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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 12Commentary The design and execution of this study is quite acceptable, but one criticism of the study would be the small… |
Sequence 1Montessori: The Humanities Connection Mythos, Logos, and the Generalist Ideal by David Kahn Montessori education may be a… |
Sequence 10st,aff training. If we can raise funds for a new air conditioning unit, we can raise funds for sclw/,arships. We can be… |
Sequence 9Informal Mathematics Mosr people use informal marhemarics in their daily lives narurally- organizing, classifying, numbering… |
Sequence 1EDITORIAL REINVENTING MONTESSORI: PERILS AND POSSIBILITIES by David Kahn To what degree is the fundamental test of… |
Sequence 3tion and successful adaptation to the new environment. Originally called "attachment behavior" by John… |
Sequence 3This great truth evokes in us a deep sense of humility and admiration. Children, who live a purer life than ours, are divine… |
Sequence 10cannot be free without being independent, hence, in order to gain independence, the active manifestations of personal liberty… |
Sequence 158cannot be free without being independent, hence, in order to gain independence, the active manifestations of personal liberty… |
Sequence 191This great truth evokes in us a deep sense of humility and admiration. Children, who live a purer life than ours, are divine… |
Sequence 9development, can build up in and around itself the foundations of peace. They have opened to mankind a new and luminous road… |
Sequence 14tor, kinesthetic experience as often as the spirit moves them. However the little gath- erings coalesce, to listen and move,… |
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 4tion becomes possible if there are activities that are appropriate to the child. Activities need to catch interest, bring… |
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 4to do the task well had required from him a vol- untary control of his move- ments. Dr. Montessori stresses that it is… |
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 21Anyone planning to involve children in a community participation project should be prepared to answer such questions as… |
Sequence 13this child showing me?" and you ask the child what he or she likes to do. My nephew attends a Montessori preschool.… |
Sequence 1THE SPIRITUAL CHALLENGE OF ERDKINDER PART 1: THE p ASSA GE FROM IMAGINATIVE VISION TO CONCRETE EXPERIENCE by David Kahn In… |
Sequence 9One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
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 4in a plundering industrial world of wires, wheels, and machines, of steel and plastics, of paved-over land and poisoned seas… |
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 120in a plundering industrial world of wires, wheels, and machines, of steel and plastics, of paved-over land and poisoned seas… |
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 230One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 4importantly, as the protector of the moral and spiritual forces that appear anew in every human being born" (… |
Sequence 19layers with the powers of observation and the proximity of the farm, it was our hope that these areas would seek their own… |
Sequence 6tion is the educational plan for six- to twelve-year-olds. The Greek idea of cosmos refers to the totality of the universe,… |
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 12• Share this factual information with peers while listening to their diverse histories. • Write a story supported by the… |
Sequence 4teaching be continued in a secondary school. Plans were devised to open a Montessori high school in Amsterdam and my father… |
Sequence 4developed a program for the third plane of development. For the children at that age she created the term Erdkinder. The word… |
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 20A. I think we' re only beginning to reach that. Stephen Kaplan and Rachel Kaplan, at the University of Michigan, have led… |
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 |
Sequence 2QUESTION AND ANSWER: THE ENVIRONMENT FOR THE Six- TO TWELVE-YEAR-OLD CHILD by Camillo Grazzini and Baiba Krumins Camillo… |
Sequence 1INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 2CONTRASTING LAND AND WATER FORMS: THE METHOD IN PRACTICE by Camillo Grazzini INTRODUCTION In the Children's House and… |
Sequence 1Camillo Grazzini, late 1990s 154 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 2MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 1Baiba Krumins and Camillo Grazzini, 2002-2003 172 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 2A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 14Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 32is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 2MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 2MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 2MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 1STUDY-CONFERENCE IN STRASBOURG, AUGUST, 1962 by Vera Gander and Camillo Grazzini This year it has been the turn of eastern… |
Sequence 1OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 1BERGAMO, ITALY: TWENTY YEARS OF MONTESSORI ACTIVITY by Camillo Grazzini The origins of the "Maria Montessori School… |
Sequence 4BERGAMO, ITALY: TWENTY YEARS OF MONTESSORI ACTIVITY by Camillo Grazzini The origins of the "Maria Montessori School… |
Sequence 8OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 12STUDY-CONFERENCE IN STRASBOURG, AUGUST, 1962 by Vera Gander and Camillo Grazzini This year it has been the turn of eastern… |
Sequence 22MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 38MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 46MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 52is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 70Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 82A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 83Baiba Krumins and Camillo Grazzini, 2002-2003 172 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 100MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 101Camillo Grazzini, late 1990s 154 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 136CONTRASTING LAND AND WATER FORMS: THE METHOD IN PRACTICE by Camillo Grazzini INTRODUCTION In the Children's House and… |
Sequence 142INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 148QUESTION AND ANSWER: THE ENVIRONMENT FOR THE Six- TO TWELVE-YEAR-OLD CHILD by Camillo Grazzini and Baiba Krumins Camillo… |
Sequence 149Baiba Krumins and Camillo Grazzini, 2002, Paris, France l06 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 160ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |