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Sequence 25me as the forces inherent in Dr. Montessori's discovery of the human soul, which, if allowed to germinate in the child,… |
Sequence 26Th is observation experiment, although traumatic for some, opens the door to self-observation and discovery. It allows us to… |
Sequence 27Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 1Pal Ludick 152 The NAMTA Journal • Vol. 29, No. 2 • Spring 2004 |
Sequence 2How THE ADOLESCENT TRANSFORMS THE ADULT by Patricia Ludick Pat Ludick's deep acknowledgement of spirituality as the… |
Sequence 3Certainly formation and transformation are part of Montessori's agenda for the children and adolescents of our spe-… |
Sequence 4you to acknowledge the metaphorical possibilities and to let your imagination explore the connections. In his autobiography,… |
Sequence 5"Ascent. To climb a series of steps. From a full stomach to hunger, from the slaked throat to thirst, from joy to… |
Sequence 6• First, the belief that life's circumstances often act similarly to the mechanisms of biological evolution; they discard… |
Sequence 7The educator must not imagine that he can prepare himself for his office merely by study, by becoming a man of culture. He… |
Sequence 8So we speak of the spiritual training of the teacher in reference to purging herself of these defects with which her character… |
Sequence 9dealt with, where the treasures of Cosmic Education are to be experi- enced firsthand in a reality-based education. As adults… |
Sequence 10ing of life and our own promise as a contributor in the divine work of creation. Then, of course, there is the cultivation of… |
Sequence 11PRACTICAL ELEMENTS Let us now focus a lens upon a few practical elements that light our path in serving the adolescent and… |
Sequence 12The second consideration is one that is connected with the spiri- tual journey. There is a Celtic tale that I love, for it… |
Sequence 13adolescent to prick our consciences with old and new mysteries that allure us into deeper teachings and perhaps into a whole… |
Sequence 14The adult lets go of the pride and anger that we spoke of earlier in this presentation. The social controls are turned on and… |
Sequence 15- How have your relationships with the students affected you personally? Have you opened yourself up to ongoing growth and… |
Sequence 16Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 1David W. Orr 168 The NAMTA Journal • Vol. 29, No. 2 • Spring 2004 |
Sequence 2f ROM ECOLOGICAL LITERACY TO ECOLOGICAL DESIGN INTELLIGENCE by David W. Orr In the next two articles, David Orr addresses… |
Sequence 3ecosystems or the biosphere gives us every reason to act with informed precaution. And because of the scale and momentum of… |
Sequence 4ments accountable. Still, I think H.G. Wells had it right when he said that we are in a race between education and catastrophe… |
Sequence 5The challenge to us as educators is to equip our students with the prac- tical skills, analytic abilities, philo- sophical… |
Sequence 6Finally, a word about the third and fourth points. Thoreau went to Walden, he said, in order to drive some of the problems… |
Sequence 7policy for the college that includes the goal of becoming climatically neutral. In other words, the building was a means to… |
Sequence 1HOPE IN HARD TIMES by David W. Orr Here we stand at midnight, all six billion of us huddled together upon our small bank and… |
Sequence 2scientists, at the center of the vortex, ought to be "mindful of how their work might be applied, and do all they can… |
Sequence 3old and vital streak of genetic madness that once rescued our kind from the brink of extinction, took us to the stars, and… |
Sequence 4A second strategy is to admit the peril to civilization on one hand while on the other offering a long list of gee whiz… |
Sequence 5If we can't laugh at ourselves, our pre- tensions, and even our plight, we just haven't taken ourselves and our… |
Sequence 6dynamic leader, the general on the white horse, the workaholic, the careerist, the successful capitalist. He, or she, is… |
Sequence 7standing alone on the ramparts of one cause or another, the comic figure is always in a crowd headed for a party. The… |
Sequence 8sense, regardless of how it turns out" (Havel 181). Optimism cannot be commanded, as Frankl observes, but hope can be… |
Sequence 9Wells, H.G. Mi11d nt //,e End of Its Tether. New York: Didier Publishers, 1946. The NAMTA Joumal 183 |
Sequence 1Michael Crooke 184 The NAMTA Journal • Vol. 29, No. 2 • Spring 2004 |
Sequence 2MAKING AN ECOLOGICAL CONTRIBUTION: ENTREPRENEURIAL Gooo w ORK by Michael Crooke Mr. Crooke presents a new image of a CEO who… |
Sequence 3about balance, which is another aspect of how we run our business, and how I think businesses and organizations are going to… |
Sequence 4That's what really started it all-be- cause he wanted to pound the pi- tons in on the way up and he wanted to pound… |
Sequence 5We like to think of Patagonia as a one-hundred-year company; in all our planning, we think one hundred years out. There isn… |
Sequence 6Marketing and do well in this company because it was all about educating-telling people about the product. As a side story,… |
Sequence 7men. They had sixteen or seventeen vice presidents, all world-class or ex-world-class athletes. None of them knew anything… |
Sequence 8done. He decided that the equipment that he was using just wasn't good enough, so his first business loan was for $825.35… |
Sequence 9amazing was that ninety percent of the catalog was teaching people not to use his products anymore. He started talking about… |
Sequence 10going to have a hard time with the financial side sometimes. They're at odds. There is absolutely no question that they… |
Sequence 11have heard of him. He's on expedition right now going up to the Northwest Territories. This is a nine-month expedition.… |
Sequence 12We have a lot of fun with our outside stakeholders, too-our customers. They have a lot of fun. All of our ads are uniquely… |
Sequence 13using business to inspire and implement solutions to environmental crises. It doesn't mean that you try, in Michael… |
Sequence 14organic cotton, we lost a bout $20 millioninsales. Weknewwewere going to lose a lot in sales, but we lost about $20 million… |
Sequence 15us, it was a good decision, too. Now we're differentiated, and our customers are even more loyal to us. When you talk… |
Sequence 16recycled cardboard, we moved it down to sixteen cents a package. Then we just did rubber bands and one little card, and it… |
Sequence 17pion of the project and the company forever. So either way, the result is excellent. Once every eighteen months, we sponsor a… |
Sequence 18a couple stores in that area, and we publicized the need to remove the dam, and we gathered money to try to get it taken down… |
Sequence 19nal stakeholders are just as important-the customers. That's what a prototypical company of the twenty-first century is… |
Sequence 1MURIEL DWYER: A LIFELONG EXPLORER OF A MONTESSORI KIND by David Kahn But it is essential that we open our minds to this… |
Sequence 2the din of World War II. She also taught in the poorer section of London right after the war in a wonderful school where they… |
Sequence 3tional courses. Then the political situation changed and. many of those people left the country. As fate decided ... at… |
Sequence 4Assisting Man in his work of self-development is what I under- stand Montessori to be. To ensure that any help we could give… |
Sequence 5that was held in Dar-es-Salaam. She had the courage to come out of her community to help us to train and to help the African… |
Sequence 6There are two groups of children, two "Case" that I can never forget (there are pictures of them in the hall… |
Sequence 7It is not surprising that Ms. Dwyer renamed her reading classic, originally entitled A Reading Scheme for English (assembled… |
Sequence 8Dwyer, Muriel. "Opening of the 52nd Montessori Interna- tional Course in Child Development." Montessori… |
Sequence 1A Path for the Exploration of Any Language Leading to Writing and Reading As part of the total Montessori Approach co the… |
Sequence 2Muriel I. Dwyer Mario Montessori 10 The NAMTA Journal • Vol. 29, No. 3 • Summer 2004 |
Sequence 3FOREWORD 'How does the Montessori method teach reading and writing to English speaking children' is a question… |
Sequence 4often goes against nature because in the course of his natural development the child does not learn chat way. Language offers… |
Sequence 5often they were items of educational apparatus suited to the mental age and which permitted prolonged activities. She called… |
Sequence 6was bound to build resistance against it. Whereas if one followed che child's natural interest and through this sort of… |
Sequence 7INTRODUCTION For many years now people have been urging me co reprint the little booklet called "A Key to Writing… |
Sequence 8With this introduction let us begin. How and where to begin The only aim in producing this pamphlet is to help children to… |
Sequence 9The home is the place where ic aH begins. From the moment of birth, we should speak and sing to the baby. He is attuned co the… |
Sequence 10of interesting and helping the parents of the children who are on the waiting list to begin this exploration at home. The… |
Sequence 11This enables chem ro hear and reproduce the sounds in any word. le is very important not to rush ahead before the child has… |
Sequence 122. The first step takes some time and should not be hurried. Therea~er, little by little, make it more difficult by having two… |
Sequence 13It must be stressed that this stage is of the utmost importance both for the young children and for those who emer school at… |
Sequence 14heart each week. The stories can be folk tales but also may link to the exploration of the world itself, nature or animals.… |
Sequence 15If and only if, all the preparation has been thoroughly undertaken it should not take more the 2 to 3 weeks for the child to… |
Sequence 16This stage is usually a good test and shows whether the necessary help and encouragement has been given to the children to… |
Sequence 17the Sensorial Material, they are able and love to feel a letter and write it on a little chalkboard. This is the beginning of… |
Sequence 18make quite sure that he knows che name. Should chere be an object that he does not know she removes it for che rime being and… |
Sequence 19Two sees of cards should be prepared so chat it is possible for the children co con- tinue the activity alone. One word should… |
Sequence 20The last activity at this level is to introduce little handmade books. In this very shore time the children have acquired the… |
Sequence 21Time for New Explorations The children are now ready for a new and exciting period of exploration of their language. In this… |
Sequence 22r "' A Folder An e:mmpk of the e11rds contained in the folder • 12cms ai t • j Bcms ei l 10cms 10ans… |
Sequence 23covers the 'e' with her hand so that the word 'at' is showing, she asks the child to read the word '… |
Sequence 24THE SORTING f.xERCISE The purpose of this exercise is to help the child to memorize the various families of phonograms. The… |
Sequence 25poincs out anything especially interesting in the words, such as the silent 'k' or 'b' or 'gh'… |
Sequence 26Dictionary of Phonograms open at the first page .. ~----- 14 ems ____ _..► Key ar a er ir or* ur ai ee au ic aw… |
Sequence 27There is also another activity with the folders and book.lets char we have found very popular with our children around the age… |
Sequence 28Words for the Booklets (er) er ir ur her sir curl fem bird bum herb girl burnt winter first surf sister skirt… |
Sequence 29(ai) ai ay a-e ei ail May cake rein mail day late feint nail pay date skein pail tray snake vein aim play… |
Sequence 30(ou) (oy) OU ow oi oy out cow oil soy pout sow boil joy about owl soil toy sprout frown coil boy stout… |
Sequence 31ge/gi gem gent edge ledge bridge gin gib giraffe engine lounge hedge ie pie tie die lie cried dried tried… |
Sequence 32(ue) ue u-e ew 00 sue lute new hoot blue flute few root flue rude stew roof glue prune newt spoon true… |
Sequence 1To WoRK Is NoBLE, TO BEHOLD Is DIVINE by David Kahn When Montessori schools struggle with finances, admissions, and finding… |
Sequence 2the adolescent's concern with her destiny as "citizen of the world"- it is all in this publication, put… |
Sequence 1PLACES FOR BELONGING: FROM WOMB TO HOME TO MONTESSORI SCHOOL by Judi Orion Judi Orion chronicles,from a psychological and… |
Sequence 2Montessori speaks about to occur, we must take the next step. We must "give" this environment over to the… |
Sequence 3dustpan." Returning to the area with the child, who was carrying the broom, my attention was suddenly diverted by a… |