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Sequence 411. Were you a different person at different times in your life? 12. In what cities have you lived? 13. What was your and/or… |
Sequence 686 it probably kept happening for a long time. And whatever it was, we know that it made the boy feel very cold. One day the… |
Sequence 11love, patience, and individual bonding with the children needed to be there because the adolescent was in a sense… |
Sequence 6What about a new student? I can use the following comment from a new sixth grade girl. To me a Montessori school is a very… |
Sequence 8final point. It is the passages that characterize the Montessori Method. If we say the passages are not the important thing we… |
Sequence 13The most peneti-ating statement of this universal driving force found in all living things is that of Aristotle, the father of… |
Sequence 23Reprinted as The Duty Of Nu,·sin,g Chilch-en in Child (Ill(/ Fa111i/y Reprint Booklet, The Nm":<ing Mother:… |
Sequence 1WHEN THE KIDS FIGHT HOW TO INTERVENE HELPFULLY By Adele Faber and Elaine Mazlish Adele Faber and Elaine Mazlish have written… |
Sequence 3weeks befol"e I found out what was happening. They finally admitted to me that they were banging on the wall between… |
Sequence 11high in the history of music, but it is, as my chorus director opined, a "sweet piece." (I've made what… |
Sequence 2School?;• and to be very much conscious of what we were trying to accomplish. The children became Montessorians. If treated… |
Sequence 2Maria Montessori was well versed in philosophy. Her footnotes include allusions to Sequin, Tolstoi, Froebal, Pascal, Poincare… |
Sequence 6Montessori and the Humanities means a clarification of goals. We have a saying in Montessori - "Montessori is an aid… |
Sequence 2we have discovered ourselves, over generations, to be. As Maria Montessori-and earlier, Aristotle-understood, the natu- ral… |
Sequence 5The great works of the human mind in the western intellectual tradi- tion fulfill this requirement in a preeminent way. The… |
Sequence 1Teaching, Learning, and Their Counterfeits (1976; 1987) by Mortimer Adler In "Teaching, Learning, and Their… |
Sequence 2There is a broad spectrum of interest in the six year old, and Mont- essori suggests accordingly that we must sow as many… |
Sequence 6The Greek Educational Analogue We look to the classics at this point, not to suggest that a study of the ancient culture… |
Sequence 11The humanities also deal with the interpersonal. The child learns to discuss, to interpret, to act out what he knows,… |
Sequence 12all ... (ln relation to the Greeks, she writes in To Educate the Human Potential:) So a critical faculty of mind was awakened… |
Sequence 6that of the father; it is a fear of being helpless in the face of disaster- helpless to protect one's children-and again… |
Sequence 7generosity in his understanding and treatment of others in both private and public life-in marriage and in citizenship. I… |
Sequence 1THE OB)ECl1VFS OF THE PAIDEIA PROPOSAL* by Mortimer J. Adler "Piecemeal refonn measures beget piecemeal results, if… |
Sequence 1COAUTION OF ~ENTIAL SCHOOLS by Michael Goldman In straight-forward language, Michael Goldman challenges the conference to… |
Sequence 5oversee. I became daddy for 15 kids, something that also is built into the structure of the school. But within that advisory… |
Sequence 6I think is missing, and I chink ic' s missing on a massive scale even within some very valuable instructional methods. A… |
Sequence 7There was an article by Selma Wasserman in the Phi Delta Kappan some years ago called, ''The Gifted Can't Weigh… |
Sequence 8what happens when we challenge a person who is already a problem solver to be a problem solver. We may increase doubt in that… |
Sequence 10into the depth of that information. I came across an American Indian scholar who has more information on Indians than I have… |
Sequence 8We could cooperatively establish a curriculum using as a guide the student's goals, interests, and needs. Coming out of a… |
Sequence 1HAPP~ REvlSITED by Mihaly Csikszentmihalyi Mihaly Csikszentmihalyi has spmt the last 25 years pursuing an understanding of… |
Sequence 1MORAL EDUCATION: A CONVERSATION WTIH ARIS'fOil.E by Steven S. Tigner The fallowing light-hearted rendition of Aristotle… |
Sequence 2here only about the part chat goes on in schools. That's partly why I say "to help cultivate" rather… |
Sequence 6of my first smokdess year I had lost the urge. And now, to tell you the truth, I find cigarette smoke positively offensive. I… |
Sequence 12University of California Press, 1980), pp. 395-435. 31 Plato Apology 29e. 32 See, e.g., Plato Protagoras 360d: courage is… |
Sequence 3by changing inner and external threats, muse be able co resist and recov- er our essential stability if disorganized. One… |
Sequence 8ogy (covering all of cosmic time back to I 0·30 seconds) is almost over, and Act Two (the attempt to elucidate what happened… |
Sequence 9Mover, itself unmoved. This Mover he called God. Aristotle's God was not the sort of being one would be inclined to… |
Sequence 7is commonplace to think of moving from teaching to administration as a promo- tion! Benjamin Franklin knew better, as he… |
Sequence 15The group read and reread books and essays already assigned to their students, such as Ibsen 's An Enemy of the People… |
Sequence 13I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 19Over the years, I have used these games with children from a broad socio-economic range, and I'm always pleased to… |
Sequence 5test tales in which you must listen and then repeat it exactly, never saying "a" when you should say &… |
Sequence 1Orn TRUTIIS, NEW CHIIDREN by Edwin J. Delattre, Ph.D. Holding up such exemplars of intellectual diligence as Helen Keller and… |
Sequence 4eve'fythlng' turns on the na- ture of the habits, Including ha&its of language, we Jorm by accident and… |
Sequence 6Surely, this is one of the lessons we as teachers should convey to our students by example and deed, and in our words. James… |
Sequence 19resolute without becoming impenetrable to evidence and losing all traces of intellectual and moral humility. It means, as one… |
Sequence 20Science Skits There are many discoveries in science that were, at the time, subject to intense debate among scientists, and… |
Sequence 5together any civilization and compare their findings with modem times. For starters, the Montessori elementaty curriculum also… |
Sequence 1THE GREAT STORY OF AI.ExA.NoRJA by John Wyatt, PhD Strange,~ I've been watching here, captured in the sounds and… |
Sequence 1INmooucnoN THE NATURAL INSTITUTION OF THE FAMILY Herbert Ratner's unique portrayal of nature's design of the fami~y… |
Sequence 9These differences set the female apart to be the primary caretaker of the newborn. Since nature fashioned the mammalian… |
Sequence 18If the ecologic era bears any message it is this: When nature is treated well she reciprocates. A persuasive case can be… |
Sequence 1REvlsITING THE NATIJRAL INSTITUTION OF THE FAMILY FOR THE NINETIES: AN INTERVIEW WITH DR. HERBERT RATNER by David Kahn Kahn… |
Sequence 4and intolerance of others-especially others who are or appear differ- ent. There are the universal put-downs, the hurtful and… |
Sequence 56and intolerance of others-especially others who are or appear differ- ent. There are the universal put-downs, the hurtful and… |
Sequence 4adolescents I work with, discussions, reflections, and lessons on the fundamental spiritual and physical needs of humans often… |
Sequence 7was a cognitive psychologist he was a biologist, so maybe there's something about watching growing things that makes you… |
Sequence 8infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 13Let's take a brief look at someone else. Marian Dobbert and Betty Cooke (1987) at the University of Minnesota have taken… |
Sequence 15If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 2We might now continue our conversation with Montessori: "Now that you have returned to your studies, what are you… |
Sequence 7schools. We've visited a few and they seemed good enough. Good enough, in fact, that we even put in applications… |
Sequence 13with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 18In any case, when the conditions of flow are present, people tend to report an optimal state of inner harmony that they desire… |
Sequence 19THE CONSEQUENCES OF FLOW There are many reasons why experiencing flow is beneficial. Per- haps the most important is also the… |
Sequence 23back, he was so embarrassed that he would lurk about in misery in our kitchen just outside the classroom. Ruthlessly, he began… |
Sequence 2because I was born outside of there. One of my cousins who was there sent me a picture of the entrance gate to the school of… |
Sequence 23probably do it quite well, from what I can see, and that's not a problem in your type of schooling. The other thing to… |
Sequence 25made a miserable passage in the slow part of that movement." He went back to play the second part of the concert and… |
Sequence 19evolving society around us. That can be done through things like education, through the program you are doing, but also… |
Sequence 21Q: Do you think it's actually possible to directly teach people to make the optimum choice when their skill levels and… |
Sequence 1FLOW AND CREATIVITY by Mihaly Csikszentmihalyi PART 1 Thank you. Yes, it's difficult in a way to talk about creativity… |
Sequence 6becomes clear. But the point is that you can't have that insight unless you have prepared for it for a long time. And… |
Sequence 12is a child who in many cases has already been over-controlled- though not always. In any case, the last thing that child needs… |
Sequence 13Methods of Working with Basically, the methods that I'm putting on the other side of this ledger begin with what I'… |
Sequence 15was giving them to do and with my mistaken assumptions about learning and what a good teacher was. It took me a long time to… |
Sequence 16half her sandwich to the kid sitting next to her. This other kid just gave half her sandwich to the kid sitting next to her.… |
Sequence 19If you're getting kias to do good stuff in order to please you, With• out a sticker in sight, you have a problem. If… |
Sequence 22What's interesting to me about this logical match-up is how many classrooms I've been in where there's a… |
Sequence 34similarly ineffective because it gets nowhere near where the trouble is. It's a one-size-fits-all solution. Many of us… |
Sequence 36a different direction, to teach you everything about motivation that I know on one overhead (see Figure 3). It took me a while… |
Sequence 50BREAKING OUT OF DICHOTOMIES By the way, when you talk to parents, one of the things you have to do is have them break out of… |
Sequence 3It set me on a path of discovery, I guess, because I'm attracted to people who are what I call great teachers. I usually… |
Sequence 4some of them at work and they do things that I haven't found a way to talk about yet, which tie them to Sylvia Ashton… |
Sequence 5the same elements that you see in Montessori and Sylvia Ashton Warner. For example, in all of these approaches is a deep… |
Sequence 7What happened? What made this unique culture? I've argued, and I think I can make the argument very briefly this morning… |
Sequence 8corporate agriculture-farm owners don't want to live where they farm because it's boring, it's dirty; they… |
Sequence 16digms of exclusion-not unlike modern America. The Hellenistic period is a wide-open period similar to our own, where money… |
Sequence 18know it today will be destroyed or saved because of the West- maybe destroyed in the rain forest and maybe destroyed in… |
Sequence 4Mart doesn't care. All they care about is that you have 59 cents in your pocket, and you're the same as a person… |
Sequence 5var, and you mix the two and combine the best of human and natural possibilities. I'll give you an example of what I… |
Sequence 13Oeconomicus-that one person can take a piece of ground and do something with it and another person simply can't. Believe… |
Sequence 18have to go down to Chile to find that. The answer, then, that I am suggesting is again the material appetite-the reason why… |
Sequence 11The process of normalization is similar to what Piaget calls self- initiated activity (cited in Ginsburg & Opper). It… |
Sequence 2... education researchers have shown that someone who experiences in- terest in a topic also demonstrates more complex… |
Sequence 5phers from Socrates, in the Apology, referring to himself as a midwife; through the early Medi- eval period, beginning… |
Sequence 6is why they start a search for know ledge of that Truth. Such is also the case with Montessori's search into how children… |
Sequence 17not yet fully formed: he has not yet gathered about him the last folds of his robe of flesh and of love which is made up of… |
Sequence 13Relationship, to speak somewhat paradoxically, turns out to be the very substance of things. Every entity is in some sense a… |