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Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 5Just as the understanding of the growth and development of the child in our complex society continues to build in 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 23Reprinted as The Duty Of Nu,·sin,g Chilch-en in Child (Ill(/ Fa111i/y Reprint Booklet, The Nm":<ing Mother:… |
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 1THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 14We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 1THE OB)ECl1VFS OF THE PAIDEIA PROPOSAL* by Mortimer J. Adler "Piecemeal refonn measures beget piecemeal results, if… |
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 12University of California Press, 1980), pp. 395-435. 31 Plato Apology 29e. 32 See, e.g., Plato Protagoras 360d: courage is… |
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 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
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 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 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 1THE VERBAL/LINGUISTIC AND VISUAL/ SPATIAL INTELLIGENCES by Rita Schaefer Zener Dr. Zener aligns Gardner's verbal/… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 1MovEMENT, Music, AND LEARNING: THE MUSICAL AND BoDILY/KINESTHETIC INTELLIGENCES by Audrey Sillick Audrey Sillick' sin… |
Sequence 2THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
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 8corporate agriculture-farm owners don't want to live where they farm because it's boring, it's dirty; they… |
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 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
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 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 13Relationship, to speak somewhat paradoxically, turns out to be the very substance of things. Every entity is in some sense a… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 21• the nature of the story (Homer, the Bible) • the nature of dialogue (Aristotle and Plato) • the history of religious… |
Sequence 78• the nature of the story (Homer, the Bible) • the nature of dialogue (Aristotle and Plato) • the history of religious… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 2DEVELOPING A POSITIVE VISION FOR THE WHOLE SCHOOL by Sharon L. Dubble Dr. Dubble features one of the pivotal methodologies… |
Sequence 12If you play a drum, the skin vibrates in waves. If you could get very close to it and slow things down considerably, you would… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 1IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 4Naturally, one must ask what originally was the impulse that moved Plato to make such a happy distinction. As a human being… |
Sequence 8some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 5should exist side by side: the first belongs to the inner life of man, the second to his life in society. (102) In their own… |
Sequence 1or Los Angeles. But the Greeks who began to live on the farm created a chauvinism about what they did and who they were.… |
Sequence 11was very well-meaning. But as soon as people got capital for them- selves, what did they do with it? Did they go out and buy… |
Sequence 19Selma. Wal-Mart doesn't care. All they care about is that you have fifty- nine cents in your pocket and you're the… |
Sequence 8HUMANITIES PROJECTS 2000-2001 Study of the Maya I. Study of Living Things II. Technology and the Building Up of Civilization… |
Sequence 30In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |
Sequence 3Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass, 1998. Rathunde, Kevin. "Adolescent Engagement… |
Sequence 14Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 6hormone levels. Conversely, if the baby is separated from the mother, high stress hormone levels may remain for as long as six… |
Sequence 5measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 10REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 4for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 40Nichols, J ., & R. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational… |
Sequence 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 102Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff One should not address the concept of… |
Sequence 8objects and exercises, which one might l.ook for in vain at a later age. (cited in Standing 120) We might ask ourselves,… |
Sequence 10homes and health clinics, our early childhood centers and classrooms, America's schools and human service institu- tions… |
Sequence 10Rathunde, Kevin. "Montessori Education and Optimal Experience: A Framework for New Research." The NAMTA… |
Sequence 3graduation speeches, letters they've written to me, or, in many in- stances, essays they wrote for their applications to… |
Sequence 10environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 2To KNow THE PLACE FOR THE FIRST TIME: WHY THE YOUNG ADOLESCENT BENEFITS FROM THE DEVELOPMENT OF THE PEDAGOGY FOR THE OLDER… |
Sequence 2continuum of human history and to some degree, more or less, a product of her time and education and her medical training. A… |
Sequence 3There are, of course, other classical figures that a cursory study by a somewhat seasoned eye can discover in Montessori'… |