Search Inside Documents
Displaying results 1 - 100 of 789
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 17answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 17answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 18SUGGESTED BIBLIOGRAPHY Plants: Activities with leaves and seeds. Florian, Douglas. Discovering Trees. New York: Charles… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 3example, discusses the propensity of the four year old to view a picture as a static picture. The child cannot make inferences… |
Sequence 10express over two thousand years later in The Art of Teaching: You must think, not what you know, but what they do not know;… |
Sequence 6David (age 5, drawing No. 1) the day before he left the hospital, with a nasal tube still in place, draws a picture for the… |
Sequence 63. The student demonstrates automatic execution of the skill. E.g: Can you tell me how "0 Come Little Children&… |
Sequence 1THE HAND IN EDUCATION a971) by A. M. Joosten One aspect of Montessori educatwn that sets it apart from some other… |
Sequence 3Kahn: So you prepared your albums during that second period. Gunawardena: No, we did that with Dr. Montessori. I had to make… |
Sequence 7with Montessori. As you made what Montessori calls the levels of ascent as you go and work through the years, what discovery… |
Sequence 4What makes the Montessori curriculwn work are: its long history of implementation, its focus on giving the keys (process) to… |
Sequence 13References Brown, Rexford. (1989a). 'Testing and thoughtfulness." Education Leader- ship, 46 (7), 31-33. Brown… |
Sequence 12References Bjorklund, D.F. ( l 989). Children's thinking: developmental function and individual differences. Pacific… |
Sequence 20viduals and social organizations to deal with complexity and change in ways which are both adaptive and creative. The emerging… |
Sequence 21Kahn, David. (1990). Implementing Montessori education in the public sector. Cleveland Heights, Ohio. North American… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 3a prepared environment to act freely, Montessori came to a fundamental realization: "The child works for his own… |
Sequence 4The Prepared Environment: Building a Way of Life, Not Just a Curriculum To retain the emotional vigor which underlies… |
Sequence 9References Carnegie Council on Adolescent Development (1989). Tuming points: Preparing American youth for the twenty-first… |
Sequence 13the circle of misbehavior and punishment. Soon 1he parents complain that their child has been much more naughty since he… |
Sequence 8The capacity to heighten significance and enlarge meaning by thinking about events "romantically" can be… |
Sequence 4of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every… |
Sequence 2SURVEY OF MONTESSORI ADOLESCENT PROGRAMS: INTERPRETIVE COMMENTARY by John Long Introduction Let me Lell a personal story… |
Sequence 14REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 1PEACE THROUGH EDUCATION by Maria Montessori, MD, and Mario M. Montessori, PhD "Educational reform cannot be… |
Sequence 10By reframing Montessori's principles of human development in light of the whole school's development, we can move… |
Sequence 1THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 12importance of modelling appropriate behavior not merely for the children but for their parents as well! REFERENCES Corbett,… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 26I looked into their warm eyes, the amount of emotions was astonishing, but more than love or sorrow or hunger I saw greed. I… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 1A MONTESSORI JOURNEY OF SELF by Eduardo J. Cuevas Eduardo Cuevas' luncheon talk explores the experimental nature of… |
Sequence 2Laren, Holland THE BOTANICAL CARDS by Mario M. Montessori The Botanical Cards are one of the items of the Montessori… |
Sequence 1Kodaikanal, India THE UNCONSCIOUS IN HISTORY by Maria Montessori In the book The Absorbent Mind, the influence of the &… |
Sequence 1SPIRITUAL OUTLOOK AND THE CHILD by Mario M. Montessori edited by Renilde Montessori Last month, in Edinburgh, Professor A.J… |
Sequence 18Pearce,Joseph Chilton. Evolution's End: Claiming the Potential of Our Intelligence. San Francisco: HarperSanFrancisco,… |
Sequence 3story, is clearly touched by the Montessori ideas-whether they have ever heard ofMaria"Montessori or not, whether or… |
Sequence 11is necessary to consider not only the active occupations but the need for solitude and quiet, which are essential for the… |
Sequence 12ongoing relationship between humans and the land, told in relation to our own unfolding story on the farm, could be a… |
Sequence 15Open up to nature And enter Yet another world THE FUTURE CHALLENGE: FORMING A NEW CONSCIOUSNESS There needs to be a &… |
Sequence 4center of our efforts to insure, in Gianna Gobbi's words, "healthy psychic life and [to pave] the way for human… |
Sequence 7At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 7nation, she rejects Froebel's way of doing so on the basis of fantasy because, as she says, it forces the child to &… |
Sequence 6Here is a Universe Story written by eleven-year-old David: It all started when I was naught but sixteen-googolplex years old… |
Sequence 22Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic… |
Sequence 9One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 12Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 19REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 2THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 6Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 10something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 5Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 24Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 25Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 2MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 15Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 10to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 2to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 12Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 25MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 100Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 174Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 183something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 187Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 191THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 194REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 227Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 230One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 10we want to cultivate, that we want to understand better so that we can implement them better. Of course, my own contribution… |
Sequence 32• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 33Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 34Montessori, Mario M.,Jr. Education for Human Development. NY: Schocken, 1976. Montessori, Renilde. "Human Education… |
Sequence 12<lures, and plans. She guides, but does not control, the school's development. • The administrator leads by… |
Sequence 20gogy as Applied to Child Education in "The Children's Houses." 1909. Trans. Anne E. George. New York:… |
Sequence 22Radke-Yarrow, Marian, Carolyn Zahn-Waxler, & Michael Chapman. "Children's Prosocial Dispositions and… |
Sequence 2THE FIRST PLANE OF DEVELOPMENT by Margaret E. Stephenson One of the more significant principles of Dr. Montessori was her… |
Sequence 2PLAN WHICH WILL BEST PRODUCE THE RESULTS MONTESSORI CAN GIVE by Margaret E. Stephenson The Montessori class should begin… |
Sequence 2INDEPENDENCE by Margaret E. Stephenson I would like to begin by linking independence to this one definition of man: one… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 3PROTOTYPE YEAR J (HUMANJTIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) SClENCE/ MATH HUMANITIES FARM COMMUNITY Montessori… |
Sequence 5PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 12herself how a moment's insight is captured in the seventeen syllables of haiku, translated from the Japanese. As with… |
Sequence 4long endure. We are met on a great battlefield of that war .... We here highly resolve that these dead shall not have died… |
Sequence 6Because man is the talking animal, because language is so crucial to the human being and his life, language in the Montessori… |
Sequence 7• "The thing I most enjoy about our workshop groups is how much freedom we have. We don't usually get assigned… |
Sequence 1THE UNFOLDING DRAMA OF THE MONTESSORI ADOLESCENT IN AMERICA by David Kahn ACT ONE: IN THE BEGINNING Since the late 1970s,… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 2experiment two or three times. And then do the same with the next three years, the senior high, fifteen through eighteen.… |
Sequence 14The urban school that functions as a prerequisite to Erdkindercan continue to foster the same Montessori. attitudes that have… |
Sequence 5Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 6Epstein, Paul. A Montessori Program for the 7th and 8th Grade. Pamphlet. Glenndale, MD: CEkos, a Foundation for Edu- cation,… |
Sequence 7*Kahn, David. "The Kibbutz, Boys' Town, Williamsburg and the Montessori Erdkinder." NAMT A Quarterly 4.… |
Sequence 8Marchetti, Maria Teresa. "La scuola per gli adolescenti- IJI." Vita del/'lnfanzia 2.3 (1953) 7+.… |
Sequence 10engaged personae that had formed was inescapable. Change then was both social and individual. APPROACHING NORMALITY: A STATE… |