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Sequence 1THE FARM EXPERIENCE: ITS IMPORTANCE IN A CHILD'S LIFE by Richard Barker Richard Barker's perceptive correlations… |
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 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 18syndrome may take months, even years, to develop), and, until symp- toms are present, one can never be certain whethel'… |
Sequence 23Reprinted as The Duty Of Nu,·sin,g Chilch-en in Child (Ill(/ Fa111i/y Reprint Booklet, The Nm":<ing Mother:… |
Sequence 3weeks befol"e I found out what was happening. They finally admitted to me that they were banging on the wall between… |
Sequence 3Baylol", Byrd: I don't remembel' which book l found fil'st, but since then, it's become an… |
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 7generosity in his understanding and treatment of others in both private and public life-in marriage and in citizenship. I… |
Sequence 9behavior by males is absolutely unknown in the animal kingdom except in chimps and humans. So if one is interested in the… |
Sequence 7satisfying relationships and of passing on that ability to their children. But in unstable homes, where parents, often single… |
Sequence 2not exist externally in nature, but were essentially insrrwnents of the mind. We also knew that it was crucial to make… |
Sequence 1THE OB)ECl1VFS OF THE PAIDEIA PROPOSAL* by Mortimer J. Adler "Piecemeal refonn measures beget piecemeal results, if… |
Sequence 4"textbooked" it, but only rarely did we cast it, in terms of intriguing and interesting questions. So, if… |
Sequence 5kind of question, one subject matter, others are engaged by another set. You know that when you want to get a group of kids… |
Sequence 3talk about these things in a much more differentiated way. It's not just their changing or their not changing; they are… |
Sequence 12The Struggle to Restructure This, chen, brings me to my ninth point. It seems to me chat at the fundamental levd, school… |
Sequence 8We could cooperatively establish a curriculum using as a guide the student's goals, interests, and needs. Coming out of a… |
Sequence 2GL. How best do you see us helping children, especially the adolescents who are moving towards taking their place in the… |
Sequence 5TB. It's an awakening experience that children have when they are very young. When you see animals and young humans, they… |
Sequence 9GL. So is there a place there then for, say, the humanities? TB. Well, definitely. GL. You've talked about the face that… |
Sequence 12GL. Now, what about traditional spiritual values? We don't have religion in our schools any more, and it seems chat we… |
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 12University of California Press, 1980), pp. 395-435. 31 Plato Apology 29e. 32 See, e.g., Plato Protagoras 360d: courage is… |
Sequence 2he had also been identified as learning disabled. He resented being taken out of the classroom for tutoring sessions several… |
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 8sensitive periods. These givens are powered by a kind of life force energy that she called horme. With the powers infants and… |
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 4At the same time, there's an emphasis on the children understanding their relationship to society. There is a respect for… |
Sequence 13I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 17The other type is contagious magic, which says that things once in contact are always in contact. Now, that is at the root of… |
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 1THE PEDAGOGY OF TIME by Lawrence Schaefer, PhD Larry Scbaefer's keynote lecture at the 1993 Summer Institute, History as… |
Sequence 5together any civilization and compare their findings with modem times. For starters, the Montessori elementaty curriculum also… |
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 3REINVENTING CIVILITY by Lawrence Schaefer, PhD Dr. Schaefer calls for "a renaissance in civility," a return… |
Sequence 57REINVENTING CIVILITY by Lawrence Schaefer, PhD Dr. Schaefer calls for "a renaissance in civility," a return… |
Sequence 3The first reason has to do with scholarship based on the old model. Consider the recent book The Bell Curve (Herrnstein &… |
Sequence 5like me came to say that we're human beings, we're not just calcula- tors to fit into IBM jobs, we're human… |
Sequence 8infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 9In coming to this bigger model, this bigger metaphor, I'm trying to fish around for people who seem to have their hands… |
Sequence 11another person until they got to be seven years old. That's called decentering. You start out egocentric so that you… |
Sequence 14story? The brain knows that the spiritual feelings that people have are important. You have to deal with that in some way. In… |
Sequence 4These graces have every opportunity to be exercised and imple- mented because the children are free to act, free to choose,… |
Sequence 9each plane, is where children have opportunities to engage in and implement their expanding humanness, this hierarchical… |
Sequence 25unique. Even the staunchest believer in The One Right Way had a hard time choosing. Enunciation exercises These offer an… |
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 1FLOW AND EDUCATION by Mihaly Csikszentmihalyi PART ONE David [Kahn] is right. I told him that everybody should call me Mike… |
Sequence 12little defensive self, but you are part of something bigger, larger. If you sing in a choir or play with a group, a symphony… |
Sequence 13The interesting thing is that when those conditions are there, people tend to want to do what they did to get that feeling,… |
Sequence 19they are so remote that they have really nothing to do with this moment, this class, this particular moment of the day. Your… |
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 7things you could do. One is increasing complexity; the other, going back to your skill level and not taking on the new… |
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 3covery, an interpretation, and an approach-a dynamic understand- ing of the child-and not a recipe. Too often our students… |
Sequence 9and working with are basically the topic for this morning. I'm going to go over them quickly now and then come back to… |
Sequence 26quently rewarded or praised are somewhat less generous than their peers. The effect is most pronounced when they are rewarded… |
Sequence 28WHY REWARDS FAIL How come? Very quickly, let me suggest a couple of possible reasons (see Figure 2). If you want more on any… |
Sequence 29"Do this and you'll get that." Ultimately, that feels punitive. Analo- gously, I don't have… |
Sequence 30There is one way to take a bad thing and make it much worse. You're going to have to bring me back sometime for me to… |
Sequence 31than limiting the number available, but not as good as moving away from the reward and punishment approach altogether. There… |
Sequence 34similarly ineffective because it gets nowhere near where the trouble is. It's a one-size-fits-all solution. Many of us… |
Sequence 38And isn't more motivation what we want? If this were true, it would make perfect sense to follow the Pizza Hut executives… |
Sequence 45wants to be; it is an active way of taking her away from thinking about that and getting her focused on my face. Some little… |
Sequence 47approve of what you've done. You've met my standards." What you're doing is merely helping her experi… |
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 54But in this second-grade class, the kids were into this. One kid came up, when it was her turn to speak, and talked about… |
Sequence 57had they not had a democratic class meeting about something appar- ently irrelevant like how do we want to decorate our room.… |
Sequence 8requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
Sequence 12visitor you'd be swept off your feet when you see what's happening with children. It interests me as to what they… |
Sequence 14'I don't want to do that anymore. I don't want to pay attention to that anymore.' That's what this is… |
Sequence 15. . . in all of these approaches is a deep re-spect for the living reality of the children that we work with-that we use… |
Sequence 6However, at this point we are in an interesting situation-as many of the speakers pointed out in the past three days-we are in… |
Sequence 10Now is there any kind of guidance among the various scenarios of the future that we may or may not endorse through our… |
Sequence 12spend the next hour talking about complexity in the development of the human being and complexity at the psychological level.… |
Sequence 15are abandoning their forms of music because learning how to play a pipe or a mandolin is much harder than turning on a… |
Sequence 22For instance, let me just give one little piece of data from this study. One is that we asked these children, whenever the… |
Sequence 26the stars, and she couldn't sleep all night, she was so mesmerized by the immensity that opened up in front of her that… |
Sequence 8corporate agriculture-farm owners don't want to live where they farm because it's boring, it's dirty; they… |