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Displaying results 1 - 100 of 507

Cosmic Education at the Elementary Level and the Role of the Materials

Sequence 10
self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We…

La Dottoressa Montessori at Durham

Sequence 10
self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We…

NAMTA Journal 12/2 13 Building Correlations: Montessori Education for Moral Development

Sequence 3
work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and…
Sequence 6
be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth…

NAMTA Journal 13/1 01 Of Roots and Wings

Sequence 1
OF ROOTS AND WINGS by David Kahn A philosophical outlook on the parent's role in Montessm-i, educa- tion, this article…

NAMTA Journal 13/1 03 Elementary Montessori and Parent Education

Sequence 7
I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began…

NAMTA Journal 13/2 01 The Botanical Cards

Sequence 1
THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which…

NAMTA Journal 13/2 07 Cosmic Education and the Physical Sciences

Sequence 15
Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,…

NAMTA Journal 13/2 10 Exploring with the Nine to Twelve Child

Sequence 3
scale, another time computing the relative distances between the plan- ets to a scale that would fit in the classroom. The…

NAMTA Journal 14/2 12 Interview: Introducing Luciano Mazzetti

Sequence 1
INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center…

NAMTA Journal 15/1 01 Montessori Education: Interactive Idea for Human Understanding

Sequence 9
The Montessori idea is unfinished by design. Some complain that the curriculum presented in Montessori training is incomplete…

NAMTA Journal 15/1 03 Response to Generous Understanding: Knowing Ourselves and Each Other (Boehnlein)

Sequence 2
Dewey, in Human Nature and Conduct, said: If the standard of morals is low it is because the education given by the inter-…
Sequence 4
personal behavior decisions are social decisions. There is an adult who helps us come to generous understanding, not by…
Sequence 5
function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised…

NAMTA Journal 15/1 04 Response to Generous Understanding: Knowing Ourselves and Each Other (Terranova)

Sequence 1
RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Charles Torranova I want to thank David Kahn for…

NAMTA Journal 15/2 03 Movement

Sequence 7
Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,…

NAMTA Journal 16/2 02 Educational Reform: The Sixties and the Nineties

Sequence 2
the young in the way they should go, on rearing them to meet the demands of industry, there were always adversary voices -…

NAMTA Journal 16/2 04 The Objectives of the Paideia Proposal

Sequence 3
With the advent of democratic instirutions so very recent, it is not surpris- ing that we have not yet established a…

NAMTA Journal 16/2 08 Whole Language: A Whole Educational Reform

Sequence 3
and not a panicipant in the process. Plans for schools and buildings, ways to organize classrooms and groups within…
Sequence 7
idea. Since language is pivotal in a person's learning through experience, it is the very core of the teaching-learning…

NAMTA Journal 16/3 01 The Experiment for the Experiment

Sequence 5
through a developmental, philosophical program that helps the adolescent make a smooth transition into the world of adult…
Sequence 7
ture vs. interest, spontaneous activity vs. prepared environment. Many times the practitioner will regard these issues as…

NAMTA Journal 16/3 05 Montessori and the Bahá'í Faith

Sequence 5
Although externally her life was affected by political forces, within she remained detached as this statement indicates: Not…
Sequence 11
&location must be considered as most imponant; for as diseases in the world of bodies are extremely contagious, so, in…
Sequence 14
this principle in this way will surely make a difference in our world. In The Promulgation of Universal Peace, 'Abdu…

NAMTA Journal 17/1 08 The Montessori Adolescent: Frameworks for Invention

Sequence 4
the earth. The origin of life on earth, of humans, farms, cities, and empires is personified in the great lessons as invention…

NAMTA Journal 17/3 28 The Children's Garden

Sequence 8
The adolescents may choose to design the garden for community ser- vice: to beautify the city; to provide flowers to nursing…

NAMTA Journal 18/1 05 The Development of Autonomy in Children: An Examination of the Montessori Educational Model

Sequence 20
Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr…

NAMTA Journal 18/1 08 The Intellectual Lives of Teachers

Sequence 7
is commonplace to think of moving from teaching to administration as a promo- tion! Benjamin Franklin knew better, as he…
Sequence 17
teachers to work with administrators on a plan for released time distribution and an in-service schedule for the system.…

NAMTA Journal 18/2 08 What Are the Language Arts For?

Sequence 10
creation of a public space; Dewey talked consistently about an "articulate public" bringing a public sphere…

NAMTA Journal 18/3 07 A World Core Curriculum

Sequence 10
PROGRAM DESCRIPTION SAMPLER 7bese pragmattc descriptions of adolescent program components which provide an operational view…

NAMTA Journal 18/3 13 Discipline

Sequence 14
NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy…

NAMTA Journal 20/1 03 Nurturing the Creative Personality

Sequence 2
concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the…
Sequence 10
Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to…

NAMTA Journal 20/1 04 Montessori as an Aid to Life

Sequence 2
It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex…

NAMTA Journal 20/1 08 Toward Key Experiences for the Adolescent

Sequence 11
The normalized child displays all of the characteristics familiar to experienced Montessori teachers: love of order, love of…

NAMTA Journal 20/1 11 Equal Opportunity and the Montessori Magnet School

Sequence 19
Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.…

NAMTA Journal 20/1 14 In Memoriam: Nancy McCormick Rambusch 1927-1994

Sequence 21
Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.…
Sequence 60
They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They…
Sequence 67
The normalized child displays all of the characteristics familiar to experienced Montessori teachers: love of order, love of…
Sequence 166
It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex…
Sequence 176
Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to…
Sequence 184
concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the…

NAMTA Journal 20/3 03 A Day with Dr. Maria Montessori and Her Youthful Charges Is an Eye-Opener for the Average Parent

Sequence 5
To the Montessori "bleachers" the serving of the luncheon of milk and crackers is the most interesting part…

NAMTA Journal 20/3 08 Commitment to Peace

Sequence 3
misery as it does in prosperity, in oppression as in freedom, in war as in peace, and that he did not really know what life is…

NAMTA Journal 20/3 11 Do Not Bequeath a Shamble—The Child in the Twenty-First Century: Innocent Hostage to Mindless Oppression…

Sequence 14
REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria…

NAMTA Journal 21/2 04 The Verbal/Linguistic and Visual/Spatial Intelligences

Sequence 12
At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain…

NAMTA Journal 21/2 08 Maintaining the Montessori Metaphor: What Every Child Wants and Needs

Sequence 15
If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of…

NAMTA Journal 21/2 17 The Four Planes of Development

Sequence 7
"potentialities which determine his development"; "there exists within this inert being a global…
Sequence 21
full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her…
Sequence 22
ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,…
Sequence 32
Mon te.:;sori has drawn in the middle of her chart, between the drawing above and that below, between "nature&…

NAMTA Journal 22/1 04 Unifying the Urban Contribution: Moving Toward Erdkinder

Sequence 8
Figure 5. Organic Gardening Occupations Envisioning and Planning the Garden Agricultural Craft Time Employment Market…
Sequence 9
history, now become lived needs applied to a subsistence way of life. The adolescent learns through real experience just how…
Sequence 10
Interestingly enough, Dewey speaks directly to an interdiscipli- nary approach built upon practical activities, exhibited here…
Sequence 17
REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of…

NAMTA Journal 22/1 05 Cosmic Education at the Elementary Level and the Role of the Materials

Sequence 10
self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&…

NAMTA Journal 23/1 02 Beyond Bribes and Threats: How Not to Get Control of the Classroom

Sequence 8
DOING TO WORKING WITH METHODS FOCUS GOAL MESSAGE CLIMATE VIEW OF CONFLICT INTELLEC- TUALIN- FLUENCES ACADEMIC…
Sequence 21
worker. I don't like the use of the word work, frankly, and I know that puts me at odds with several traditions,…

NAMTA Journal 23/1 04 Motivation: The Foundation of Successful Learning

Sequence 4
he thinks he can go anywhere, and the urge to explore and discover his world has to be limited rather than pushed. Motivation…

NAMTA Journal 23/2 01 Mario Montessori: In Search of a Deeper Freedom, A Life's Journey of Educational Ideas

Sequence 1
Introduction MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM A LIFE 1 S JOURNEY OF EDUCATIONAL IDEAS by David Kahn When…

NAMTA Journal 23/2 04 The Impact of India

Sequence 3
where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was…

NAMTA Journal 24/1 11 A Montessori Community for Adolescents

Sequence 13
community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the…

NAMTA Journal 24/1 13 Children's Participation: Involving Young Citizens in Community Development and Environmental Care

Sequence 14
enjoyment of natural environments close to home-wild commonlands, gardens, ponds, city farms, or schoolgrounds, ideally with…

NAMTA Journal 25/1 10 Pedagogy of Place: Becoming Erdkinder, The Montessori Program Design School, Program Design Position…

Sequence 4
drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of…
Sequence 24
REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-…

NAMTA Journal 25/1 15 Obituary Maria Christlieb Robles

Sequence 75
REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-…
Sequence 95
drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of…

NAMTA Journal 26/1 02 Montessori Education and Optimal Experience: A Framework for the New Research

Sequence 6
sights and discoveries that include and expand upon the original material. Such a developmental process has held a prominent…
Sequence 11
this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude…
Sequence 16
is one who has the self- regulativecapacity to move toward optimal experiences by nego- tiating a better fit or synchrony…
Sequence 24
mobility does not come under increased control with maturity, it results inan unproductive pattern of mind-wandering in…
Sequence 25
and structure at home, set rules and maintain discipline, and chal- lenge children with progressive expectations of maturity,…
Sequence 31
Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic…

NAMTA Journal 26/3 07 Ruffing Montessori School Peace Curriculum: An Informal Narrative

Sequence 2
The adolescent who realizes his own value displays joy, selfless- ness, optimism, confidence, dignity, self-discipline,…
Sequence 8
They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They…

NAMTA Journal 26/3 08 Designing for the Needs of Adolescents: An Interview with John McNamara

Sequence 9
Afterward: Extending beyond the six weeks was continued work on refining their mission statements in preparation for…

NAMTA Journal 26/3 11 Reflections from the Farm

Sequence 8
Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental…

NAMTA Journal 26/3 18 Some Characteristics of a Montessori Erdkinder Compromise

Sequence 6
have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with…

NAMTA Journal 26/3 19 The Kibbutz, Boy’s Town, Williamsburg and the Montessori Erdkinder

Sequence 4
Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an…

NAMTA Journal 26/3 21 Montessori High School

Sequence 1
The Montessori Erd- The Montessori Erdkinder, insofar as it kinder concept is far from a is a home away from home for the…

NAMTA Journal 26/3 22 Why Not Consider Erdkinder?

Sequence 5
For all that, I thought it must be possible to apply certain funda- mental principles of the Montessori method to secondary…

NAMTA Journal 26/3 23 A Historical Look at Montessori's Erdkinder

Sequence 32
from fairly affluent families who ran away from home for the thrill of becoming street musicians and earnjng a few pennies on…

NAMTA Journal 26/3 34 Towards a Positive Education for Adolescents: An Example from the Humanities

Sequence 12
in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that…

NAMTA Journal 27/1 01 Child Development Under Three: The Foundations of the Personality, the Family, and the Montessori Method

Sequence 2
forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a…

NAMTA Journal 28/1 08 Philosophy, Psychology, and Educational Goals for the Montessori Adolescent, Ages Twelve to Fifteen

Sequence 3
Hutchison in their descriptions of the educational value of place. Place builds a context for social relations; it is the…
Sequence 16
• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,…

NAMTA Journal 28/3 02 A Comparison of Montessori and Traditional Middle Schools: Motivation, Quality of Experience, and Social…

Sequence 9
According to E.M. Standing's biography of Montessori, a key turning point in the development of her method occurred after…
Sequence 37
of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-…

NAMTA Journal 29/1 14 A Montessori Community for Adolescents

Sequence 14
Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to…

NAMTA Journal 29/1 22 Camillo 26-01-04

Sequence 70
Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to…

NAMTA Journal 29/2 04 Finding the Spiritual Thread in Montessori Work

Sequence 4
ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty…

NAMTA Journal 29/2 11 From Ecological Literacy to Ecological Design Intelligence

Sequence 5
The challenge to us as educators is to equip our students with the prac- tical skills, analytic abilities, philo- sophical…

NAMTA Journal 31/3 02 Nature and Embodied Education: A Key Role for Montessori Research

Sequence 6
thought. In fact, from Plato through Descartes, and con- tinuing in modern, positiv- istic science, a link between emotion…
Sequence 19
point of view, nature provides the best fit with human processing and attention because these very processes were formed…
Sequence 33
Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic…

NAMTA Journal 32/1 04 The Schools our Children Deserve: Helping Parents Understand the Rationale for Alternative Education

Sequence 37
In one of my own books, called The Schools Our Children Deserve, I took all the research and stuffed it at the end of the book…

NAMTA Journal 33/1 07 A Brief Historical Preface to the Task of Curriculum Reform: A Personal and Therefore a Limited Report

Sequence 20
inspire" them to learn. If the answer was negative or uncertain, the candidate apparently was urged to go into some…

NAMTA Journal 33/1 13 The Thoughtful School: Social, Emotional, Ethical, and Cognitive Education as the Schoolwide Landscape…

Sequence 3
Dewey's work, over the last two decades there has been growing interest in America and abroad about the fields of social-…

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Maria Montessori's Life and Work
AMI's archivists will share treasures illuminating the life, work, innovation and legacy of Maria Montessori.

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