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Sequence 12is, or can be, referred to the whole; where the whole is a set of ordered parts; and, finally, where specialization of… |
Sequence 12is, or can be, referred to the whole; where the whole is a set of ordered parts; and, finally, where specialization of… |
Sequence 4Children are observed spontaneously praying to the Good Shepherd. A child suffering from leukemia told me, "He helps… |
Sequence 5Ii is difficult to leach children about God by only using words. God is abslracL, but Christ is concrete. And what is around… |
Sequence 6questions and the answel's in the scl'iµtul'e. We can re:;pond that "One time Jesus said 'I am… |
Sequence 8"Found Sheep," which is not scolded by the Good Shepherd but car- ried happily on his shoulders. With great… |
Sequence 1THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 5Kahn: Another part of Cosmic Education are the charts and the time- lines. Doesn't your original work in Kodaikanal run… |
Sequence 11is,not just an outdated image, made obsolete by physical research. It is rather a very helpful and ever valid image of the… |
Sequence 1COSMIC EDUCATION: SOWING LIFE, NOT THEORIES by David Kahn This is an attempt to clarify the role of Cosmic Education in… |
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 10Professor Allan Bloom, who wrote The Closing of the American Mind, judges today's University students as, "young… |
Sequence 1Montessori: The Humanities Connection Mythos, Logos, and the Generalist Ideal by David Kahn Montessori education may be a… |
Sequence 5We are now in the third year of our follow-up study and two new campuses have been added to the program resulting in an… |
Sequence 2Dr. Montessori lectured from 9 A.M. until 12 noon and 3 P.M. to 6 P.M. every day. Saturdays_ were ow· practical days, our… |
Sequence 28children's transition from orality to literacy as unqualified progress, we were to view it as a trade-off made for… |
Sequence 38ground. New York: Oxford University Press. Opie, I., & Opie, P. (1985). The singing game. New York: Oxford University… |
Sequence 24generalizations and integrative structures. Most programs are worked empirically with different segments evolving into an… |
Sequence 1A six-year-old's drawing of the Good Shepherd and sheep (lstituto Assunzione, Rome). 60 The NAMTA Journal • Vol. /9, No… |
Sequence 6highlighting the contrast between the solemn, aloof teacher who sits as one enthroned on high before an audience that hears… |
Sequence 12is, or can be, referred to the whole; where the whole is a set of ordered parts;and,finally,… |
Sequence 1CHARACTER AND MORAL DEVELOPMENT by Johnnie Denton Ms. Denton's summary of her workshop session on character development… |
Sequence 6had its cosmic task. And some of these tasks were not pleasant for human beings. The children might consider the task horrible… |
Sequence 2It is no doubt that Maria Montessori saw a divine presence in young children which made them" all-powerful,"… |
Sequence 4center of our efforts to insure, in Gianna Gobbi's words, "healthy psychic life and [to pave] the way for human… |
Sequence 3in an experience of religious education known as the Catechesis of the Good Shepherd. The Catechesis of the Good Shepherd… |
Sequence 7At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 8But the point which always strikes the child-no matter what the child's environment or culture-is that the Good… |
Sequence 1Two TRIBUTES To SoFIA CAVALLETTI The following tributes were presented to Sofia c.avalletti at the NAMT A conference entitled… |
Sequence 2ogy and Semitic culture and history. Over the years, I slowly became aware that, in addition to Italian and Hebrew, Sofia… |
Sequence 3II Sofia dear: Thank you. Why? It is difficult to be essential when you would like to thank a wonderful friend for so many… |
Sequence 3ing for a relationship with the Creator and the creation, and we will not be satisfied unless this fundamental discovery can… |
Sequence 4order to make it possible for me to do my journey with the support of an unconditional love." Montessori wrote,… |
Sequence 2THE HISTORY OF THE CATECHESIS OF THE GOOD SHEPHERD by Tina Lillig Ms. Lillig gives a concise histonJ of the Catechesis of… |
Sequence 3If we delay catechesis until the customary age of six, the child has moved into a new ethical stage in life when God is more… |
Sequence 4child. One is her demonstration, through numerous examples, of the catechetical potential of children as young as three.… |
Sequence 6joy of the children at their" awkward efforts" was the impetus for the pair to do something more organized… |
Sequence 7-------------------------------- -- Many catechists have observed that the atrium becomes even more important to older… |
Sequence 8atrium, children sometimes make a first discovery that they have an inner life. THE Gooo SHEPHERD The Catechesis of the Good… |
Sequence 9calling them out, the shepherd going ahead of them, the sheep follow- ing. This opens the way for them to work with the… |
Sequence 10AN INTERNATIONAL MOVEMENT Evidence of the suitability of the Catechesis of the Good Shepherd for children of diverse cultures… |
Sequence 2THE TOTONACA PEOPLE AND THE CATECHESIS OF THE GooD SHEPHERD by Maria Christlieb Robles Illustrating the spread of the… |
Sequence 3religious sense. They are a way to worship and to express adoration, love, and a total gift of themselves, in a cosmic… |
Sequence 4an oral language and therefore oral tradition is very important. Their principal arts and crafts are embroidery and working… |
Sequence 5In March of that same year, they came back and we looked at history as a history of the gifts from God. I presented the… |
Sequence 9will help us to go deeper into this aspect of our work and to remain faithful to it." A big hope is ahead of us:… |
Sequence 1THE RELATION BETWEEN THE CHILD'S WORK AND COSMIC WORK by Gianna Gobbi Gianna Gobbi' s essay speaks to the &… |
Sequence 5Montessori was deeply interested in serving the child's religious needs and creating an environment that would foster the… |
Sequence 3history, the purpose and finality of civilization, the unity of self and world, the need for intimate contact with the earth… |
Sequence 2ARE WE SUCCEEDING IN NURTURING THE SPIRIT? by Aline D. Wolf Aline Wolfs challenge to Montessorians to look seriously at our… |
Sequence 15Held by the Sun: The loving embrace. Implementing a curriculum founded upon new themes in cosmol- ogy has been rich. It also… |
Sequence 1OBITUARY MARIA CHRISTLIEB ROBLES Both the Montessori community and the Catechesis of the Good Shepherd lost a friend,… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 7We have to be careful that we recognize that Cosmic Education is not a scheme in which education is divided into subjects of… |
Sequence 12development is not to teach a syllabus-not even that so-called sylla- bus that is in your albums-but instead to be able to… |
Sequence 15upon earth, that new actor. And to help the child understand and realize the part that he has been called upon to play and… |
Sequence 17being is the change agent with regard to the environment, that man has the urge not only to adapt himself to the environment… |
Sequence 26knowledge has been acquired mechanically (just as you might drop potatoes into a sack) and not by a process of integrating… |
Sequence 6tion is the educational plan for six- to twelve-year-olds. The Greek idea of cosmos refers to the totality of the universe,… |
Sequence 1HOMO LOQUENS: LANGUAGE IN THE CONTEXT OF COSMIC EDUCATION by Margaret E. Stephenson Placing language in the context of human… |
Sequence 21ronment! It was grand! I remember that he came to graduation, and once again he wept. Let us proceed to study the work and… |
Sequence 2LITURGY IN THE CosMic PLAN OF Goo by Sofia Cavalletti Sofia Cavalletti's conviction that the greatest realities are… |
Sequence 2Goo's CosMic PLAN AND THE WORK OF THE CHILD by Carol Cannon Dittberner Integrating the broad vision of cosmic education… |
Sequence 15REFERENCES Cavalletti, Sofia. II potenziale religioso tra i 6 e i 12 anni. Trans. Rebekah Rojcewicz. Rome: Citta Nuova… |
Sequence 2JOURNEYING WITH CHILDREN TowARD Goo by Rebekah Rojcewicz Rebekah Rojcewicz' s short summanJ of the Ca techesis of the… |
Sequence 3Where do such deep responses come from in children? What triggers them? What do they tell us about the religious nature of… |
Sequence 4Two MYSTERIES The Catechesis of the Good Shepherd has been called" the meeting ground of two mysteries: the mystery… |
Sequence 5In 1954, Sofia Cavalletti began a quest to understand the nature of the child's relationship with God, and to discover… |
Sequence 6most striking aspect of this drawing for me are the faces of the shepherd and the sheep around his neck. They have matching… |
Sequence 7THE ATRIUM And so we prepare a space, the atrium, where these great truths can be proclaimed and these mysteries explored. It… |
Sequence 8Jesus invites us to comprehend the depth and intimacy of his relation- ship with us, the providential love and care of the… |
Sequence 2ALIGNING CLASSROOM PRACTICE WITH TRUE MONTESSORI ESSENTIALS by Peter Gebhardt-Seele Peter Gebhardt-Seele presents his… |
Sequence 2Let me explain, very briefly, how I entered the Montessori world and how this experience changed deeply my personal and profes… |
Sequence 4tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 1OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 2Cavalletti and Gianna Gobbi jointly worked out a program that seemed to correspond to the needs of the various ages,… |
Sequence 3Gobbi presented a synthesis of a part of her personal experiences with the children in a little book called Alcuni principi… |
Sequence 6Gobbi presented a synthesis of a part of her personal experiences with the children in a little book called Alcuni principi… |
Sequence 7Cavalletti and Gianna Gobbi jointly worked out a program that seemed to correspond to the needs of the various ages,… |
Sequence 8OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 244tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 2MODERN MONTESSORI IN SEARCH OF A Sout: A TRIBUTE TO SOFIA CAvALLETTI by David Kahn David Kahn's tribute to Sofia… |
Sequence 6elevated to a new status in a religious context. The signs and symbols, the scripture and liturgy, the presentation of the… |
Sequence 7chapter of her book Living Liturgy, Dr. Cavalletti establishes param- eters connecting creation with Cosmic Education: The… |
Sequence 8In the worship of God, we bring our whole lives with us, even that activity in which we use and enjoy the goods of this world… |
Sequence 11Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Church.… |
Sequence 2EXTENSIO ANIMAE AD MAGNA by Elizabeth Wymer and Keith Boehme Elizabeth Wymer and Keith Boehme explain the philosophy of two… |
Sequence 11The standards-based model is characterized by standards and consequent curriculum developed by committees overseen by state… |
Sequence 12nation. The lessons are to entice and inflame the interest of the child. The Montessori program at our school was initially… |
Sequence 13presented with items of knowledge because we think they have to understand it and to learn it. (77) For over ten years in our… |
Sequence 16REFERENCES American Federation of Teachers. "Making Standards Matter, 2001." American Educator 25.4 (2001,… |
Sequence 4needs and solutions at the Montessori elementary level. What are human needs? How are humans different in how they find… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 3they have been grasped" (40-41). We in the Catechesis of the Good Shepherd use the canopy of Gift/Response to live… |
Sequence 4reveal to us, in certain moments, how he makes his own approach to God. (16) We approach the child with reverence and respect… |
Sequence 9the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 13on Montessori's interpretation of intelligence by Kay Baker, Annette Haines, Kevin Rathunde, and Shannon Helfrich. This… |
Sequence 7COSMIC EDUCATION: SOME MEANS TO AWARENESS In Montessori education we base our approach to children on what their needs are.… |
Sequence 9comes together. Maria Montessori uses the metaphor of the Great River to initially illustrate how each function of a society… |