Search Inside Documents
Displaying results 1 - 100 of 146
Sequence 1The Humanities MONTESSORI: THE HUMANITIES CONNECTION Minneapolis, March 2, 3, 4, 1989 by David Kahn Minneapolis marks a… |
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 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 2from one learning stage to the next, the first must be completely mastered. But Bruner implies that the conceptualization… |
Sequence 9The Montessori idea is unfinished by design. Some complain that the curriculum presented in Montessori training is incomplete… |
Sequence 3takes place without any voluntary effort on the part of the child. It is a time when children project themselves, by activity… |
Sequence 4sensorially, they are simultaneously absorbing the world into them- selves. Children build their conception of self and… |
Sequence 6comparison, and choice, and since their interest is held by the movement provided by the apparatus, they are motivated to act… |
Sequence 1THE MFANING OF EDUCATIONAL REFORM by Jerome Bruner Jerome Bruner has the ability to view curriculum with its foll interactive… |
Sequence 5community members are viewed as resources and are involved in curricular planning and the evaluation of their children.… |
Sequence 5oversee. I became daddy for 15 kids, something that also is built into the structure of the school. But within that advisory… |
Sequence 9What causes us co distinguish between species is always their differences, never their likeness. What constitutes another… |
Sequence 11cioned above, Bruner and Coghill, have now accepted that face chat the creative process comes into play in growth and learning… |
Sequence 1610. Jerome S. Bruner, Toward a Theory of Instruction (Cambridge, Mass.: Harvard Universiry Press, 1966). I l. Alexis Carrel,… |
Sequence 3implementation of the Montessori model but will provide a wealth of more general information about children's school… |
Sequence 3Montessori views personal autonomy as interconnected with social re- sponsibility and the evolution of human societies. The… |
Sequence 18The study supports the findings of Bruner, DeCharms, and others that self- motivation is part of a complex process In… |
Sequence 19The analysis of behaviors characterizing autonomy in this study implies the cyclical nature of its development, involving the… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 10creation of a public space; Dewey talked consistently about an "articulate public" bringing a public sphere… |
Sequence 5opment guarantees the unfolding of basic "experience expectant" systems. Refinements of language, such as… |
Sequence 14the teachers do not already know tJ1e answer. Even when tJ1e form of the question seems to invite a variety of answers, tJ1ere… |
Sequence 16as models and guides at every stage of devel- opment. Jerome Bruner calls this "loaning chil- dren our conscious… |
Sequence 20fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 134fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 138as models and guides at every stage of devel- opment. Jerome Bruner calls this "loaning chil- dren our conscious… |
Sequence 22Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 4words of Bob Samples, Sir Isaac Newton, and Jerome Bruner as cited in Samples' The Metaphoric Mind: The inventive… |
Sequence 5Yourn: But why say it's a green dragon when obviously it isn't? THOMAS: For several reasons. I call the universe a… |
Sequence 7Reeve), the distance between actual development and the potential level of development possible with guidance or help (… |
Sequence 8learner goes from one step to the next. Once mastered in that appropri- ate form, the learner can go on to more powerful, more… |
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 19learner goes from one step to the next. Once mastered in that appropri- ate form, the learner can go on to more powerful, more… |
Sequence 20Reeve), the distance between actual development and the potential level of development possible with guidance or help (… |
Sequence 3ties that directly sustain him, but in the symbolic activities which give significance both to the processes of work and… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 3independence, which is the scope and sequence of the Montessori developmental continuum from birth to adulthood. This… |
Sequence 183. Global applications (from Lunds University): The global anthropological approach is not n macro theory. It is a framework… |
Sequence 19· To impart a sense of respect for the capacities and human- ity of man as a species. · To leave the student with a sense of… |
Sequence 235. Economics can interact with almost any discipline as well as provide insight into the school's business and service… |
Sequence 19REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 3saying, first of all, stop calling it a new century. It has to be mnde new, and human originality has to be exercised. Our… |
Sequence 29natural right. If our children are in despair in such large number during their adolescence and teenage years, then obviously… |
Sequence 3Science and the Montessori Casa dei Bambini page 108 been so popular, I reasoned this would be the next step in a logical… |
Sequence 4AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 6AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 58AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 60AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 61Science and the Montessori Casa dei Bambini page 108 been so popular, I reasoned this would be the next step in a logical… |
Sequence 59AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 61AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 62Science and the Montessori Casa dei Bambini page 108 been so popular, I reasoned this would be the next step in a logical… |
Sequence 4link up revolutionizes each field of study. Montessori was able to find what T.S. Eliot called the objective correlative to… |
Sequence 5model for point, line, surface and solid, respectively. The study of lines leads to the study of angles, the study of angles… |
Sequence 1Curriculum Review: Man: A Course of Study Kahn-Bruner Interview Jerome Bruner's recollection of his famous Man: A… |
Sequence 3good for discussion because all it leads to is other people saying, "Ooh" or "Aah" or &… |
Sequence 4is transactional. Philosophy, I suppose, is disciplined, educated dialogue with people sharing their subjectivity about big… |
Sequence 5"And so we see Marta, concerned about the cosmetic __ ." Let them imagine a narrative! We were having such… |
Sequence 634 Bruner: I don't like to get dragged down into a bad game of chess - if you're going to play chess, play it well… |
Sequence 4Phases I and II teachers involved in Phase III noticed that the children could apply the concepts and language gained in the… |
Sequence 3other great ladies and great gentlemen coming along too. Don't rule them out because their name isn't Montessori.… |
Sequence 334 Language may be studied from the humanistic point of view that it is an adaptive medium whereby the human relates to his… |
Sequence 1A View of Childminding by Jerome Bruner Often times the babysiuer in the home is idealized as the better alternative to… |
Sequence 1Book Review: Under Five in Britain by Jerome Bruner The Hif!,hscope Pres.1. 600 North mn,r S1ree1. } 'p1ila111i.… |
Sequence 242 Bruner as epistemologist and educator asserts one of Montessori's highest precepts. Concentration is the measure of… |
Sequence 3mcnt 10 enrich the learning environment and lO extend Jay care beyond minimum custodial level~. Nor docs this comprehensive ~… |
Sequence 3Everyone was running around taking field trips, doing experiments, reading journal articles ... I much prefer a nice easy… |
Sequence 414 in a circle. Children are impressed by this kind of perspective. It says to them, "What you are studying is… |
Sequence 6excellence. How do we reconcile the demands of the structured curriculum, as defined by Bruner, with the significance of the… |
Sequence 2223 Bruner, Jerome. (1982). A view of childminding. NAHTA Quarterly, 2, 9-21, (13). A dialogue about child rearing. (… |
Sequence 2930 Varga, Virginia,. (1977). Physiology of the absorbent mind. The Constructive Triangle, ~. 5-7, (3). Wikramaratne, Lena… |
Sequence 8485 Raman, S. P., & Bowen, Elizabeth L. (1975). Nutrition and development. The Constructive Triangle, l, 41-46, (6… |
Sequence 58The Humanities MONTESSORI: THE HUMANITIES CONNECTION Minneapolis, March 2, 3, 4, 1989 by David Kahn Minneapolis marks a… |
Sequence 44There is a broad spectrum of interest in the six year old, and Mont- essori suggests accordingly that we must sow as many… |
Sequence 103INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 104from one learning stage to the next, the first must be completely mastered. But Bruner implies that the conceptualization… |
Sequence 13The Montessori idea is unfinished by design. Some complain that the curriculum presented in Montessori training is incomplete… |
Sequence 21takes place without any voluntary effort on the part of the child. It is a time when children project themselves, by activity… |
Sequence 22sensorially, they are simultaneously absorbing the world into them- selves. Children build their conception of self and… |
Sequence 24comparison, and choice, and since their interest is held by the movement provided by the apparatus, they are motivated to act… |
Sequence 35THE MFANING OF EDUCATIONAL REFORM by Jerome Bruner Jerome Bruner has the ability to view curriculum with its foll interactive… |
Sequence 69community members are viewed as resources and are involved in curricular planning and the evaluation of their children.… |
Sequence 86oversee. I became daddy for 15 kids, something that also is built into the structure of the school. But within that advisory… |
Sequence 15What causes us co distinguish between species is always their differences, never their likeness. What constitutes another… |
Sequence 17cioned above, Bruner and Coghill, have now accepted that face chat the creative process comes into play in growth and learning… |
Sequence 2210. Jerome S. Bruner, Toward a Theory of Instruction (Cambridge, Mass.: Harvard Universiry Press, 1966). I l. Alexis Carrel,… |
Sequence 131implementation of the Montessori model but will provide a wealth of more general information about children's school… |
Sequence 72Montessori views personal autonomy as interconnected with social re- sponsibility and the evolution of human societies. The… |
Sequence 87The study supports the findings of Bruner, DeCharms, and others that self- motivation is part of a complex process In… |
Sequence 88The analysis of behaviors characterizing autonomy in this study implies the cyclical nature of its development, involving the… |
Sequence 89Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 139creation of a public space; Dewey talked consistently about an "articulate public" bringing a public sphere… |
Sequence 97opment guarantees the unfolding of basic "experience expectant" systems. Refinements of language, such as… |
Sequence 106the teachers do not already know tJ1e answer. Even when tJ1e form of the question seems to invite a variety of answers, tJ1ere… |
Sequence 64as models and guides at every stage of devel- opment. Jerome Bruner calls this "loaning chil- dren our conscious… |
Sequence 68fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 32Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 130words of Bob Samples, Sir Isaac Newton, and Jerome Bruner as cited in Samples' The Metaphoric Mind: The inventive… |
Sequence 131Yourn: But why say it's a green dragon when obviously it isn't? THOMAS: For several reasons. I call the universe a… |