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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 7feelings of others. Why couldn't he pursue his mission and still be accepted by others? Seems to me he'd have a… |
Sequence 8whether it can be done on a sufficient scale under present conditions? And the best guess is, probably not. That is why so… |
Sequence 19Ass~MEN'f AND REFORM by Ramsay Selden The "right kind of assessment, " asserts Ramsay Selden, can… |
Sequence 9S. I Hiyakawa, who was my president out at San Francisco State, is a wonderful person. When Dr. Hiyakawa was running for… |
Sequence 3Maybe, as I came to be more at home in the world, understanding more of what's really in it and how it works, the dark… |
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 12danced. That is the one group of stories in which you should change your normal voice; tell them quickly and keep the rhythm.… |
Sequence 2concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
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 184concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
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 10You want them to get busy with all the things I saw out here in the exhibits. You want them to see a banquet out there. You… |
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 17In any case, I remind the students, their job is not to retell Homer word for word, but rather to present the story in their… |
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 19If you're getting kias to do good stuff in order to please you, With• out a sticker in sight, you have a problem. If… |
Sequence 3It set me on a path of discovery, I guess, because I'm attracted to people who are what I call great teachers. I usually… |
Sequence 19Q: Since we've been at a conference that has discussed ultimacy, that is, the destiny of the universe and the destiny of… |
Sequence 20own culture. We're better people than that"-not to say, "Oh, don't do that. We've got to go… |
Sequence 18have to go down to Chile to find that. The answer, then, that I am suggesting is again the material appetite-the reason why… |
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 8Critical Thinking as a Form of Creative Expression Oftentimes in school children are asked to memorize and repeat. What is… |
Sequence 9--------------------------------~-- But memorize-and-repeat leads to a narrow kind of learning. This approach all too often… |
Sequence 40--------------------------------~-- But memorize-and-repeat leads to a narrow kind of learning. This approach all too often… |
Sequence 41Critical Thinking as a Form of Creative Expression Oftentimes in school children are asked to memorize and repeat. What is… |
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 2COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 23excitement in Jiving. Those who contemplate the beauty of the earth find reserves of strength that will endure as long as… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 7with the soul-space in the surrounding world. Knowledge is a pres- ence of two beings in a single psychic space. One of the… |
Sequence 34assuming they're in a normal language environment. It really does show how good their little brains are at learning the… |
Sequence 8primary and elementary classes. Dr. Montessori attempted to show us that in the child we are dealing with a human being and… |
Sequence 2Erdkinder Atlanta: Danish? Joosten: Yes, there are some schools there. But these are for prestige, not yet for education.… |
Sequence 12to follow an indigenous Aztec pattern of development. That's a very cruel thing to say, but it's absolutely true.… |
Sequence 5Criticism of democracy has ea used the biggest trouble in my own life-not only in reviews but also after lectures-and some… |
Sequence 3Appropriately enough, although Dan was almost certain and a few of us suspected that our data might be off, we did not fully… |
Sequence 2Erikson, E. H. Young Man Luther. New York: W.W. Norton & Company, 1958. Gardner, H. Creating Minds. New York: Basic… |
Sequence 6The fundamental disagreement between attachment parenting and Montessori philosophy lies in the definition and importance of… |
Sequence 7Do they love them? Yes, they do. Do they want to do those little fasteners? Yes, they do. My granddaughter, at seventeen… |
Sequence 9A: Flipping up and down-I don't know ifl' d recommend flipping up and down with toddlers, because they'll try… |
Sequence 17At this same school, the children in the early school care program would come to one building to have their breakfast and do… |
Sequence 1LIFETIME DEVELOPMENT AS SEEN THROUGH THE FIRST THREE YEARS OF LIFE by Judi Orion Early development shapes one's… |
Sequence 6before you can be really sure that they're never going to have a lapse in toileting. And, of course, given the conditions… |
Sequence 7fails to challenge children from an infant community, who, you re- member, have been actively involved in practical life… |
Sequence 8child said, "Well, I think the people in Kosovo and Croatia need the light to stop fighting. And other people need… |
Sequence 2THE Gooo WORK by Mihaly Csikszentmihalyi INTRODUCTION Dr. Csikszentmihaly incisively defines soul "as a person… |
Sequence 13Prepare the environment for the child's interest. And then after preparing the environment and after introducing all… |
Sequence 32the room, we find it's information that we've heard before. And it's nice to be validated as teachers to know… |
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 11that division of labor also made possible the exploitation of labor. Hunter-gatherers could not really exploit each other.… |
Sequence 1THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 4nism. This red-baiting took its toll on our new teacher, who felt personally attacked and resigned just before school started… |
Sequence 7our school, unbeknownst to me, was relationships between the school director (me) and the teachers. "Oh, yes, she… |
Sequence 10they did it with ninety-eight percent efficiency. The spacecraft would be headed to the moon, but it wasn't quite on… |
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 11each of the sounds that we use when we speak has a picture of itself, just like the photograph we can have of ourselves. In so… |
Sequence 17it does depend on you. If you try to make it something formal, I do not think it will happen. You just have to either have the… |
Sequence 6We have had a rule for the past two years: Any fiction reading done in or for school must be a classic. This fall a new… |
Sequence 15We must be quick because our species, homo sapiens, having at- tained a certain level of intelligence, is now, in the words of… |
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 9the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 15Aura: The learning that I received from this project is that everyone needs a guide for the different labors that there are… |
Sequence 2COMMUNITY, FREEDOM, AND DISCIPLINE IN A CARING CLASSROOM by John McNamara John McNamara characterizes adolescents through… |
Sequence 9they would guide the younger adolescents. All the objections I heard about having the fifteen- to eighteen-year-olds, had to… |
Sequence 22Let us begin with the microcosm, the baby who listens, even in utero, to the sounds about him or her. She absorbs these sounds… |
Sequence 15belong to the human nation, to humanity, if you keep hearing how horrible and disgusting human beings are? We want the… |
Sequence 7Now what about humanity itself? As we know, at a certain point in the story, we focus on that very. special form of life to… |