercise as totally… |
Sequence 7In the 1950s and 1960s, enormous creative energy went into the Fellowship's annual Festival of Music and Dance. A major… |
Sequence 8reflect a changing pattern of colored light. People As in any community, it took turns piecing sheets, for we could find no… |
Sequence 9formwork of the light tower above the Visitors' Center. When asked if he would like to have someone pull it out, he said… |
Sequence 10Renilde Montessori then presented her vision of origins and innovation. Inspired by the Taliesin community, she began with a… |
Sequence 11The first meeting of the Educateurs sans Frontieres, in the summer of 1999, looked at Montessori principles and practices that… |
Sequence 12how do you get those two together? ... You have to take that chance, and you are going to have problems. Both Tom Casey and… |
Sequence 13Now a little bit about the challenges I have come across. I find that not having these very powerful two people, our founders… |
Sequence 14either one of these two unique institutions, but to talk about how creative communities survive over time, which is, I think… |
Sequence 15John [Wyatt] mentioned that he finds that the best ques- tion for him to ask a new apprentice is how lazy he or she is.… |
Sequence 16this person we may want to call a genius. It is this feedback circle that produces the ideas or works that the genius comes… |
Sequence 17that's the way to apply the ideas. But one should also continue that process of discovery that Montessori was involved… |
Sequence 18to what was essential to doctrine, what should be consid- ered dogma, what should be considered optional, what was binding.… |
Sequence 19This is where, perhaps, the kind of work we do with engagement or flow comes in. One of the central things we find about… |
Sequence 20High U) w C, z w .J .J ~ :c 0 Low SKILLS High Figure 1 itself. One situation that does often produce flow is… |
Sequence 21If you can translate these challenges into concrete things that people can attack and work on, and you give people the… |
Sequence 22The question is to find the challenges that are most motivat- ing to people entering now, and one has to realize that times… |
Sequence 23reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |
Sequence 1INNOVATION WITHIN LIMITS: How Is IT PossIBLE? A PARTICIPANT'S PERSPECTIVE by Mary B. Verschuur Mary Verschuur, a… |
Sequence 2Furthermore, liberty in the Montessori sense means freedom to choose, to become self-regulating through mastery of one's… |
Sequence 3limits established by the originator? In these circumstances is it possible for the integrity of the idea to survive in the… |
Sequence 4All of those present could probably concur with the concluding remark made by Frances Nemtin, an original member of the… |
Sequence 5There are many issues to be examined and kept to the fore as we innovate within limits. There are questions, for example,… |
Sequence 1MARGARET E. STEPHENSON: FOLLOWING THE CHILD ACROSS THE PLANES OF DEVELOPMENT by David Kahn Margaret E. Stephenson's… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 3collaboration with his mother in their conceptualization of Cosmic Education. Miss Stephenson's devotion to the broader… |
Sequence 1Mario M. Montessori, late 1960s 1957 Advanced (Elementary) Course, London. Mario Montessori is fourth from left in front row… |
Sequence 2THE HUMAN TENDENCIES by Margaret E. Stephenson At Dr. Montessori's last public lecture she disclaimed the atten- tion… |
Sequence 3If we can find evidence in our study that there is a power in man which makes it possible for him to overcome all obstacles… |
Sequence 4consider what there is in man which has forced him to make the conquest of independence so vital a part of his human… |
Sequence 5record of the life of the child in societies without writing. But we know that some must have grown to maturity; otherwise we… |
Sequence 6A man whose mind is stored with the knowledge of the great and fundamental truths of nature and of the laws of her operations… |
Sequence 7varies from stage to stage because of the way a child learns at each period of his growth and development. The adult, instead… |
Sequence 8of the Via dei Marsi were not superman. Perhaps we need to keep on reminding ourselves of the fact that these children were… |
Sequence 9comes into our ken. To marvel at what man has done in the past will allow for the marvel that is the child now and his gift to… |
Sequence 10the species man. Proof of the fact that man, by some means or other, was able to feed his hungry body is the realization that… |
Sequence 11the mind, incarnated in a way which would allow man to go out and come back without getting lost in the process. The tendency… |
Sequence 12help the legs brought about the exploration of whatever ways man could use to move about and thereby extend the field of his… |
Sequence 13tool, a better shelter than the hole in the cave inhabited by the wild beast. The tendency to imagine and the tendency to… |
Sequence 14he first appeared if he was to continue his existence and work. Activity of the hands-work-is still a tendency of man which… |
Sequence 15characteristics with the plants and others with the animals, and some are his own, uniquely. We need, therefore, a deep… |
Sequence 16operation, the exploration by sentiment for the development of the spiritual territory, the exploration by the senses for the… |
Sequence 17But as well as this material territory to be exposed to the child, with the ways in which man has come into contact with other… |
Sequence 18materials and took their spiritual territory with them to the countries they visited for materials. Where these visitors went… |
Sequence 19were met, we arouse a collaboration of the spirit of the child, without which all our endeavors in education will come to… |
Sequence 1Margaret E. Stephenson's trainer, Mother Isabel Eugenie, r. a., 1971 24 The NAMTA Journal • Vol. 25, No. 3 • Summer 2000 |
Sequence 2THE FIRST PLANE OF DEVELOPMENT by Margaret E. Stephenson One of the more significant principles of Dr. Montessori was her… |
Sequence 3his time, place and culture." 1 Within all life the germinal cell is endowed with a plan to bring the particular life… |
Sequence 4middle, and an end, a sequence, a classification, an organization. We still do that kind of thing when we find ourselves in an… |
Sequence 5characteristic tendencies of the child as he appears in our midst. And if it was these human tendencies that made it possible… |
Sequence 6given special gifts as he had a unique part to play in the drama of life. Those special gifts were intellect and love, reason… |
Sequence 7In the first three years of life the tendencies for exploration, orientation, order, and communication are exercised on his… |
Sequence 8the adult, whether parent or teacher. Non-recognition of the power of this great gift to human beings has led, inexorably, to… |
Sequence 9Because, even with all the glory and the grandeur of those furnish- ings, the world would have been an unfilled promise, this… |
Sequence 10us, which has very little grace and courtesy? We hear a great deal about love-which mostly means the fluffy kind exemplified… |
Sequence 11ing led to the development oflanguages. In order, therefore, to have the world present to the child in his prepared… |
Sequence 12There is another aspect of the world that also must be included in the prepared environment of the Casadei Bambini. The coming… |
Sequence 13• to recognize and understand the Sensitive Periods as those transient times during which the child tends towards a certain… |
Sequence 14Montessori will never grow and develop as fully as it could until teachers are convinced that, because Montessori is to do… |
Sequence 15In Education and Peace, Dr. Montessori has said: The simple treasure of Man, the raw material that promises to yield Man… |
Sequence 1Margaret E. Stephenson, circa 1970 40 The NAMTA Journal • Vol. 25, No. 3 • Summer 2000 |
Sequence 2PLAN WHICH WILL BEST PRODUCE THE RESULTS MONTESSORI CAN GIVE by Margaret E. Stephenson The Montessori class should begin… |
Sequence 3There is, then, a unity within the school, a real atmosphere of community work, a chance of real social life, where each… |
Sequence 4napkins folded in different ways, plates, cups and saucers or glasses and paper cups, even if the meal is only to consist of… |
Sequence 1Richard and Karin Salzmann, founders of Washington Montessori Institute, circa 1970 • ., •• ·.'.ac~:,,. ~c.;;;;;,;. :4… |
Sequence 2REMINISCENCES AND THOUGHTS ABOUT MONTESSORI DAY CARE by Margaret E. Stephenson I'd like to start off by saying that I… |
Sequence 3formally (I hate to use the word formally, but I think perhaps it expresses what I mean) within the Montessori classroom, more… |
Sequence 4the morning, we had to dear the work area and then move tables together so that four or six children could be at a table.… |
Sequence 5dark about 4:00, it was not possible to play outside. Under wartime conditions, there were no lights outside. During this time… |
Sequence 6an environment where the social amenities are not the same as those we set up in the school or day care situation, we must be… |