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Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Camillo Grazzini The first section of Mr. Grazzini… |
Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Camillo Grazzini The first section of Mr. Grazzini… |
Sequence 2watching it grow tall and straight and bring forth beautiful leaves. And then, just as it is ready to flower, someone moves it… |
Sequence 6perfectly normal thing to do. Ms. A: Yes, I think that's what I mean. Mr. B: Well, aren't some strange behaviors… |
Sequence 2varied clients about complex, often unanticipated problems; who can imagine the needs of other people, that is, and exercise… |
Sequence 25who experienced deprivation when very young and rebounded hand- somely in adolescence. According to Kagan, the commotion… |
Sequence 9S. I Hiyakawa, who was my president out at San Francisco State, is a wonderful person. When Dr. Hiyakawa was running for… |
Sequence 3behavior-at least, not in the way we want. No behavioral manipulation ever helped a child develop a commitment to becoming a… |
Sequence 7But one way or another, millions of children learn to shut up and do what they're told. This lesson is typically enforced… |
Sequence 5BACKGROUND OF TEACHERS AND SCHOOLS Teacher Background The two teachers who were trained in Montessori methods, A and B at… |
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 4The word is obviously German. Literally it would translate into English as "earth children." It is a plural… |
Sequence 1THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 9And these separate energies, finding nothing to satisfy them, give rise to innumerable combinations of wrong and deviated… |
Sequence 5It is remarkable that, even without a clear formulation of the different planes of development, an elementary school model… |
Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Carnillo Grazzini The first section of Mr.… |
Sequence 1NORMALIZATION AND NORMALITY ACROSS THE PLANES OF DEVELOPMENT by David Kahn With the current emphasis on the four planes of… |
Sequence 4NORMALIZATION IN THE FIRST PLANE OF DEVELOPMENT Camillo Grazzini emphasizes the overriding importance of nor- malization for… |
Sequence 23concrete example in a school environment that exemplifies a doing to approach or a working with approach. If it's one… |
Sequence 24Fourth, punishment gets people to think almost exclusively about their own self-interest. Whenever we talk about"… |
Sequence 25you saturate a child in an environment of so-called logical conse- quences, that child, if he grows up and thinks he can get… |
Sequence 27WHY REWARDS FAIL 1. Rewards punish • because they're controlling • when they're not received 2. Rewards rupture… |
Sequence 4tion of agrarianism, I will try to suggest to you, is tied to Western culture. In other words, Western culture would not have… |
Sequence 11them first to get the tangent taste out, and then you press them into olive oil. As for barley or wheat, you have to cut it… |
Sequence 21quite accurate analysis. I think we all have to realize that farms like mine are being destroyed in California. All of my… |
Sequence 8I thought, "Oh, this is stupid." Then they said, "What are you going to do with these coyotes?… |
Sequence 10I said, "That's just a law. It's a canon. You can't escape it. It's always going to be true.… |
Sequence 320 years, have lacked any governing standard, any consensus of design, and any documentation. To help build the needed… |
Sequence 4Erdkinder Under Construction Team of community experts including architects, farmers, landscape designers, naturalists,… |
Sequence 1/J~ ---------------------- MONTESSORI EDUCATION: p AST, PRESENT, AND POSSIBLE by David Kahn In 1998, Renilde Montessori… |
Sequence 1A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 13community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
Sequence 31REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:… |
Sequence 4CONCLUSION 1: ADOLESCENTS MUST LIVE ON THE LAND Camillo Grazzini and Baiba Krumins G. write in an article appear- ing in this… |
Sequence 1THE SPIRITUAL CHALLENGE OF ERDKINDER PART 1: THE p ASSA GE FROM IMAGINATIVE VISION TO CONCRETE EXPERIENCE by David Kahn In… |
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 4HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 23HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
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 10ment, because that is probably the most potent form of inter- action we have in early life. This kind of environment re-… |
Sequence 11There are other reasons as well with preemies-they're sort of being bombarded by stimuli they're not ready for-but… |
Sequence 23a child's language experience. What we think happens is that in a baby's brain we have this initial bias; we have… |
Sequence 24responding with more activity than the right hemisphere even in these very young babies. The left hemisphere is biased for… |
Sequence 42good models. I shouldn't say good models-I don't mean to be too moralistic about what's good and what's… |
Sequence 18and language. So you might think there's got to be a connection between the two. But what precisely is the connection?… |
Sequence 18THROUf3H A WJNOOW Alson 1/t71y2k1 Fs,al[)raft LsraraoutlD)L lledmam ilbbt wln:tba #4& ii! G '4DEl;.am:… |
Sequence 10cent Colloquium (see the timeline of Montessori secondary programs in "The Development of a Montessori High School as… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 12If the human being is what we study, then we must create an environment which uniquely addresses the psychologi- cal… |
Sequence 4developed a program for the third plane of development. For the children at that age she created the term Erdkinder. The word… |
Sequence 17exist in other cultures. We're not supposed to speak of Western chauvinism now, but I think that I can prove to you that… |
Sequence 4started to have threshing floors, presses, small little agricultural production centers right on their farms or shared by a… |
Sequence 13all of you as teachers should remember one thing: Your allegiance is not to make people feel good but it is to the truth.… |
Sequence 23What tragedy from the agrarian experience does is to teach a stu- dent that there are certain terrible things in the world… |
Sequence 25He said, "Oh, no." I said, "That's just a law. It's a canon. You can't escape it. It… |
Sequence 16THE MONTESSORI PAST AS PRELUDE TO A MONTESSORI HIGH SCHOOL Montessori adolescent education takes place squarely in the con… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 21These "noble" or "true" characteristics" have been en- capsulated as character… |
Sequence 4to work. Also with these expanded career opportunities, we experi- enced, in the United States, a great mobility of families.… |
Sequence 2There is a very critical series of separations and attachments in these first three years. Silvana Montanaro often says that… |
Sequence 3This time frame is very short-unless you' re in the middle of it, and then you think it's a lifetime. When you'… |
Sequence 7child the belief that we trust they can do it, they move away from us with security and the feeling that they can do whatever… |
Sequence 7Do they love them? Yes, they do. Do they want to do those little fasteners? Yes, they do. My granddaughter, at seventeen… |
Sequence 9A: Flipping up and down-I don't know ifl' d recommend flipping up and down with toddlers, because they'll try… |
Sequence 12don't accidentally urinate on the floor. It's usually quite on purpose. It's simply that they urinate on the… |
Sequence 17At this same school, the children in the early school care program would come to one building to have their breakfast and do… |
Sequence 18We use a tablecloth with place settings embroidered on it so that a child can independently set the table by matching the… |
Sequence 19ACTIVITIES WITH PLANTS ANO ANIMALS Another activity is plant watering. Young children, when they're first walking until… |
Sequence 6before you can be really sure that they're never going to have a lapse in toileting. And, of course, given the conditions… |
Sequence 7fails to challenge children from an infant community, who, you re- member, have been actively involved in practical life… |
Sequence 8have had at least one child who came in from a home environment already on the path to normalization. We also need to assess… |
Sequence 6sive to six- to nine-year-olds: "Wow! I wonder if puppies do that too. I wonder if kittens do that when they're… |
Sequence 8physically what happens to your body when you hit adolescence. I can't talk to boys because I've never experienced… |
Sequence 13children it was the first time they'd seen a birth. And I didn't want them to associate blood and birth. Q: Where I… |
Sequence 25conceived in love-the love between two women-and the sperm just came from somebody else. Butthat child, in fact, from their… |
Sequence 10And then finally I want to talk about this notion of the pitfall of progressivism because progressivism today is the dominant… |
Sequence 19Now I think we see that in early childhood the mastery orientation is rooted in the young child's will, which is a good… |
Sequence 22period of middle childhood. I want to actually juxtapose what I just described-this sort of infancy and early childhood… |
Sequence 23Yet there are two fundamental processes that I think are in play in adolescence and they're just like the ones that we… |
Sequence 10thousand years ago is almost incomprehensible. I mean think about ten thousand years into the future-it's not even… |
Sequence 17So I tried to write a book that covered all of this stuff in a way that was warm, non-technical, and filled with narrative and… |
Sequence 27ment so people can confront that. Even if you believe in God, you still have to confront the coldness and the darkness along… |
Sequence 7Nature: A Favorite Place [nformation about children's relationship with nature has been coming out from many studies… |
Sequence 3mentally congruent view of the importance of contact with nature in childhood. PROBLEMATIZING NATURE EDUCATION One of the… |
Sequence 6Montessori has this wonderful notion of the universe story as a curricular framework for the middle years, which operates at… |
Sequence 15feel-you know, how happy they are, how cheerful, how concentrated. In this particular study, the one with teenagers, we asked… |
Sequence 1CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 3My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 4that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 1Camillo Grazzini with David Kahn, 2002 8 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 2AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |
Sequence 1Lena Gitter and Camillo Grazzini 26 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 2THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 1ON GEOMETRY CLASSIFIED NOMENCLATURE by Camillo Grazzini The Geometry Classified Nomenclature is a material we provide for… |
Sequence 1Camillo Grazzini, Germany, 1979 68 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 1Camillo Grazzini, Italy, 1982 Mario Montessori 78 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 2MARIA MONTESSORI AND ALGEBRA: THE BINOMIAL THEOREM by Camillo Grazzini translated from Italian by Irene Fafalios A boy of… |
Sequence 1Camillo Grazzini and Hildegard Solzbacher, mid 1980s 94 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 2ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 1Baiba Krumins and Camillo Grazzini, 2002, Paris, France l06 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |