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Sequence 4Camillo Grazzini: Creative imagination enables all of us, adults and children, to produce or create something new, something… |
Sequence 5characteristics and, so to speak, this "new" child has emerged that education is possible. The basis for… |
Sequence 1WHAT TO EXPECT FROM THE THIRD PLANE USING THE PLANES OF DEVELOPMENT CHART AS A BASIS OF THEORY by Baiba Krumins Grazzini… |
Sequence 3This being said, the albums of my two Montessori trainings, by Margaret Elizabeth Stephenson for primary and by Camillo… |
Sequence 1THE ROLE OF THE DISCIPLINES FOR COSMIC EDUCATION by Baiba Krumins Grazzini Baiba Krumins Grazzini continues to discuss… |
Sequence 18REFERENCE Montessori, Mario M. "Keys to the World: The Second Plane of Education." Summary of lectures,… |
Sequence 1THE ROLE OF THE SPECIALIST by Baiba Krumins Grazzini This article touches on the roles of specialist and generalist as… |
Sequence 11understand the mathematical concepts behind these mathematical tools. Montessori wrote this in her 1935 paper "The… |
Sequence 1HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 13guage. An emphasis on the expression of ma thematic al ideas orally and in written language fosters the student's… |
Sequence 140Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 14Many of the above-mentioned projects demonstrate a universal form of community reconstruction through their Montessori schools… |
Sequence 4obtains, allocates, supervises, and safeguards the work done as self help. This work is found either within the school itself… |
Sequence 8By the early 1900s, Napier's bones had evolved into a tool called the Genaille-Lucas Rulers, which allows you to do the… |
Sequence 3a routine recognition that as singular strands are examined, these strands are actually just that, singular strands, and not… |
Sequence 7EDU H Ji i \--)! ,,. __ ' -1 '\, -~ ~ t . .. '-L, 0 µ.J Figure 1. Cosmic Education and the… |
Sequence 9activity, thereby bringing up the existing schema and altering it in light of the new information. 3. A key lesson is often… |
Sequence 23So Mario Montessori makes this plea that we should not look on words, for example, as a burden on the children. Each word… |
Sequence 15student said, "We have to know the density of blood versus the density of water." They were bringing in… |
Sequence 235Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years The Montessori National… |
Sequence 17The new child, she said, must show us how to make all mankind aware of its unity. That human being is different from us and… |
Sequence 18Montessori's path for a science of peace is clear and radical and so optimistic that the junior class is doubtful it can… |
Sequence 1REFLECTIONS ON THE DEATH OF SOFIA CAVALLETTI AUGUST 23, 2011 by David Kahn, 2012 Other i111portant threads in these… |
Sequence 1Maria Montessori’s cosMic vision, cosMic Plan, and cosMic education by Camillo Grazzini This classic position of the breadth… |
Sequence 10116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Montessori, Maria, “Educazione cosmica,” 8. manuscript published in the… |
Sequence 13101 Ludick • The Work of the Hand the constructive stages of human develoPment and the worK of the hand: the Big Picture We… |
Sequence 1the montessori adolescent and the Pedagogy of Journey by Larry Schaefer Another historic Montessori essay puts into writing… |
Sequence 3131 McNamara • Community, Freedom, and Discipline ments either come from the essays they wrote for class, their gradu- ation… |
Sequence 1hiStory and civility by Larry Schaefer Larry Schaefer’s history of civility is a succinct summary of the implicit and… |
Sequence 1the hungry mind: from the first to the seCond plane of deVelopment by Baiba Krumins Grazzini Baiba Krumins Grazzini has… |
Sequence 541 Kahn • Global Science and Social Systems ecosystem contains most meaningful (Greg MacDonald, unpub- lished course notes… |
Sequence 1how The MonTessori upper eleMenTAry And AdolescenT environMenT nATurAlly inTegrATes science, MATheMATics, Technology, And… |
Sequence 385 McNamara • Naturally Integrates Science, Mathematics, Technology uses a similar expression: “Forced growth weakens the… |
Sequence 486 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Ken Robinson, in his book, Creative Schools, defined creativity as “the… |
Sequence 890 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 inventiveness that we can all learn from? . . . Of course, Montessori… |
Sequence 1597 McNamara • Naturally Integrates Science, Mathematics, Technology bibliogrAphy Grazzini, Camillo. “An Interview with… |
Sequence 648 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 unique ways. Margaret Stephenson had an impact certainly on me. Camillo… |
Sequence 725 Cunningham • From Cosmic Education to Civic Responsibility dently, the systems of the human body are weak, but when… |
Sequence 1HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND Baiba Krumins Grazzini is director of training at the International Centre for… |
Sequence 295 Krumins Grazzini • History: Human Solidarity Reprinted from The NAMTA Journal 31.1 (2006, Winter): 339–353. Copyright 2006… |
Sequence 1A TRIBUTE: DAVID KAHN The NAMTA-AMI legacy would not be complete without recognizing the impact David Kahn has had on NAMTA… |
Sequence 2152 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 duced to the Montessori community for the first time at these conferences… |
Sequence 4154 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 154 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 In September, 1996… |
Sequence 8162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 using a grandiose… |
Sequence 1Curriculum Development: The Montessori Approach To Mathematics by Carnillo Grazzini Camillo Grazzini, prominent Montessori… |
Sequence 3cial child especially in Europe. Both Eldert and Montessori Jr. in panel discussion later that day expressed a negative view… |
Sequence 2model to meet the objective conditions required for the continuation and expansion of Montessori elementary training. Such… |
Sequence 152THE MONTESSORI TEACHER EDUCATION COLLABORATIVE The Collaborative is pleased to announce four new courses. The selection of… |
Sequence 1Montessori: Revelations of mtelllgence 1be Tlleory of Multlple ,.,,,...._..: Ill Support of Mataod byDavidKahlt If Binet… |
Sequence 146The word is obviously German. Literally it would translate into English as "earth children." It is a plural… |
Sequence 214THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 222And these separate energies, finding nothing to satisfy them, give rise to innumerable combinations of wrong and deviated… |
Sequence 4PATHWAYS TO MATURITY: FULFILLING THE MONTESSORI VISION ---10 EDITORIAL: PATHWAYS TO MATURITY… |
Sequence 22It is remarkable that, even without a clear formulation of the different planes of development, an elementary school model… |
Sequence 44COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Carnillo Grazzini The first section of Mr.… |
Sequence 249Adolescent Colloquium participants, front row, seated: John Long, Larry Schaefer, Joen Bettmann, Pat Schaefer, Allyn Travis,… |
Sequence 127NORMALIZATION AND NORMALITY ACROSS THE PLANES OF DEVELOPMENT by David Kahn With the current emphasis on the four planes of… |
Sequence 130NORMALIZATION IN THE FIRST PLANE OF DEVELOPMENT Camillo Grazzini emphasizes the overriding importance of nor- malization for… |
Sequence 5The record, as reported in the following summary, speaks for itself. Erdkinder was established as a worthy goal and, as… |
Sequence 7THE ADOLESCENT COLLOQUIUM OCTOBER 3-6, 1996 SUMMARY OF THE PROCEEDINGS compiled and edited by Renee Pendleton This… |
Sequence 10A very important Montessori principle ls the idea of true responsibility-not doing an assigned chore but respond- ing to… |
Sequence 16Too often I ask teachers, "Have you dohe the Great Lessons?," • and they re- spond, "No, not yet… |
Sequence 31Montessori children, at 12, have done things that high school stu- dents haven't even touched. That's what she'… |
Sequence 33Figure 1 N "Urban Compromise" AMI e ane volume. Clearly this would have to be done in cooperation… |
Sequence 46F'or the third plane, the exploration is even wider, encoms:>assing the farm and the community of the rural… |
Sequence 55QUESTIONS David Kahn asked whether a decontextualized, component-by-compo- nent analysis is really how Montessorians operate… |
Sequence 61Alcillia Clifford-Williams suggested that, to some participants, the main obstacle to Erdkinder might be financial. She asked… |
Sequence 72Camillo Grazzini is AMI Elementary Director of Training at Fondazione "Centro Internazionale Studi Montessoriani,… |
Sequence 29120 years, have lacked any governing standard, any consensus of design, and any documentation. To help build the needed… |
Sequence 292Erdkinder Under Construction Team of community experts including architects, farmers, landscape designers, naturalists,… |
Sequence 4MONTESSORI PAST, PRESENT, AND POSSIBLE: A GLOBAL REALITY MONTESSORI EDUCATION: PAST, PRESENT, AND POSSIBLE… |
Sequence 6/J~ ---------------------- MONTESSORI EDUCATION: p AST, PRESENT, AND POSSIBLE by David Kahn In 1998, Renilde Montessori… |
Sequence 138A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 150community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
Sequence 168REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:… |
Sequence 174CONCLUSION 1: ADOLESCENTS MUST LIVE ON THE LAND Camillo Grazzini and Baiba Krumins G. write in an article appear- ing in this… |
Sequence 261culminate in a book featuring the model school design, principles of Montessori architecture, and documentation of existing… |
Sequence 262by Laurie Ewert-Kroeker and David Kahn in this Journal issue). He reported on the project to the AMI Pedagogical Committee in… |
Sequence 113THE SPIRITUAL CHALLENGE OF ERDKINDER PART 1: THE p ASSA GE FROM IMAGINATIVE VISION TO CONCRETE EXPERIENCE by David Kahn In… |
Sequence 63Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 224HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 128NAMTA CONFERENCES FOR THE 2000-2001 YEAR MONTESSORI' s GREAT w ORK: OUR GIFT FOR THE FUTURE CELEBRATING 30 YEARS OF… |
Sequence 210guest. She praised the school for its extensive prepared environment and for the high morale of the students. The Montessori… |
Sequence 7This Special Edition of The NAMTA Journal is dedicated to all those who made The Hershey Montessori Farm School happen-… |
Sequence 18cent Colloquium (see the timeline of Montessori secondary programs in "The Development of a Montessori High School as… |
Sequence 19ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 20If the human being is what we study, then we must create an environment which uniquely addresses the psychologi- cal… |
Sequence 294developed a program for the third plane of development. For the children at that age she created the term Erdkinder. The word… |
Sequence 576THE MONTESSORI PAST AS PRELUDE TO A MONTESSORI HIGH SCHOOL Montessori adolescent education takes place squarely in the con… |
Sequence 578Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 581These "noble" or "true" characteristics" have been en- capsulated as character… |
Sequence 258• develop opportunities for independent and collaborative work and study within adolescent programs • maintain a photographic… |
Sequence 1J 0 u Camillo Grazzini: Celebrating Fifty Years of Montessori Service Special Edition |
Sequence 4CAMILLO GRAZZINI: CELEBRATING FIFrY y EARS OF MONTESSORI SERVICE CAMILLO GRAZZINI: lNNOVATION WITHIN MONTESSORI THEORY AND… |
Sequence 5MARIA MoNTESsoRr's CosM1c Vrs10N, CosM1c PLAN, AND CosM1c EDUCATION… |
Sequence 8CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 10My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 11that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 15Camillo Grazzini with David Kahn, 2002 8 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 16AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |