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Sequence 33Lena Gitter and Camillo Grazzini 26 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 34THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 70ON GEOMETRY CLASSIFIED NOMENCLATURE by Camillo Grazzini The Geometry Classified Nomenclature is a material we provide for… |
Sequence 75Camillo Grazzini, Germany, 1979 68 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 85Camillo Grazzini, Italy, 1982 Mario Montessori 78 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 86MARIA MONTESSORI AND ALGEBRA: THE BINOMIAL THEOREM by Camillo Grazzini translated from Italian by Irene Fafalios A boy of… |
Sequence 101Camillo Grazzini and Hildegard Solzbacher, mid 1980s 94 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 102ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 113Baiba Krumins and Camillo Grazzini, 2002, Paris, France l06 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 114QUESTION AND ANSWER: THE ENVIRONMENT FOR THE Six- TO TWELVE-YEAR-OLD CHILD by Camillo Grazzini and Baiba Krumins Camillo… |
Sequence 120INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 126CONTRASTING LAND AND WATER FORMS: THE METHOD IN PRACTICE by Camillo Grazzini INTRODUCTION In the Children's House and… |
Sequence 161Camillo Grazzini, late 1990s 154 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 162MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 179Baiba Krumins and Camillo Grazzini, 2002-2003 172 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 180A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 192Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 210is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 216MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 224MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 240MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 250STUDY-CONFERENCE IN STRASBOURG, AUGUST, 1962 by Vera Gander and Camillo Grazzini This year it has been the turn of eastern… |
Sequence 254OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 258BERGAMO, ITALY: TWENTY YEARS OF MONTESSORI ACTIVITY by Camillo Grazzini The origins of the "Maria Montessori School… |
Sequence 262GOODBYE CAMILLO GRAZZINI J ANDARY 26, 2004 When I trained in Bergamo in 1971 I saw Camillo Grazzini as a character out of a… |
Sequence 265finally, (4) Erdkinder experiments integrating real community work and intellectual development as part of living on the farm… |
Sequence 284"citizens of the world," a concept as valid for elementary teachers as for elementary children. Bergamo… |
Sequence 54The key that again opened my spiritual vision quest here was the role of "calling" within me, the teacher (… |
Sequence 57So it is that my husband and I continue our vision quest, grateful for the gift of that vision from our trainers Betty… |
Sequence 59Parents, with our help, need to develop a philosophy of parenting, based on Montessori principles, that applies throughout… |
Sequence 102MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 148needs and solutions at the Montessori elementary level. What are human needs? How are humans different in how they find… |
Sequence 154* * * In the Erdkinder Appendices of From Childhood to Adolescence, Montessori presents the next logical step for history as… |
Sequence 160THE GREAT RIVER by Baiba Krumins Grazzini The Great River is sometimes referred to as a metaphor for human unity, which has… |
Sequence 198· time for growth • time to be challenged intellectually, to think new thoughts, to broaden viewpoints · time to pause and… |
Sequence 125The land school is a rescue for Montessori's "rhythm of life." The presentation by Camillo Grazzini and… |
Sequence 9THE KEY LESSONS OF THE THIRD ADOLESCENT COLLOQUIUM by David Kahn THEORY INTO PRACTICE: THE MONTESSORI COLLOQUIUM AS A… |
Sequence 35ESTABLISHING THE ERDKINDER APPENDICES AS AN AUTHORITY by Baiba Krumins Grazzini Baiba Krumins Grazzini was chosen to open… |
Sequence 44should like to quote from an article called "The Four Planes of Devel- opment" by Camillo Grazzini. The part… |
Sequence 68Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 79Camillo Grazzini: Creative imagination enables all of us, adults and children, to produce or create something new, something… |
Sequence 162characteristics and, so to speak, this "new" child has emerged that education is possible. The basis for… |
Sequence 181WHAT TO EXPECT FROM THE THIRD PLANE USING THE PLANES OF DEVELOPMENT CHART AS A BASIS OF THEORY by Baiba Krumins Grazzini… |
Sequence 196This being said, the albums of my two Montessori trainings, by Margaret Elizabeth Stephenson for primary and by Camillo… |
Sequence 229THE ROLE OF THE DISCIPLINES FOR COSMIC EDUCATION by Baiba Krumins Grazzini Baiba Krumins Grazzini continues to discuss… |
Sequence 246REFERENCE Montessori, Mario M. "Keys to the World: The Second Plane of Education." Summary of lectures,… |
Sequence 281THE ROLE OF THE SPECIALIST by Baiba Krumins Grazzini This article touches on the roles of specialist and generalist as… |
Sequence 314understand the mathematical concepts behind these mathematical tools. Montessori wrote this in her 1935 paper "The… |
Sequence 347HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 61guage. An emphasis on the expression of ma thematic al ideas orally and in written language fosters the student's… |
Sequence 142Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 20Many of the above-mentioned projects demonstrate a universal form of community reconstruction through their Montessori schools… |
Sequence 109obtains, allocates, supervises, and safeguards the work done as self help. This work is found either within the school itself… |
Sequence 202By the early 1900s, Napier's bones had evolved into a tool called the Genaille-Lucas Rulers, which allows you to do the… |
Sequence 230a routine recognition that as singular strands are examined, these strands are actually just that, singular strands, and not… |
Sequence 15EDU H Ji i \--)! ,,. __ ' -1 '\, -~ ~ t . .. '-L, 0 µ.J Figure 1. Cosmic Education and the… |
Sequence 17activity, thereby bringing up the existing schema and altering it in light of the new information. 3. A key lesson is often… |
Sequence 119So Mario Montessori makes this plea that we should not look on words, for example, as a burden on the children. Each word… |
Sequence 148student said, "We have to know the density of blood versus the density of water." They were bringing in… |
Sequence 241Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years The Montessori National… |
Sequence 338The 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 339Montessori's path for a science of peace is clear and radical and so optimistic that the junior class is doubtful it can… |
Sequence 93REFLECTIONS ON THE DEATH OF SOFIA CAVALLETTI AUGUST 23, 2011 by David Kahn, 2012 Other i111portant threads in these… |
Sequence 6Part II hIstory oF the unIverse: the earth and the IntegratIon oF the human PersonalIty ...............................81… |
Sequence 9181 Part II • History of the Universe: The Earth and the Integration of the Human Personality Part II e History of the… |
Sequence 117107 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education Maria Montessori’s cosMic vision, cosMic… |
Sequence 126116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Montessori, Maria, “Educazione cosmica,” 8. manuscript published in the… |
Sequence 107101 Ludick • The Work of the Hand the constructive stages of human develoPment and the worK of the hand: the Big Picture We… |
Sequence 107101 Schaefer • The Montessori Adolescent and the Pedagogy of Journey the montessori adolescent and the Pedagogy of Journey… |
Sequence 137131 McNamara • Community, Freedom, and Discipline ments either come from the essays they wrote for class, their gradu- ation… |
Sequence 109103 Schaefer • History and Civility hiStory and civility by Larry Schaefer Larry Schaefer’s history of civility is a… |
Sequence 115 Kahn • Innovation within Montessori Structure a disciplines, and in which Montessori teachers present the materials that… |
Sequence 9791 Krumins Grazzini • The Hungry Mind It is always reality that the child seeks, but the only way to see, picture, and… |
Sequence 4741 Kahn • Global Science and Social Systems ecosystem contains most meaningful (Greg MacDonald, unpub- lished course notes… |
Sequence 8983 McNamara • Naturally Integrates Science, Mathematics, Technology how The MonTessori upper eleMenTAry And AdolescenT… |
Sequence 9185 McNamara • Naturally Integrates Science, Mathematics, Technology uses a similar expression: “Forced growth weakens the… |
Sequence 9286 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Ken Robinson, in his book, Creative Schools, defined creativity as “the… |
Sequence 9690 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 inventiveness that we can all learn from? . . . Of course, Montessori… |
Sequence 10397 McNamara • Naturally Integrates Science, Mathematics, Technology bibliogrAphy Grazzini, Camillo. “An Interview with… |
Sequence 5648 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 unique ways. Margaret Stephenson had an impact certainly on me. Camillo… |
Sequence 3125 Cunningham • From Cosmic Education to Civic Responsibility dently, the systems of the human body are weak, but when… |
Sequence 9794 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Baiba Krumins Grazzini is director of training at the International… |
Sequence 9895 Krumins Grazzini • History: Human Solidarity Reprinted from The NAMTA Journal 31.1 (2006, Winter): 339–353. Copyright 2006… |
Sequence 151McNamara • A Tribute: David Kahn 151 A TRIBUTE: DAVID KAHN The NAMTA-AMI legacy would not be complete without recognizing… |
Sequence 152152 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 duced to the Montessori community for the first time at these conferences… |
Sequence 154154 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 154 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 In September, 1996… |
Sequence 162162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 162 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 using a grandiose… |
Sequence 3THE CASE FOR MONTESSORI CREATIVITY Editorial Report: The Case for Montessori Creativity by David Kahn… |
Sequence 42Curriculum Development: The Montessori Approach To Mathematics by Carnillo Grazzini Camillo Grazzini, prominent Montessori… |
Sequence 7cial child especially in Europe. Both Eldert and Montessori Jr. in panel discussion later that day expressed a negative view… |
Sequence 3MONTESSORI MOVEMENT - THE END OF AN ERA THE START OF RENEWAL volume seven number three Part I The Movement for the… |
Sequence 46model to meet the objective conditions required for the continuation and expansion of Montessori elementary training. Such… |