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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 7istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 13This cosmic fable begins something like this: I know of a marvelous nation, a marvelous country where the inhabitants are… |
Sequence 1511 IN MY SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth great story… |
Sequence 19The first is like a river which carries substances to all parts of the body. But it acts also as a collector. In fact, the… |
Sequence 20beings, the exploration of this aspect of human society, we usually identify as economic geography in our courses. Montessori… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Camillo Grazzini The first section of Mr. Grazzini… |
Sequence 7istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 13This cosmic fable begins something like this: I know of a marvelous nation, a marvelous country where the inhabitants are… |
Sequence 1511 IN MY SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth great story… |
Sequence 19The first is like a river which carries substances to all parts of the body. But it acts also as a collector. In fact, the… |
Sequence 20beings, the exploration of this aspect of human society, we usually identify as economic geography in our courses. Montessori… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 2v1s10n of early adolescence, not about all of this period of development. Also, it is my opinion that Montessorians have a… |
Sequence 3having lived among them for 11 years I know from experience that they have many fewer problems than those of the English… |
Sequence 14Montessori explains that, "The teacher must have the greatest respect for the personality of the adolescent,… |
Sequence 3sound is concerned;' Dr. Maria Montessori said in The Montessori Elementary Material. "It follows that reading… |
Sequence 6It also allows the aide and one or two of the children time to set the lunch tables without disturbing anyone.) As the… |
Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 9condescend, we mutter hurried excuses and flee because we do not understand. There are millions of people who have difficulty… |
Sequence 4• Children's House classes have full-time assistants. • Elementary classes have half-time assistants. • An art… |
Sequence 1CINCINNATI: DEVELOPING THE MONTESSORI MAGNET SCHOOL by Phyllis J. Williams Building and Grounds Crew North Avondale… |
Sequence 2recommend it to the school and community on the Pine Ridge Reser- vation, and even to the state of South Dakota. The location… |
Sequence 17Boehnlein, Mary. (1984). A study of college/uruversity accredited Montessori teacher training programs. NAMTA Quarterly, 9, 49… |
Sequence 1CHILD-INITIATED ACTIVITY: HOW IMPORTANT IS IT IN EARLY CHILDHOOD EDUCATION? by Lawrence J. Schweinhart Child-initiated… |
Sequence 8five-year-olds are not ready for academic kindergartens and that developmental kindergartens should serve all children, not… |
Sequence 1BUILDING CORRELATIONS: COSMIC EDUCATION AND MORAL DEVELOPMENT Part One by David Kahn Looking at the classical Montessori… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 5instructional activities that will help children develop the learning-to- learn skills and behaviors associated with school… |
Sequence 4Maria Montessori observed many times that a family's children are often not treated as well as their guests. Yet our… |
Sequence 7I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began… |
Sequence 8final point. It is the passages that characterize the Montessori Method. If we say the passages are not the important thing we… |
Sequence 1THE ROOTS OF DISCIPLINE by Lili E. Peller Ms. Peller begins with a Montessori definition of discipline, and then shows a… |
Sequence 3wonder is sometimes filled with exclamation, but it is as often silent. Children are led into contemplation of what is before… |
Sequence 1THE NATURE AND THEORY OF SILENCE ACTIVITIES IN THE CHILDREN'S HOUSE by Mary Black Verschuur Ph.D With the incisiveness… |
Sequence 8is expanded and we have the opportunity to reach out towards things which are normally beyond ow· reach, widening our horizons… |
Sequence 11"' A.M. Joosten "The Silence Lesson" in AMI Co1111111111icalio11~ 4:(19(i7) 27. "Tape… |
Sequence 3basically teachers turned trainers. How objectively valid is that pro- cess in terms of maintaining Montessori heritage?… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 1ON BUBBLES AND SUCH by C. A. Claremont Dr. Clarernont's ability to personify aspects of physics, to isolate the… |
Sequence 1THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 3This idea of presenting the whole universe to the child is explained by Maria Montessori's grandson, Mario M. Montessori… |
Sequence 4his self-made environment in a condition that may permit human life to evolve toward a dignified existence for everyone. This… |
Sequence 5Doesn't it sound like falling back into the ways of earlier educators, defining goals for education in looking at the… |
Sequence 6If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest… |
Sequence 7With this last statement she relates to a concept that later educators have called "exemplary learning."… |
Sequence 8Physics sometimes is seen as dealing with the lifeless nature as opposed to biology dealing with life in nature. It is true… |
Sequence 9placement is that all these experiments provide fundamental impres- sions, sensorial experiences or understanding of phenomena… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 4have little to do with science for science's sake, but rather is an expres- sion of a philosophical view which in turn… |
Sequence 10This not to abandon the scientific rigors of the material to be pre- sented to the child. Montessori is quite clear in that… |
Sequence 2Just as we are taught to gently and lovingly receive the child into our classroom environments, we must learn to gently and… |
Sequence 16Maria Montessori said it so well in the Absorbent Mind:5 Have not all our efforts been aimed at removing obstacles from the… |
Sequence 4CHAPTER I INTRODUCTION The purpose of this book is to analyze research on the Montessori method of education and its effects… |
Sequence 2poverty cycle for low socioeconomic status families is to provide a quality educational program that also focuses on parenting… |
Sequence 1Multi-Cultural MONTESSORI AND CULTURAL DIVERSITY by Alice Renton Ms. Renton characterizes Montessori /,earning with a… |
Sequence 2help her adapt to the conditions of the present. 1n describing a particu- lar civilization or culture, she understood well… |
Sequence 3In our work of prepruing the environment, our first task is to know, respect, and utilize as fully as possible the culture to… |
Sequence 5child's spirit. It explains why adults engaged in the process of concien- tizacibn often seek a freeing educational… |
Sequence 6not only repressed but effectively killed the child within himself. As MonteS.50ri put it in The Fonnal:ion of Man, we have… |
Sequence 7what was thought possible for children. It is with courage and daring that we must now reaffirm the third level of ascent in… |
Sequence 10Footnotes l Sofia Cavalletti, "The Spiritual Development of the Child," Montessori Thlks to Par- ents,… |
Sequence 2School?;• and to be very much conscious of what we were trying to accomplish. The children became Montessorians. If treated… |
Sequence 9interest, not to teach or to explain something. Again less is more - present too little, not too much. It is the student'… |
Sequence 2Maria Montessori was well versed in philosophy. Her footnotes include allusions to Sequin, Tolstoi, Froebal, Pascal, Poincare… |
Sequence 7rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 1THE MAINSTREAMING OF MONTESSORI IN AMERICA by David Kahn, Editor On April 17, 1989 Newsweek published a cover story entitled… |
Sequence 1Humanities HUMAMITIES AND THE ART OF INQUIRY by Edwin J. Delattre Dr. Delattre's incisive summary of the role of… |
Sequence 2we have discovered ourselves, over generations, to be. As Maria Montessori-and earlier, Aristotle-understood, the natu- ral… |
Sequence 1Research PRELIMINARY REPORT ON THE EDUCATIONAL EFFECTIVENESS OF A MONTESSORI SCHOOL IN THE PUBLIC SECTOR by Tim Duax Dr.… |
Sequence 11a concept of atoms and molecules. We cannot present chemistry any further without an understanding of these substances and… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 2from one learning stage to the next, the first must be completely mastered. But Bruner implies that the conceptualization… |
Sequence 3the widest range of principles and doctrines put forth by various psychologists and educators. Every philosophical education… |
Sequence 6that of the father; it is a fear of being helpless in the face of disaster- helpless to protect one's children-and again… |
Sequence 1GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Edwin Delattre Delattre's wide range of human experience,… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH (YfHER by Mary Maher Boehnlein Good morning. I am honored… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Charles Torranova I want to thank David Kahn for… |
Sequence 1NORMALIZATION by Chulanganee Fernando Ms. Fernando J>resents an in-depth mew of the genesis of the i,dea of… |
Sequence 8already present in them so that the ext.ension and abduction of the lifted leg were to be observed with displacement of the… |
Sequence 1MONTESSORI AND SUZUKI by Linda K. Thompson "'1ierever there is Mon-tessori, there are usually Suzuki Institutes… |
Sequence 31. What opportunities are present for each individual to develop his or her unique potentials? 2. To what degree is each… |
Sequence 5we can virtually watch them incarnating the environment), and with other humans. From three to six, we help the child's… |
Sequence 10complex civilizations that the Mexican philosopher and educator Jose Vasconcelos dubbed them "the cosmic race.&… |
Sequence 12developmental bilingualism, community outreach, and neighborhood redevelopment. In Mexico, Montessori environments have been… |
Sequence 45. &8'pect for the child and tke aault and for the Casa (Children's House) is an im-portant part of life.… |
Sequence 2third of all American children. Several states already have school populations where minority children are in the majority.… |
Sequence 6Staff Development Montessorians should provide assistance to schools and districts in the effort to improve staff development… |
Sequence 1THE CHILD FROM BIRTH TO THREE by Dr. Maria Montessori I have spoken to you about the great problem of the psychology of the… |
Sequence 3from the upper classes seeking preparation for marriage. Some of them were enthusiastic until they began to feel the iron… |
Sequence 1A TRIBUTE TO THE INFANT CLASS TRADITION A PHOTO ESSAY by Rita Messineo Rita Messineo annotates this pi,cwrial essay… |
Sequence 3Maria Montessori said, ''We have nothing to hope from the external world till the normalization of man is recognized… |
Sequence 1ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal… |
Sequence 1THE MONTESSORI MOVEMENT (1956) by A.M. Joosten The development of the Montessori movement i.s followed from, Mon- tessori s… |
Sequence 4world," "the new world for a new man," based not on ideas or ideals, but on facts and realities to… |
Sequence 5director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 6were conducted with sufficient fidelity to the method, and the name was sometimes used as if it were an advertisement. The… |
Sequence 1THE SOCIAL QUESTION OF THE CIDLD a966) by A.M. Joosten Hiswrically, children have been regarded as pe-adults without rights… |
Sequence 3ality, let us then also recognize that it was built on respect for the child in this capacity, on recognition of his place in… |