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Sequence 8CorneJ1, Joseph Bharat. Sharing Nature with Children: The Classic Parents' and Teachers' Nature Awareness Guide-… |
Sequence 1114 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 2THE MORAL DEVELOPMENT OF ADOLESCENTS: A VIEW FROM THE FARM by Laurie Ewert-Kroeker This article shows the deepening… |
Sequence 3Here are questions that put themselves before me: 1. If you put the child/adolescent in nature (having ready access to the… |
Sequence 4development can be expected or anticipated in adolescent growth? I clearly don't have the answers to these questions,… |
Sequence 5• Struggle is common and natural. • Change is inevitable. Does our intimate knowledge of these natural principles depend on… |
Sequence 6ments and the extent to which natural resources are available to us or are being used up or thoughtlessly wasted or unfairly… |
Sequence 7If our job is to aid the development of adolescents on the path to adulthood, it would seem important that our moral precepts… |
Sequence 8• Detailed care of the environment results in a healthier life, a better quality of life. • Spontaneous acts of nurturing and… |
Sequence 9If our job is to aid the development of adolescents on the path to adulthood, it would seem important that our moral precepts… |
Sequence 10Even the clash of sub-cultures may not be the greatest challenge of all. Adolescents themselves-caught as they are in a… |
Sequence 11Montessori' sown term for this level of acceptance-this profound sense of worth and belonging-was valorization. One… |
Sequence 12What we observe in our student managers is a heightened sense of engagement, ownership, and pride in their work, which… |
Sequence 13them through and onward, or at the very least, lie in wait until a fertile time when the memory of what they experienced with… |
Sequence 1Linda Davis 128 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 2THE ADOLESCENT AND THE f AMILY: LOVE AND LIMITS by Linda Davis Linda Davis characterizes the adolescent's time in life… |
Sequence 3The infant needs an environment that offers physical protection. Not restriction, but protection. The adolescent also… |
Sequence 4" " " Adolescence is a time of rebirth, in Montessori's words, as "a newborn social… |
Sequence 5Is there an objective definition of adolescence? The most compelling definition comes from current neurological research… |
Sequence 6We have had a rule for the past two years: Any fiction reading done in or for school must be a classic. This fall a new… |
Sequence 7Maria Montessori mentioned love in lectures on adolescence in 1937 and 1938. She says that "a loving personality is… |
Sequence 8How much independence should an adolescent have? How do we help them "enter into society" while offering the… |
Sequence 9My parents were born before the Crash of 1929. My mother began a full-time job at age eighteen. She continued living at home,… |
Sequence 10Last week our seminar discussion was on the second chapter of the book Sophie's World. The big question under discussion… |
Sequence 11computer I cell phone ban. She and her father jokingly referred to the period of withdrawal that she experienced from her… |
Sequence 12Montessori, Maria. "A New Education for the Secondary School: A Public Lecture Given at Utrecht, January 18, 1937 (… |
Sequence 1Coming of Humans L----~--- Story of Math !Koy Lesson: Flow of Civilization (recorded hmory)I : Key IASson: Clanlcal… |
Sequence 2PROJECT 2012: HISTORY WHITHER BOUND FROM CHILDHOOD TO ADOLESCENCE? PHILOSOPHICAL AND METHODOLOGICAL PREMISES by David Kahn… |
Sequence 3ties that directly sustain him, but in the symbolic activities which give significance both to the processes of work and… |
Sequence 4needs and solutions at the Montessori elementary level. What are human needs? How are humans different in how they find… |
Sequence 5interconnected facts of civilization. As a background context to the emergence of civilization, Montessori charts and… |
Sequence 6,--------------------------------- will travel. Universal knowledge in history occurs when keys connect with the whole,… |
Sequence 7belonging to the history enriches the detail. The art museum might have an example of a canopic jar in which the Egyptians… |
Sequence 8"accursed" questions, which all cultures pose: "What is truth? What is love? What is friendship?… |
Sequence 9called the Will of God, actively expressed in the whole of His creation. (To Educate the Human Potential 71) In one of the… |
Sequence 10* * * In the Erdkinder Appendices of From Childhood to Adolescence, Montessori presents the next logical step for history as… |
Sequence 11But for the young adolescent let us add another dimension other than study; there is an element of companionship and social… |
Sequence 12student, who looks more at the proper sequencing of the facts when acting out history. Another conveyor of history is the… |
Sequence 13year. There is a three-year cycle before we repeat most specific studies. We do seminars in relation to primary sources, we do… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 1The Great River - The Circulatory System 154 The NAMTA Journal • Vol. 30, No. I • Winter 2005 |
Sequence 2THE GREAT RIVER by Baiba Krumins Grazzini The Great River is sometimes referred to as a metaphor for human unity, which has… |
Sequence 3unica," readers should refer to Camillo Grazzini's article "Cosmic Education at the Elementary Level… |
Sequence 4Most of the inhabitants of this country live hidden away from sight and so the Great River, which links all of them, has to… |
Sequence 5Do you know where this river that flows in secret can be found? Can you guess where you can find this strange nation? Would… |
Sequence 6We could compare the place where the government is found, to a strong fortified castle. And the river that feeds the workers,… |
Sequence 7River that runs through the body is blood: blood that flows and transports, blood that feeds, blood that cleans, defends, and… |
Sequence 8THE GREAT RIUER Figure 1 . Chart for The Great River. by the windmill and a man carrying sacks. All sorts of specialized… |
Sequence 9Let's go back to the castle. It seems isolated, but we can see five gateways which are connected with the department of… |
Sequence 1-------------------------------- LEARNING CHARACTERISTICS FOR THE SECOND AND THIRD PLANES RELATIVE TO HISTORY by David Kahn… |
Sequence 2The adolescent approach usually includes a reflective aspect above the factual, but not exclusive of the factual. The… |
Sequence 3the rebel colonists. The approach is factual. Philosophical under- standing is concrete. "Life, liberty, and the… |
Sequence 4COMPARISON flVE: TIMELINE FOR IMAGINATION VERSUS TIMELINE FOR REFERENCE For the elementary, the timeline is a magic carpet… |
Sequence 5Living history at this age is the point of departure preceding serious study. COMPARISON SEVEN: THE IMPORTANCE OF THE PAST… |
Sequence 1Kay Baker 170 The NAMTA Journal • Vol. 30, No. 1 • Winter 2005 |
Sequence 2ON BECOMING A CITIZEN OF THE WORLD: CAN MONTESSORI ACHIEVE ITS AIM? by Kay Baker The exploration of the meaning of "… |
Sequence 3progress of material civilization, which may indeed have become too highly developed" (Education and Peace 119). She… |
Sequence 4representatives elected by them and responsible to them. Therefore, if the gov- ernment is run by a dictator or monarch,… |
Sequence 5Because of our human tendency to perfection, we adults struggle to find the perfect solution, the perfect time, the perfect… |
Sequence 6destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government. (Cited in… |
Sequence 7What are the details of the syllabus? Montessori's approach is to include everything. She adds that to give the whole of… |
Sequence 8child who is walking well next wants to step up and down. So there need to be steps in the prepared environment. Then the… |
Sequence 9Summary So here is the situation. A child has human rights, and the educa- tion of the child must take into account these… |
Sequence 10though free will is a human characteristic, its exercise is bounded by limits of living within a society. This boundary is… |
Sequence 11have kept the child at knee level, not rising above the present status. So I ask, as Maria Montessori already asked. Our… |
Sequence 12How is this reconstruction to occur? Montessori says that first the individual personality must develop and that this cannot… |
Sequence 13May I make a plea for each of us to become a citizen of the world. Use your freedom to contribute to life, liberty, and the… |
Sequence 14selves, who have gone on to careers that reflect values of citizens of the world. What I want to address now is what we do… |
Sequence 15• Do not call attention to the personality of the adult, but rather focus on the activity (the hands). The adult has to know… |
Sequence 16that allows the child to appreciate the human mind-knowl- edge for knowledge's sake. • Prepare an environment where the… |
Sequence 17If we are working within a Montessori framework, we have made a greats tride forward because we have recognized the universal… |
Sequence 18Montessori, Maria. Childhood Education. Translation of Formazione dell'Uomo [The Formation of Man]. 1949. Trans. A.M.… |
Sequence 1Burgos Cathedral, Spain Charlene S. Trochta 188 The NAMTA Journal • Vol. 30, No. J • Winter 2005 |
Sequence 2EDUCATEURS SANS FRONTIERES: LIVING OUT THE VISION by Charlene S. Trochta Charlene Trochta's review of her experience of… |
Sequence 3The first gathering ofEsF took place in Italy during the summer of 1999. At the end of the six-week convocation, the… |
Sequence 4to forty years in the field; several were not long out of training. I looked forward to revisiting Montessori's legacy… |
Sequence 5which originally inspired us in the early years of our work, came to life once more and renewed our commitment to her vision… |
Sequence 6· time for growth • time to be challenged intellectually, to think new thoughts, to broaden viewpoints · time to pause and… |
Sequence 1MONTESSORI: INTELLIGENCE AND THE HUMAN SPIRIT by David Kahn In the first article of this Journal issue, Robert Sternberg of… |
Sequence 2concrete and abstract. The Montessori idea expands comprehensively through the disciplines within and beyond the Montessori… |
Sequence 3common goals that introduce real responsibilities at a younger and younger age. One may ask if this conversation is concrete… |
Sequence 1MONTESSORI: A MODERN APPROACH TO INTELLIGENCE by Annette M. Haines Annette Haines' comprehensive review of Montessori… |
Sequence 2The English school took a huge step forward with Charles Spearman's invention of factor analysis. Using this technique,… |
Sequence 3from a poor section of town where there are a lot of gray and brown tints, and a second who has had the opportunity to work… |
Sequence 4because it is easy to make errors of judgment in a chaos" (Spontaneous Activity in Education 114, emphasis in… |
Sequence 5During development, there is a significant kind of nerve cell organization that occurs. If we go looking at individual neurons… |
Sequence 6mostly unconscious. But, as Maria Montessori said, "the unconscious kind [of mentality] is not necessarily inferior.… |
Sequence 7In man, before the brain is an instrument for action, it has to be an instrument of preparation. For that, quite specific… |
Sequence 8connected by simple one-to-one switches to outgoing responses (Beadle 85). What determines which stimuli will be let in at a… |
Sequence 9distinction between things but of distinction of the relationship between things, so that it perceives an environment as a… |
Sequence 10Order So, from a Montessori perspective, the development of intelligence is made possible by the special proclivity of the… |
Sequence 11And each acquisition he makes will be no longer merely "stored," but duly "allocated."… |
Sequence 12strong, healthy, and happy, and can assimilate a huge amount of intellectual material. According to recent research, from… |
Sequence 13technology, she understood the creative nature of the third plane of development. CONCLUSION Intelligence, in Montessori… |
Sequence 14Montessori's vision in this regard is clear. In the last pages of From Childhood to Adolescence, she writes of three… |
Sequence 15We must be quick because our species, homo sapiens, having at- tained a certain level of intelligence, is now, in the words of… |
Sequence 16Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 17Schiamberg, Lawrence B. Child and Adolescent Development. New York: Macmillan, 1988. Sternberg, Robert J. Home page. March 14… |
Sequence 18Robert J. Sternberg 24 The NAMTA Journal • Vol. 30, No. 2 • Spring 2005 |
Sequence 1THE ANATOMY OF SUCCESSFULLY INTELLIGENT PEOPLE by Robert J. Sternberg Robert Sternberg has made a serious entry into the… |