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Sequence 3work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 8land, to support future races. "21 The emotional depiction of coral as part of a cosmic legacy of doing right by… |
Sequence 9stresses the same idea in her writing: "the child must learn by his own individual activity, being given a mental… |
Sequence 2The Essentialists' Viewpoint Essentialism is not a Montessori phenomenon; it is a nationwide trend. What is really… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 2The quiet in the class when the children were at work was complete and moving. No one had enforced it; and what is more, no… |
Sequence 2Dewey, in Human Nature and Conduct, said: If the standard of morals is low it is because the education given by the inter-… |
Sequence 4personal behavior decisions are social decisions. There is an adult who helps us come to generous understanding, not by… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 5from tomes of scope and sequence which compel schools into a blind confor- mity. The reform of education in the Montessori… |
Sequence 2the young in the way they should go, on rearing them to meet the demands of industry, there were always adversary voices -… |
Sequence 3With the advent of democratic instirutions so very recent, it is not surpris- ing that we have not yet established a… |
Sequence 3and not a panicipant in the process. Plans for schools and buildings, ways to organize classrooms and groups within… |
Sequence 7idea. Since language is pivotal in a person's learning through experience, it is the very core of the teaching-learning… |
Sequence 5through a developmental, philosophical program that helps the adolescent make a smooth transition into the world of adult… |
Sequence 7ture vs. interest, spontaneous activity vs. prepared environment. Many times the practitioner will regard these issues as… |
Sequence 12Bue I think there were other aspects that affected the good testers as well. They began co talk about tests, about "… |
Sequence 13Montessori years that come before-for what is laid out in the middle school years as we watch our children bec.ome adults is a… |
Sequence 12at five years of age has become an intelligent being, must have gone through a constructive evolution { TIii! Fonnation of Ma,… |
Sequence 11Obviously, many more activities or variations on activities can ease the transition into traditional education. However,… |
Sequence 1NEEDS OF THE ELEMENTARY-AGE CHILD MONTESSORI PRINCIPLES, STRATEGIES, AND THEIR PRACTICAL IMPLEMENTATIONS by Rajendra K.… |
Sequence 1THE MONTESSORI ADOLESCENT: FRAMEWORKS FOR INVENTION by David Kahn Extrapolating from the primary and elementary curriculum… |
Sequence 2Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 4the earth. The origin of life on earth, of humans, farms, cities, and empires is personified in the great lessons as invention… |
Sequence 16invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 6are lo be transformed; instead of frustrating the learner's eager desire for work, as they so often do today, they are to… |
Sequence 7is commonplace to think of moving from teaching to administration as a promo- tion! Benjamin Franklin knew better, as he… |
Sequence 17teachers to work with administrators on a plan for released time distribution and an in-service schedule for the system.… |
Sequence 13I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 10creation of a public space; Dewey talked consistently about an "articulate public" bringing a public sphere… |
Sequence 6We must avoid placing limits on what a child will want to learn and digest by utilizing formalized curriculum scope and… |
Sequence 4II little real knowledge of it. Instead, it is lo those three essays, and in particular Lo "The Erdkinder,"… |
Sequence 10ment, parents often feel differently about continuing if it is an option to go directly into high school after finishing… |
Sequence 12old were eliminated from the.sample. With this correction, the median size is 25 students (n=19). In other words, eliminating… |
Sequence 19schools. Maybe not in our schools, but perhaps in open schools, etc. They should also be academically competent in the… |
Sequence 11The normalized child displays all of the characteristics familiar to experienced Montessori teachers: love of order, love of… |
Sequence 19Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 21Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 60They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 67The normalized child displays all of the characteristics familiar to experienced Montessori teachers: love of order, love of… |
Sequence 1DARE TO Do ERDKINDER: REPORT FROM CHICAGO by John Long "What type of adult does civilization need?" This… |
Sequence 2third plane? Are we not immersed in some necessary creative tension as we strive to bind our present explorations with her… |
Sequence 121990, p. 37). The fact that the Montes- sori teachers interviewed seemed to spend more time than traditional teachers on… |
Sequence 14REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria… |
Sequence 1THE ELEMENTS OF SOCIAL LIFE AND THE MONTESSORI ADOLESCENT by Linda Davis Linda Davis traces the Montessori view of… |
Sequence 2gether. If they could function so beautifully in an environment de- signed for their psychological characteristics, could the… |
Sequence 13with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 4Chapter Two, "An Overview of the Primary Years," is an expert portrait of the prepared environment for the… |
Sequence 3their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 8Figure 5. Organic Gardening Occupations Envisioning and Planning the Garden Agricultural Craft Time Employment Market… |
Sequence 9history, now become lived needs applied to a subsistence way of life. The adolescent learns through real experience just how… |
Sequence 10Interestingly enough, Dewey speaks directly to an interdiscipli- nary approach built upon practical activities, exhibited here… |
Sequence 17REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 9The prepared environment must allow for social interaction and be multi-aged. Research sug- gests that "the human… |
Sequence 8DOING TO WORKING WITH METHODS FOCUS GOAL MESSAGE CLIMATE VIEW OF CONFLICT INTELLEC- TUALIN- FLUENCES ACADEMIC… |
Sequence 21worker. I don't like the use of the word work, frankly, and I know that puts me at odds with several traditions,… |
Sequence 320 years, have lacked any governing standard, any consensus of design, and any documentation. To help build the needed… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 13community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
Sequence 8now to find out how to do it, from people who set up farms. You must take time now to look in books. You are the makers of… |
Sequence 14enjoyment of natural environments close to home-wild commonlands, gardens, ponds, city farms, or schoolgrounds, ideally with… |
Sequence 18two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have… |
Sequence 10Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 8participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 18They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 3In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 4drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 95drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 96In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 195They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 205participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 229Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 2COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 6sights and discoveries that include and expand upon the original material. Such a developmental process has held a prominent… |
Sequence 16is one who has the self- regulativecapacity to move toward optimal experiences by nego- tiating a better fit or synchrony… |
Sequence 24mobility does not come under increased control with maturity, it results inan unproductive pattern of mind-wandering in… |
Sequence 25and structure at home, set rules and maintain discipline, and chal- lenge children with progressive expectations of maturity,… |
Sequence 31Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 7of his or her own favored styles of communicating with others and of which styles of others' expressive communication… |
Sequence 9what they said; some were pessimistic. The adolescent needs some- thing more than logic to have an optimistic view of… |
Sequence 2emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 4appear more like a traditional junior high in miniature in some cases. But beneath this veneer of traditional time blocks and… |
Sequence 7Place-a place for adolescents to experience as a whole: a place that is an island of green for beholding, a place to work and… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 2The adolescent who realizes his own value displays joy, selfless- ness, optimism, confidence, dignity, self-discipline,… |
Sequence 8They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 5Near the end of the war I leaned toward the Japanese side. And when the war ended I was sad. I was sad and relieved. I was… |
Sequence 9We need to provide an environ- ment where children can experi- ence community, affirmation, love, and support first and… |
Sequence 16ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 12... adolescents prove to be good teachers for small children who feel a certain repulsion for very adult personalities who… |
Sequence 12in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 1ALIGNING MONTESSORI SCHOOLS WITH TRUE MONTESSORI ESSENTIALS by David Kahn As 250 Montessori schools in North America… |
Sequence 5to function in this way, it must be ordered and complete: The shelves must manifest the sequence so the children understand… |
Sequence 2and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 3Hutchison in their descriptions of the educational value of place. Place builds a context for social relations; it is the… |