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Sequence 1BUILDING CORRELATIONS: COSMIC EDUCATION AND MORAL DEVELOPMENT Part One by David Kahn Looking at the classical Montessori… |
Sequence 11"' A.M. Joosten "The Silence Lesson" in AMI Co1111111111icalio11~ 4:(19(i7) 27. "Tape… |
Sequence 1ON BUBBLES AND SUCH by C. A. Claremont Dr. Clarernont's ability to personify aspects of physics, to isolate the… |
Sequence 7rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 1PARENTS AS FIRST EDUCATORS IN THE 21ST CENTURY by Judi Orion Judi Orion s description of hame care of the infant-toddler for… |
Sequence 1ASSISTANTS TO INFANCY TRAINING By Judi Orion This section provides informatwn about the Assistants w Infancy Training, it-S… |
Sequence 5ASSISTANTS TO INFANCY COURSE CONTENT By Judi Orion MONTESSORI PEDAGOGY These lectures cover child psychology and child… |
Sequence 1ASSISTANTS TO INFANCY PROGRAMS by Judi Orion THE PARENT-INFANT CLASS The Parent-Infant class, which consists of not more… |
Sequence 3Maria Montessori said, ''We have nothing to hope from the external world till the normalization of man is recognized… |
Sequence 4Families will be invited to use park space adjoining the infant/ toddler cent.er in which a solar biodome will facilitate year… |
Sequence 8Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 11Assessment Team Mary Boehnlein Tim Duax Margaret Loeffler Carol Takacs Ana Maria Villegas Scholar Review Team Andrew… |
Sequence 12K Computer Peter Gebhardt-Seele, Robert Zdeb L Physical Education (to be confinned) M Middle School John McNarnara, John… |
Sequence 6K Computer Peter Gebhardt-Seele, Robert Zdeb L Physical Education (to be confinned) M Middle School John McNarnara, John… |
Sequence 7Assessment Team Mary Boehnlein Tim Duax Margaret Loeffler Carol Takacs Ana Maria Villegas Scholar Review Team Andrew… |
Sequence 10Carole Komgold, Director, Center for Montessori Teacher Education/NY 25 Roxbury Rd, Scarsdale, NY 10583 914-472-0038 Pamela… |
Sequence 3educationalese all have a purpose. But in my estimation they represent exercises in minutiae-the kind of minutiae that… |
Sequence 5There are dozens of words that you can pick out to give to children. Bankrupt means someone whose bench has been broken (rupto… |
Sequence 6it. Here are the symbols for the ~ansitive and the intransitive, the infinitive, and the verb to be for auxiliary use. Of… |
Sequence 11my school like the plague one year. Do you know it? There was a youth and a well-beloved youth And he was a squire's son… |
Sequence 16Never more; Miranda Miranda Never more. Only the high peak's hoar; And Aragon a torrent at the door. No sound In… |
Sequence 2FOLK TALES, FAIRY TALES, AND HISTORY USES AND CLASSIFICATION by Francesca Claremont 'Jbe article that follows is… |
Sequence 8hadn't got. So he retired and went back to Germany. That is the scale. Of course, it is very, very important from a… |
Sequence 17You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 9and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |
Sequence 103and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |
Sequence 169You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 1CLAUDE CLAREMONT' S CONTRIBUTION TO THE HISTORY OF SCIENCE AND ENGINEERING by Harvey R. Hallenberg Claude A. Claremont… |
Sequence 2the Montessori educational community, yet he made most of his discov- eries in his own classroom working with a group of… |
Sequence 3great chasms and mighty rivers but also the trusses that support the roofs of our houses. Spanning space continues to be an… |
Sequence 4The elementary student is especially sensitive to historical context. The sense of time and duration crystallizes out of a… |
Sequence 1TRAINING THE MONTESSORI TEACHERS by Claude A. Claremont, PhD STUDIO HOUSE IN WAR-TIME "It's an ill wind that… |
Sequence 2residence for the principals (Mr. and Mrs. Claremont), garden ameni- ties including a large field or paddock, very suitable… |
Sequence 14When something is amiss in our classroom, in our school, among the parents, or within ourselves, why not take Montessori'… |
Sequence 7independence in the child's life. Dr. Sears states, "Independence is not, in itself, one of our most important… |
Sequence 8Figure 4: Persons in Community We must make a plan of development with the guide that the child gives us through the powers… |
Sequence 1London, England MONTESSORI AND THE DEEPER FREEDOM by Mario M. Montessori and Claude A. Claremont I am inclined to think that… |
Sequence 6These sudden outbursts, which Dr. Montessori aptly terms "explo- sions," are prepared not just by growing,… |
Sequence 18The true nature is like gold-waiting underground to be discovered and brought to light. After many episodes of normalization… |
Sequence 1!)~------------ THE SPIRITUAL DEVELOPMENT OF THE CHILD: KEEPING THE BALANCE by David Kahn Montessori learned from observed… |
Sequence 4center of our efforts to insure, in Gianna Gobbi's words, "healthy psychic life and [to pave] the way for human… |
Sequence 16The human is a great collaborator. And nature welcomes a gentle intervention. The trees' wounds will heal, and the maple… |
Sequence 19REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
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 13sympathy, pity, admiration or love-then we wish for knowledge about the object of our emotional response. Once found, it has… |
Sequence 111sympathy, pity, admiration or love-then we wish for knowledge about the object of our emotional response. Once found, it has… |
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 194REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 2POSITIVE PSYCHOLOGY: THE EMERGING PARADIGM by Mihaly Csikszentmihalyi Positive Psychology takes the focus off… |
Sequence 32• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 3Presenters at the Innovation within Limits Seminar E. Thomas Casey, registered architect, came to the Taliesin Fellowship in… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 2FOLLOWING THE HAND: THE FIRST THREE YEARS OF LIFE by Judi Orion Delineating the steps of development of the human hand from… |
Sequence 2Erikson, E. H. Young Man Luther. New York: W.W. Norton & Company, 1958. Gardner, H. Creating Minds. New York: Basic… |
Sequence 1CHILD DEVELOPMENT UNDER THREE: THE FOUNDATIONS OF THE PERSONALITY, THE FAMILY, AND THE MONTESSORI METHOD by Judi Orion Judi… |
Sequence 1INFANT ATTACHMENT AND SEPARATION: THE FOUNDATIONS FOR SOCIAL/ EMOTIONAL GROWTH by Judi Orion What is the dynamic of… |
Sequence 6The fundamental disagreement between attachment parenting and Montessori philosophy lies in the definition and importance of… |
Sequence 1INDEPENDENCE OF THE YOUNG CHILD FROM BIRTH TO THREE by Judi Orion This article explores the idea of independence from a… |
Sequence 1LIFETIME DEVELOPMENT AS SEEN THROUGH THE FIRST THREE YEARS OF LIFE by Judi Orion Early development shapes one's… |
Sequence 4To sum things up in Dr. Montessori' swords, "A creature can be led astray by something that is in itself quite… |
Sequence 1USING THE ASSISTANTS TO INFANCY FOR PRE-ADOLESCENTS: ANTICIPATING A HEALTHY p ARENTHOOD by Judi Orion The life cycle of… |
Sequence 2THE Gooo WORK by Mihaly Csikszentmihalyi INTRODUCTION Dr. Csikszentmihaly incisively defines soul "as a person… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 2THE EVOLVING NATIJRE OF WORK by Mihaly Csikszentmihalyi Beginning with a definition of work built around a systems view of… |
Sequence 1THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 10REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 4for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 1PLACES FOR BELONGING: FROM WOMB TO HOME TO MONTESSORI SCHOOL by Judi Orion Judi Orion chronicles,from a psychological and… |
Sequence 1MONTESSORI UNDER THREE: THE FOUNDATIONS OF HUMAN PERSONALITY by Judi Orion Looking at the roots of human personality, Ms.… |
Sequence 16Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 9LS. Clasen,A.W. Toga,J.L.Rapoport,&P.M. Thompson. "Dynamic Mapping of Human Cortical Development during… |
Sequence 12• an international network of training and study centres dedicated to the propagation of Montessori's teachings and the… |
Sequence 2MORE PARENT INVOLVEMENT: REFINING p ARENT EDUCATION WITH AN EMPHASIS ON ASSISTANTS TO INFANCY by Judi Orion Starting from… |
Sequence 5And Dr. Claremont, quoting Maria Montessori in his Translator's Note to The Absorbent Mind, says, "We know how… |
Sequence 13• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 17off the roof will be collected in large cisterns for watering the gardens and washing. We also chose to use straw bale… |
Sequence 24Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 37extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 15Montessori, Maria. Ed11catioJ1 and Pence. 1949. Trans. Helen R. Lane. Oxford: Clio, 1992. Montessori, Maria. Educazio11e e… |
Sequence 120Japan: Precision and Refinement As early as I 912, an article on Montessori appeared in the Japanese newspaper Nanchouhou.… |
Sequence 163Japanese sandpaper letters These letters are Hiragana characters, one of the three graphic systems in Japan. The other two… |
Sequence 16Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 24accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 1Judi Orion 14 The NAMTA Journal • Vol. 34, No. I • Winter 2009 |
Sequence 2THE SCIENCE BEHIND THE ABSORBENT MIND: NEUROBIOLOGY FOR MONTESSORIANS by Lise Eliot Drawing on her extensive experience in… |
Sequence 2Lynn and I were attending the AMI International Congress in Amsterdam in 1979 when Dr. Silvana Montanaro first described Dr.… |
Sequence 7of doing and feel supported as she continues to make gains. The child needs to have a way to experiment with what that next… |
Sequence 24projects itself into the future and is sunk in the remotest ages of the past, thereby linking the past to the present and the… |
Sequence 18REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
Sequence 15child'.s experience with seeing patterns and the ability to predict what may happen or what should happen. Planning means… |
Sequence 1THE INTEGRATED SCIENCE AND MATHEMATICS OF DR. CLAUDE CLAREMONT, DISCIPLE AND COLLEAGUE OF MARIA MONTESSORI by Harvey R.… |
Sequence 2Claude decided to earn an advanced degree in engineering at the University of Rome. The winds of war were blowing on the… |
Sequence 3By his own accounting, he was the only English-speaking man to do so. Maria Montessori must have quickly recognized the poten… |
Sequence 4tary and secondary students, it could be used as an introduction to architecture since almost all architectural efforts… |
Sequence 5to produce our own towers with nothing more than rulers, pencils, scissors, construction paper, some sguares of cardboard (for… |
Sequence 6The essential lesson learned by the students during this activity was that all of the buildings had internal skeletons that… |
Sequence 7backed steel rulers be used for making geometric drawings, thanks to Dr. Claremont's urgings. Dr. Claremont knew that the… |
Sequence 8the elevated edge becomes a trap for a pencil point that is held too obliquely with respect to that edge. The director/ guide… |
Sequence 10The third step in Dr. Claremont's drafting regimen involved connecting the intersecting points where the circle crossed… |
Sequence 14CONSTRUCTING THE GOLDEN SPIRAL Two of the three boys remembered that something called the Golden Spiral is a fundamental… |