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Sequence 18SUGGESTED BIBLIOGRAPHY Plants: Activities with leaves and seeds. Florian, Douglas. Discovering Trees. New York: Charles… |
Sequence 3example, discusses the propensity of the four year old to view a picture as a static picture. The child cannot make inferences… |
Sequence 10express over two thousand years later in The Art of Teaching: You must think, not what you know, but what they do not know;… |
Sequence 6David (age 5, drawing No. 1) the day before he left the hospital, with a nasal tube still in place, draws a picture for the… |
Sequence 63. The student demonstrates automatic execution of the skill. E.g: Can you tell me how "0 Come Little Children&… |
Sequence 3Kahn: So you prepared your albums during that second period. Gunawardena: No, we did that with Dr. Montessori. I had to make… |
Sequence 7with Montessori. As you made what Montessori calls the levels of ascent as you go and work through the years, what discovery… |
Sequence 4What makes the Montessori curriculwn work are: its long history of implementation, its focus on giving the keys (process) to… |
Sequence 13References Brown, Rexford. (1989a). 'Testing and thoughtfulness." Education Leader- ship, 46 (7), 31-33. Brown… |
Sequence 1ORDER IN CoNSCIOUSNFs.5 by Jim Roberts As a Montessori primary teacher, Jim Roberts had often observed deep joy in his… |
Sequence 1HAPP~ REvlSITED by Mihaly Csikszentmihalyi Mihaly Csikszentmihalyi has spmt the last 25 years pursuing an understanding of… |
Sequence 20viduals and social organizations to deal with complexity and change in ways which are both adaptive and creative. The emerging… |
Sequence 21Kahn, David. (1990). Implementing Montessori education in the public sector. Cleveland Heights, Ohio. North American… |
Sequence 2MONTESSORI DEVELOPMENTAL CONTINUUM Merging Designs With Prepared Environments "Flow" is the way people… |
Sequence 65MONTESSORI DEVELOPMENTAL CONTINUUM Merging Designs With Prepared Environments "Flow" is the way people… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 9References Carnegie Council on Adolescent Development (1989). Tuming points: Preparing American youth for the twenty-first… |
Sequence 13the circle of misbehavior and punishment. Soon 1he parents complain that their child has been much more naughty since he… |
Sequence 8The capacity to heighten significance and enlarge meaning by thinking about events "romantically" can be… |
Sequence 4of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every… |
Sequence 2SURVEY OF MONTESSORI ADOLESCENT PROGRAMS: INTERPRETIVE COMMENTARY by John Long Introduction Let me Lell a personal story… |
Sequence 10By reframing Montessori's principles of human development in light of the whole school's development, we can move… |
Sequence 26I looked into their warm eyes, the amount of emotions was astonishing, but more than love or sorrow or hunger I saw greed. I… |
Sequence 1EVOLUTION AND FLOW by Mihaly Csikszentmihalyi Dr. Csikszentmihalyi presents his theory of "flow" in the… |
Sequence 2Freedom-a/low control over the activity. To give more control and freedom gives even more interesting options. We must set… |
Sequence 1FLOW AND EDUCATION by Mihaly Csikszentmihalyi PART ONE David [Kahn] is right. I told him that everybody should call me Mike… |
Sequence 1FLOW AND EVOLUTION by Mihaly Csikszentmihalyi PART 1 Now we get to the hardest part, because the first day I talked about… |
Sequence 1FLOW AND CREATIVITY by Mihaly Csikszentmihalyi PART 1 Thank you. Yes, it's difficult in a way to talk about creativity… |
Sequence 1A MONTESSORI JOURNEY OF SELF by Eduardo J. Cuevas Eduardo Cuevas' luncheon talk explores the experimental nature of… |
Sequence 1THE GROWTH OF COMPLEXITY: SHAPING MEANINGFUL LIVES by Mihaly Csikszentmihalyi and Reed Larson As an outgrowth of Dr.… |
Sequence 3Collaboration also underlies all good work with children. Alfie Kahn's useful contrast of "doing to"… |
Sequence 1MOTIVATION: THE FOUNDATION OF SUCCESSFUL LEARNING by Mary B. Verschuur Like Alfie Kohn, Mary Verschuur emphasizes that… |
Sequence 4As we listened to the current scientific knowledge and theologi- cal understanding of cosmic evolution, biological evolution,… |
Sequence 7What, then, is the central human issue of culture, viewed scien- tifically, within the Epic of Evolution? It is the issue of… |
Sequence 1Mihaly Csikszentmihalyi 204 The NAMTA Journal • Vol. 23, No. 1 • Winter 1998 |
Sequence 2SELF AND EVOLUTION by Mihaly Csikszentrnihalyi Current views of evolution presented at the Epic of Evolution conference… |
Sequence 1EVOLUTION OF ADOLESCENT BEHAVIOR by Mihaly Csikszentmihalyi Mihaly Csikszentmihalyi states that "growing up"… |
Sequence 2... education researchers have shown that someone who experiences in- terest in a topic also demonstrates more complex… |
Sequence 3story, is clearly touched by the Montessori ideas-whether they have ever heard ofMaria"Montessori or not, whether or… |
Sequence 11is necessary to consider not only the active occupations but the need for solitude and quiet, which are essential for the… |
Sequence 12ongoing relationship between humans and the land, told in relation to our own unfolding story on the farm, could be a… |
Sequence 15Open up to nature And enter Yet another world THE FUTURE CHALLENGE: FORMING A NEW CONSCIOUSNESS There needs to be a &… |
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 7nation, she rejects Froebel's way of doing so on the basis of fantasy because, as she says, it forces the child to &… |
Sequence 6Here is a Universe Story written by eleven-year-old David: It all started when I was naught but sixteen-googolplex years old… |
Sequence 22Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic… |
Sequence 2THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 6Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 10something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 5Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 24Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 25Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 2ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 5I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 2MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 10to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 2to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 25MONTESSORI AND EARLY CHILDHOOD EDUCATION: A CONTEMPORARY PERSPECTIVE by Annette Haines A survey of constructivism and… |
Sequence 44I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 47ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 100Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 174Aida Cretu, new AMI diploma holder, and Mihaela Fulga, Inspector for the region's five hundred kindergartens and also a… |
Sequence 183something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 187Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 191THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 1MONTESSORI' S POSITIVE PSYCHOLOGY: A LASTING IMPRINT by David Kahn Often it is difficult to create a cohesive… |
Sequence 2POSITIVE PSYCHOLOGY: THE EMERGING PARADIGM by Mihaly Csikszentmihalyi Positive Psychology takes the focus off… |
Sequence 10we want to cultivate, that we want to understand better so that we can implement them better. Of course, my own contribution… |
Sequence 12<lures, and plans. She guides, but does not control, the school's development. • The administrator leads by… |
Sequence 22Radke-Yarrow, Marian, Carolyn Zahn-Waxler, & Michael Chapman. "Children's Prosocial Dispositions and… |
Sequence 2INNOVATION wrmm LIMITS: How Is IT PossIBLE? A SUMMARY OF THE PROCEEDINGS by David Kahn On Februan; 14, 2000, NAMT A… |
Sequence 13Now a little bit about the challenges I have come across. I find that not having these very powerful two people, our founders… |
Sequence 3For optimal development, each successive stage would find its match in an educational environment that meets the needs of the… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 3interests (Gardner), focusing on motivation and preparation for life- long learning (Eccles et al.), and many other ideas that… |
Sequence 5miliar with the Montessori method will begin to see the connections immediately. After the summary, key points of intersection… |
Sequence 3PROTOTYPE YEAR J (HUMANJTIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) SClENCE/ MATH HUMANITIES FARM COMMUNITY Montessori… |
Sequence 5PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 1PREPARING FOR THE WORLD OF WORK by Mihaly Csikszentmihalyi, Barbara Schneider, David Shernoff, and Lisa Hoogstra "… |
Sequence 4long endure. We are met on a great battlefield of that war .... We here highly resolve that these dead shall not have died… |
Sequence 7• "The thing I most enjoy about our workshop groups is how much freedom we have. We don't usually get assigned… |
Sequence 1THE UNFOLDING DRAMA OF THE MONTESSORI ADOLESCENT IN AMERICA by David Kahn ACT ONE: IN THE BEGINNING Since the late 1970s,… |
Sequence 12If the human being is what we study, then we must create an environment which uniquely addresses the psychologi- cal… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 2experiment two or three times. And then do the same with the next three years, the senior high, fifteen through eighteen.… |
Sequence 5Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 6Epstein, Paul. A Montessori Program for the 7th and 8th Grade. Pamphlet. Glenndale, MD: CEkos, a Foundation for Edu- cation,… |
Sequence 7*Kahn, David. "The Kibbutz, Boys' Town, Williamsburg and the Montessori Erdkinder." NAMT A Quarterly 4.… |
Sequence 2cence is the discovery of a character being born. Character is an inevitable synthesis of the adolescent's previous life… |
Sequence 10engaged personae that had formed was inescapable. Change then was both social and individual. APPROACHING NORMALITY: A STATE… |
Sequence 11Ben: When we were all leaving on the last day. David: Tell me about it; what made it sink in? Ben: When his morn and sisters… |
Sequence 18and faith in one's ability to contribute something unique and indi- vidual promotes greater tolerance, greater solidarity… |
Sequence 20students be able to choose to study any period, any person, any technological achievement at any time? There are good reasons… |
Sequence 21times, how a curriculum can be designed for frequent stays, but not full-time residence. Laurie has a class of twenty who can… |
Sequence 24week visits? We decide to make as much contact with the land as possible, get out to the farm at least once a week and also… |
Sequence 25higher on the land. Expectation for moving to the farm builds. Own- ership is strong. The students help to design the lockers… |
Sequence 30In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |