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Sequence 1BUILDING CORRELATIONS: COSMIC EDUCATION AND MORAL DEVELOPMENT Part One by David Kahn Looking at the classical Montessori… |
Sequence 3weeks befol"e I found out what was happening. They finally admitted to me that they were banging on the wall between… |
Sequence 11"' A.M. Joosten "The Silence Lesson" in AMI Co1111111111icalio11~ 4:(19(i7) 27. "Tape… |
Sequence 1MURIEL DWYER: ON THE WAY TO THE AIRPORT by David Kahn Although Ms. Dwyer has written a short pamphlet entitled Key to… |
Sequence 1ON BUBBLES AND SUCH by C. A. Claremont Dr. Clarernont's ability to personify aspects of physics, to isolate the… |
Sequence 4bedside table was a prayer book, and a new book by Luciano Mazzetti (speaking at the Summer Washington Conference) and a note… |
Sequence 7rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 6projects, ranging from elaborate drawings of Bronze Age armor to an animated cartoon, from epic poetry to a detailed… |
Sequence 6Fundamental to the hunter-gatherer adaptation is the belief that either we will all live together or we will die together.… |
Sequence 6are able to visualize any given lrnowledge. By 18 you have envisioned the whole universe. Then at 18 you decide what your… |
Sequence 10Kahn: That's very interesting. Who are some of the people you tell stories about besides George Washington? Gunawardena… |
Sequence 2GL. How best do you see us helping children, especially the adolescents who are moving towards taking their place in the… |
Sequence 3educationalese all have a purpose. But in my estimation they represent exercises in minutiae-the kind of minutiae that… |
Sequence 7So we read The Buuer Battle Book. It was Dr. Seuss' metaphor for the Cold War and the devel.opment of atomic weapons. Our… |
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 5test tales in which you must listen and then repeat it exactly, never saying "a" when you should say &… |
Sequence 7around Germany among the people whose dialects still preserved some of the old forms, as some dialects do in many parts of… |
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 9with them and know them. The dominant animals have, of course, changed a great deal. You get the dominance of the bear in the… |
Sequence 10Another one is "those youngest best," which means, historically, that iri a matriarchate, the youngest son… |
Sequence 11have been traced, and seventeen Robin Hoods. This snowballing happens because there are so few names. Even in England-… |
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 5BACKGROUND OF TEACHERS AND SCHOOLS Teacher Background The two teachers who were trained in Montessori methods, A and B at… |
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 9results in "teaching for intelligence." That puts the cart before the horse. If you want to put the cart and… |
Sequence 15If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 17and needs, then you have to create the environment. Even if it's not necessary to get a job at IBM, that's okay; if… |
Sequence 5234-235). In a Montessori elementary class, the children are allowed to form groups; most of their work is done in groups.… |
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 32University of Vermont, where they held 750 high school Latin stu- dents spellbound in a gym during a presentation at Vermont… |
Sequence 15skills, then you would be bored. The flow experience seems to occur in that diagonal; in fact, it does occur in the diagonal… |
Sequence 1THE PREPARED ENVIRONMENT by Eduardo J. Cuevas In this summary of his workshop session, Eduardo Cuevas explores what really… |
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 25you saturate a child in an environment of so-called logical conse- quences, that child, if he grows up and thinks he can get… |
Sequence 30There is one way to take a bad thing and make it much worse. You're going to have to bring me back sometime for me to… |
Sequence 32But the fact that young children are so hungry for our approval-are they not?-puts an enormous burden on our shoulders not to… |
Sequence 36a different direction, to teach you everything about motivation that I know on one overhead (see Figure 3). It took me a while… |
Sequence 48We do it with infant rooms. "Good clapping!" Please. Fortu- nately, at the infant level they're too… |
Sequence 49set foot in the classroom. And you can tell partly that it's fake because of tones of voice. Three-year-olds can smell a… |
Sequence 6little children, these little four-year-olds and five-year-olds, seven-, eight-, nine-year-olds. They sound like adults when… |
Sequence 7which caused Suzuki to place heavy emphasis on environment over intelligence, and that's why, to be a Suzuki student, he… |
Sequence 8requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
Sequence 14'I don't want to do that anymore. I don't want to pay attention to that anymore.' That's what this is… |
Sequence 8corporate agriculture-farm owners don't want to live where they farm because it's boring, it's dirty; they… |
Sequence 21quite accurate analysis. I think we all have to realize that farms like mine are being destroyed in California. All of my… |
Sequence 2And I said, "What do you mean?" And he said, "Well, you've got this Wal-Mart." Well… |
Sequence 8I thought, "Oh, this is stupid." Then they said, "What are you going to do with these coyotes?… |
Sequence 13Oeconomicus-that one person can take a piece of ground and do something with it and another person simply can't. Believe… |
Sequence 27So you've created a hierarchy. You're judgmental. You have certain values that you think are better. Well, the same… |
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 13this child showing me?" and you ask the child what he or she likes to do. My nephew attends a Montessori preschool.… |
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 14If you can't look him straight in the eye. He's the fellow to please, never mind all the rest, For he's with… |
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 5I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 16Here are a few general ways to make problem solving work for you. First of all, ask more, tell less. Ask more questions,… |
Sequence 33Here are a few general ways to make problem solving work for you. First of all, ask more, tell less. Ask more questions,… |
Sequence 44I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
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 11"Oh, well-you mean, don't give them any?" And I said, "Yes, don't give them any problems… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 6Experiences that are fully engaging involve not only a combination of high challenge and high skill, but also opportunities… |
Sequence 6dendrites synapse axon Figure 2. Synapse: a connection between two neurons. dendrite and out through the axon, but the… |
Sequence 15social. We wouldn't have any need for language without a social group. And of course it can't be learned in… |
Sequence 20slowly. Their speech tends to be domi- nated by nouns and maybe verbs. They drop all the little con- nection words and… |
Sequence 10You have to be able to think, something as follows: Often if you hit an animal with a weapon, the weapon falls out, and the… |
Sequence 16there was more or less a limit of, say, three to five meaningful symbols or utterances. As for the two-word stage and syntax… |
Sequence 19all the time, and ourselves a lot of the time, are preoccupied with incoming messages. We have to make sense of our… |
Sequence 17to go from the personal point of view of the adolescent to more general sorts of things and then on to the development of… |
Sequence 4I really have no way of knowing what you are feeling right now as you wait to be handed your diploma, but in addition to some… |
Sequence 1or Los Angeles. But the Greeks who began to live on the farm created a chauvinism about what they did and who they were.… |
Sequence 13all of you as teachers should remember one thing: Your allegiance is not to make people feel good but it is to the truth.… |
Sequence 17And he said, "Well, you've got this Wal-Mart." Well, Wal-Mart in California-I suppose it's the… |
Sequence 23What tragedy from the agrarian experience does is to teach a stu- dent that there are certain terrible things in the world… |
Sequence 28three hundred and you've got two hundred. What did you do wrong?" Or when I had these plum trees, thegreattrag… |
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… |