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Sequence 1BUILDING CORRELATIONS: COSMIC EDUCATION AND MORAL DEVELOPMENT Part One by David Kahn Looking at the classical Montessori… |
Sequence 3Review of the Literature There are different opinions as to what constitutes parent involve- ment in education. Gordon,… |
Sequence 11Summary and Conclusion During its first year of implementation, the Montessori program in the Denver Public Schools made… |
Sequence 5A Variety of Interesting Readers for Primary and Early Elementary I Can Read Se1'ies: Harper & Row, New York.… |
Sequence 11"' A.M. Joosten "The Silence Lesson" in AMI Co1111111111icalio11~ 4:(19(i7) 27. "Tape… |
Sequence 1ON BUBBLES AND SUCH by C. A. Claremont Dr. Clarernont's ability to personify aspects of physics, to isolate the… |
Sequence 8d) exercises in sensory geometry and numbers. Three additional objec- tives were included in the Montessori curriculum: a)… |
Sequence 1d) exercises in sensory geometry and numbers. Three additional objec- tives were included in the Montessori curriculum: a)… |
Sequence 4mar is similar to Montessori 's nebula in that it is biologically based. The child learns language, he says, in the same… |
Sequence 5taneous differentiation and integration that constitutes the evolution of the noun phrase is more reminiscent of the… |
Sequence 7rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 10history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 1SCHOOLING AND THOUGHTFULNESS by Rexford Brown Mr. Brown 8 view of restructuring American educai:ion is a tacit request for… |
Sequence 8I have already said that the evolutionary engine ofnatw-al selection is a terrible one and, until very recently, we were as… |
Sequence 9measured by standardized tests. Ramsay Selden suggests that future tests should aaually embody activities and techniques &… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 3My point, of course, is that the pathways to reform have always been multiple and winding. Sometimes a pathway is like Robert… |
Sequence 7alienated and the poor in our culture. All we can cite as success is the fact that a black middle class has moved out of the… |
Sequence 2Let me give you a little background on the Coalition of Essential Schools. Ted Sizer, the chairman, whom you will meet… |
Sequence 10her clinical experience--if he or she had one, and if it was done well. These are big ifi. The kind of literacy that we are… |
Sequence 13References Brown, Rexford. (1989a). 'Testing and thoughtfulness." Education Leader- ship, 46 (7), 31-33. Brown… |
Sequence 1APPENDIX IV SYSTEMIC REFORM by Rexford Brown ReJ.ford Brown outlines the approach of the Education Commission of the States… |
Sequence 3educationalese all have a purpose. But in my estimation they represent exercises in minutiae-the kind of minutiae that… |
Sequence 7mechanisms to decrease the connection strength when the two cells are not simultaneously activated. Through this mechanism,… |
Sequence 21References Arnold, M. B. 0984). Memory and the Brain. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.… |
Sequence 23Hopkins, W.G. and Brown, M.C. 0984). Development of Nerve Cells and their Connections. Cambridge: Cambridge Univer- sity… |
Sequence 5There are dozens of words that you can pick out to give to children. Bankrupt means someone whose bench has been broken (rupto… |
Sequence 6it. Here are the symbols for the ~ansitive and the intransitive, the infinitive, and the verb to be for auxiliary use. Of… |
Sequence 11my school like the plague one year. Do you know it? There was a youth and a well-beloved youth And he was a squire's son… |
Sequence 16Never more; Miranda Miranda Never more. Only the high peak's hoar; And Aragon a torrent at the door. No sound In… |
Sequence 2FOLK TALES, FAIRY TALES, AND HISTORY USES AND CLASSIFICATION by Francesca Claremont 'Jbe article that follows is… |
Sequence 8hadn't got. So he retired and went back to Germany. That is the scale. Of course, it is very, very important from a… |
Sequence 17You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 9and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |
Sequence 103and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |
Sequence 169You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 1CLAUDE CLAREMONT' S CONTRIBUTION TO THE HISTORY OF SCIENCE AND ENGINEERING by Harvey R. Hallenberg Claude A. Claremont… |
Sequence 2the Montessori educational community, yet he made most of his discov- eries in his own classroom working with a group of… |
Sequence 3great chasms and mighty rivers but also the trusses that support the roofs of our houses. Spanning space continues to be an… |
Sequence 4The elementary student is especially sensitive to historical context. The sense of time and duration crystallizes out of a… |
Sequence 1TRAINING THE MONTESSORI TEACHERS by Claude A. Claremont, PhD STUDIO HOUSE IN WAR-TIME "It's an ill wind that… |
Sequence 2residence for the principals (Mr. and Mrs. Claremont), garden ameni- ties including a large field or paddock, very suitable… |
Sequence 4that we are now faced with a crisis of global proportions. This situation takes the form of a crisis in energy, food, ecology… |
Sequence 5in each case. The distinct processes of thinking that each goes through cannot be confused. Extending the definition of… |
Sequence 12Several researchers have pointed out the value of apprenticeships for education both in school and out (Collins, Brown, &… |
Sequence 22Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 24Resnick, L. (1987). The 1987 presidential address: Learning in school and out. Educational Research, pp. 13-20. Rogoff, B. (… |
Sequence 14When something is amiss in our classroom, in our school, among the parents, or within ourselves, why not take Montessori'… |
Sequence 7independence in the child's life. Dr. Sears states, "Independence is not, in itself, one of our most important… |
Sequence 1THE LEARNING ORGANIZATION: A MODEL FOR EDUCATIONAL CHANGE by Rexford Brown Dr. Brown first highlights the ways in which a… |
Sequence 6thing coherent enough to be useful. Moreover, the proliferation of specialists leads to departmental turf battles and… |
Sequence 13other workers with access to the highest professional standards known, the best research, the most helpful networks, and… |
Sequence 8Figure 4: Persons in Community We must make a plan of development with the guide that the child gives us through the powers… |
Sequence 1London, England MONTESSORI AND THE DEEPER FREEDOM by Mario M. Montessori and Claude A. Claremont I am inclined to think that… |
Sequence 6These sudden outbursts, which Dr. Montessori aptly terms "explo- sions," are prepared not just by growing,… |
Sequence 18The true nature is like gold-waiting underground to be discovered and brought to light. After many episodes of normalization… |
Sequence 1!)~------------ THE SPIRITUAL DEVELOPMENT OF THE CHILD: KEEPING THE BALANCE by David Kahn Montessori learned from observed… |
Sequence 4center of our efforts to insure, in Gianna Gobbi's words, "healthy psychic life and [to pave] the way for human… |
Sequence 16The human is a great collaborator. And nature welcomes a gentle intervention. The trees' wounds will heal, and the maple… |
Sequence 19REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 9Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 13when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 14when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 184Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 194REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 2POSITIVE PSYCHOLOGY: THE EMERGING PARADIGM by Mihaly Csikszentmihalyi Positive Psychology takes the focus off… |
Sequence 32• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 3Presenters at the Innovation within Limits Seminar E. Thomas Casey, registered architect, came to the Taliesin Fellowship in… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 8• Different kinds of figures · Parts of a circle • Circumference: derivation of pi • Area of a circle • Equivalence • Area… |
Sequence 2Erikson, E. H. Young Man Luther. New York: W.W. Norton & Company, 1958. Gardner, H. Creating Minds. New York: Basic… |
Sequence 6The fundamental disagreement between attachment parenting and Montessori philosophy lies in the definition and importance of… |
Sequence 2THE Gooo WORK by Mihaly Csikszentmihalyi INTRODUCTION Dr. Csikszentmihaly incisively defines soul "as a person… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 2THE EVOLVING NATIJRE OF WORK by Mihaly Csikszentmihalyi Beginning with a definition of work built around a systems view of… |
Sequence 1THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 3When I was in junior high school almost forty years ago, I wanted more than anything to work with children. I was inspired by… |
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 22applies to parenting; adolescents who feel supported at home report more positive affective states (Rathunde, "Family… |
Sequence 34foJlowed by the genius. His characteristics are absorbed attention, a profound concentration which isolates him from all the… |
Sequence 36REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 15But grammar is a natural and enjoyable exploration if given at the right age. Even if you have a barrier against grammar… |
Sequence 16Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 8FURTHER MONTESSORI INSIGHTS Dr. Montessori also forecast other current ideas in developmental psychology not reviewed here.… |
Sequence 9LS. Clasen,A.W. Toga,J.L.Rapoport,&P.M. Thompson. "Dynamic Mapping of Human Cortical Development during… |
Sequence 24Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 5And Dr. Claremont, quoting Maria Montessori in his Translator's Note to The Absorbent Mind, says, "We know how… |
Sequence 13• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 17off the roof will be collected in large cisterns for watering the gardens and washing. We also chose to use straw bale… |
Sequence 24Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 13* * * So if this is part of the human predicament-the idea that we are given this urge to continually refine, to make things… |
Sequence 37extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 15Montessori, Maria. Ed11catioJ1 and Pence. 1949. Trans. Helen R. Lane. Oxford: Clio, 1992. Montessori, Maria. Educazio11e e… |
Sequence 13Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 16Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 24accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 4sequences at an individualized pace. While some lessons are done in small or large groups, the philosophy is based in… |
Sequence 11lowed our guides to develop both professionally and personally in ways they could not have initially imagined. Additionally,… |