Search Inside Documents
Displaying results 1 - 100 of 777
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 3Baylol", Byrd: I don't remembel' which book l found fil'st, but since then, it's become an… |
Sequence 1MURIEL DWYER: ON THE WAY TO THE AIRPORT by David Kahn Although Ms. Dwyer has written a short pamphlet entitled Key to… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
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 5ful reproduction; ironically, to the degree that those immigrant families who were working in the sweat shops were having more… |
Sequence 6perfectly normal thing to do. Ms. A: Yes, I think that's what I mean. Mr. B: Well, aren't some strange behaviors… |
Sequence 11Mr. B: But conscience urges us to do right, not just to keep from doing wrong. Mr. C: Well, maybe we really don't need… |
Sequence 6to the discovery of the value of motifs and symbols in intensifying the meaning of that remarkable story. The story fits… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 7satisfying relationships and of passing on that ability to their children. But in unstable homes, where parents, often single… |
Sequence 3These families all have something in common - they are outside of the mainstream of their communities and have little, if any… |
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 1about change effectively. In making the change process explicit, I want to make it clear chat I'm not talking about… |
Sequence 2systems. And of course, another irony is that those who preach change always preach how someone else should go about change,… |
Sequence 7teachers in a position to say how they are going co go about pursuing this goal, this change that they want to do. Will we use… |
Sequence 2the common experience for fashioning questions in the right way to reveal what they know, rather than just revealing… |
Sequence 9S. I Hiyakawa, who was my president out at San Francisco State, is a wonderful person. When Dr. Hiyakawa was running for… |
Sequence 12The Struggle to Restructure This, chen, brings me to my ninth point. It seems to me chat at the fundamental levd, school… |
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 2GL. How best do you see us helping children, especially the adolescents who are moving towards taking their place in the… |
Sequence 6which is trying to become a self-sustaining community in relationship with the plants, the animals, the landscape, the humans… |
Sequence 7difficulties. Now there is a tendency to do away with tensions by eliminating difference rather than harmonizing difference… |
Sequence 4the earth. The origin of life on earth, of humans, farms, cities, and empires is personified in the great lessons as invention… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
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 6it. Here are the symbols for the ~ansitive and the intransitive, the infinitive, and the verb to be for auxiliary use. Of… |
Sequence 9at you!te show- • fs you're showing the child with this work is not only the ability to parse-to recognize the parts… |
Sequence 17The other type is contagious magic, which says that things once in contact are always in contact. Now, that is at the root of… |
Sequence 10creation of a public space; Dewey talked consistently about an "articulate public" bringing a public sphere… |
Sequence 11peer modeling and peer support to the new people. Another way to elicit parental cooperation is to get a first child started… |
Sequence 6rule must be introduced at a time when it is essential; it must be explained, it must be enforced consistently, and it will… |
Sequence 12The children spent most of !heir time in teacher-directed large- group activities, and ... most of their language behavior was… |
Sequence 18If Luria was correct about inner speech being the mechanism that "feeds" the development of the frontal… |
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 136If Luria was correct about inner speech being the mechanism that "feeds" the development of the frontal… |
Sequence 14REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria… |
Sequence 4that distinguishes bluntly between dumb and smart. It's who we are. It's a quarter inch below the surface all the… |
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 9with her husband. She was also a vet. The students who worked with her went early in the morning to help her with the hard,… |
Sequence 2The characteristics we came up with were described from a student's point of view. For example, the first one is: A… |
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 10Here is how another skater describes the utter absorption when one feels that a performance is going well: It was just one of… |
Sequence 12Rock climbers are particularly eloquent on this score: "It's a pleasant feeling of total involvement. You become… |
Sequence 4Wall, and he finally got to what now is Beijing and took over. When the pager went off, the teacher wrote down that this was… |
Sequence 7But before we do that, let me talk a little bit about what these activities are like. After I did these original interviews,… |
Sequence 12little defensive self, but you are part of something bigger, larger. If you sing in a choir or play with a group, a symphony… |
Sequence 17with friends, social situations, or reading for pleasure. Worry and anxiety happen a lot in school; they happen a lot on the… |
Sequence 31A: That's really difficult because you find, for instance, there have been very good studies that show that if you get a… |
Sequence 32A: It's true that it's very difficult to be in flow all the time. Nobody that I know can be in flow all the time.… |
Sequence 4Many people can be in extremely stimulating situations-in a ski re- sort, with an tndoor swimming pool, and cilll kinds of… |
Sequence 9And I said, "Well, don't worry. Just go out and stop people in the street and within half an hour you will find… |
Sequence 14forms of life, makes us able to do a lot of different things. It makes us able, for instance, to think of ourselves as a… |
Sequence 20every day and some once a week; some say, "I had one experience like that 20 years ago and that's it."… |
Sequence 22clergymen from England who started visiting the Alps and wrote up how beautiful and majestic these things were, and they… |
Sequence 16QUESTIONS ANO ANSWERS Q: As Montessorians, how can we can get our work selected by the culture? A: Obviously, if I had a… |
Sequence 18A: Gatekeepers usually develop historically in very funny ways. You don't know exactly who will be entitled to be a… |
Sequence 25interesting is a list distilled from the study of these hundred people. Of course, the first one is familiar; we talked about… |
Sequence 28Every one of the people we interviewed has the same rhythm. It may be a daily rhythm, that is, they work alone from 7 in the… |
Sequence 29But in their private life, it is amazing how bourgeois these people are; they are not taking chances and being different just… |
Sequence 34the kind of hardship, the feeling that you conquered it, you survived it. It's really sad that you can't do that. Q… |
Sequence 3feelings. Coles tells the story of an eight-year-old girl who refused to participate in a spelling bee, despite her teacher… |
Sequence 4BEYOND BRIBES AND THREATS: How NoT TO GET CONTROL OF THE CLASSROOM by Alfie Kohn In an effort to clarify the basic… |
Sequence 8DOING TO WORKING WITH METHODS FOCUS GOAL MESSAGE CLIMATE VIEW OF CONFLICT INTELLEC- TUALIN- FLUENCES ACADEMIC… |
Sequence 11here's what I'm going to do to you," or I say, "Do this and you'll get that," I am… |
Sequence 15was giving them to do and with my mistaken assumptions about learning and what a good teacher was. It took me a long time to… |
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 29"Do this and you'll get that." Ultimately, that feels punitive. Analo- gously, I don't have… |
Sequence 31than limiting the number available, but not as good as moving away from the reward and punishment approach altogether. There… |
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 38And isn't more motivation what we want? If this were true, it would make perfect sense to follow the Pizza Hut executives… |
Sequence 47approve of what you've done. You've met my standards." What you're doing is merely helping her experi… |
Sequence 54But in this second-grade class, the kids were into this. One kid came up, when it was her turn to speak, and talked about… |
Sequence 55develop self-discipline, what they mean is to get the child to introject, to use the psychoanalytic language, or swallow whole… |
Sequence 7which caused Suzuki to place heavy emphasis on environment over intelligence, and that's why, to be a Suzuki student, he… |
Sequence 11that-and I emphasize the i-n-g, do-ing that-not can do that-it's always doing that. The brain is in a constant search for… |
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 5evolution is the environment. That is, there are common persistent features in the environment which will decide whether the… |
Sequence 11Iii e both integrated erentlat . , children are both 0 " de- • the om- reci- ien~ aln1 we all use. If you… |
Sequence 12spend the next hour talking about complexity in the development of the human being and complexity at the psychological level.… |
Sequence 18economy, is one that privileges differentiation. But it's very bad at integration. Many other cultures, including the… |
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 22For instance, let me just give one little piece of data from this study. One is that we asked these children, whenever the… |
Sequence 23, o man peor>.le, suggests the more complicatecJ, se simplicity actually plex t~an a complf. plicatecf Idea or a et… |
Sequence 24particular case, the teacher was talking about the invasion of China by Genghis Khan in 1213 and how Genghis Khan moved down… |