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Sequence 1The Interpersonal Relationship in the Facilitation of Learning by Carl Rogers "Teaching is vastly overrated.&… |
Sequence 33 Mrs. Pelter's Special Class with Seniors John Dewey: "Experiences in Education," 1938 Quote what… |
Sequence 6and inches by which they pushed the child nearer to this goal.2 Gesell emphasizes that not every trait that appears in the… |
Sequence 10widespread, by educators such as Pestalozzi, Froebel, and Dewey. Permissiveness should be the keynote of early education, not… |
Sequence 58 Chicago Board of Education. (1977). Options in Public education: a source document, Available from National… |
Sequence 44Goodlad, J. I., Klein, M. G., & Novotney, J. M. (1973). the United States. Theory into Practice, New York: 81-90,… |
Sequence 4748 Murphy, Sister Blten. (H77). Self-dctualizacion: Learning to LLve. The Constructive Tridngle, ~. 22-31, (10). Myers… |
Sequence 150152 Maas, Minerva Constance.(1971). An analysis of Froebel's play and Montessori's work in terms of their… |
Sequence 8We can now clear away some of the muddle and indicate the direction in which we might journey together in seeking a philosophy… |
Sequence 9living and non-living is based upon what the receiver of the force - the patient, if you like - does when the force - the… |
Sequence 13If we understood fully how Socrates is able to do that - without, of course, his doing it at all - then we would really know… |
Sequence 100work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and… |
Sequence 103be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 103INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 30Dewey, in Human Nature and Conduct, said: If the standard of morals is low it is because the education given by the inter-… |
Sequence 32personal behavior decisions are social decisions. There is an adult who helps us come to generous understanding, not by… |
Sequence 33function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 25Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 22the young in the way they should go, on rearing them to meet the demands of industry, there were always adversary voices -… |
Sequence 50With the advent of democratic instirutions so very recent, it is not surpris- ing that we have not yet established a… |
Sequence 67and not a panicipant in the process. Plans for schools and buildings, ways to organize classrooms and groups within… |
Sequence 71idea. Since language is pivotal in a person's learning through experience, it is the very core of the teaching-learning… |
Sequence 10through a developmental, philosophical program that helps the adolescent make a smooth transition into the world of adult… |
Sequence 12ture vs. interest, spontaneous activity vs. prepared environment. Many times the practitioner will regard these issues as… |
Sequence 144the earth. The origin of life on earth, of humans, farms, cities, and empires is personified in the great lessons as invention… |
Sequence 89Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 119is commonplace to think of moving from teaching to administration as a promo- tion! Benjamin Franklin knew better, as he… |
Sequence 129teachers to work with administrators on a plan for released time distribution and an in-service schedule for the system.… |
Sequence 139creation of a public space; Dewey talked consistently about an "articulate public" bringing a public sphere… |
Sequence 135The normalized child displays all of the characteristics familiar to experienced Montessori teachers: love of order, love of… |
Sequence 142They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 181Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 112REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria… |
Sequence 34Figure 5. Organic Gardening Occupations Envisioning and Planning the Garden Agricultural Craft Time Employment Market… |
Sequence 35history, now become lived needs applied to a subsistence way of life. The adolescent learns through real experience just how… |
Sequence 36Interestingly enough, Dewey speaks directly to an interdiscipli- nary approach built upon practical activities, exhibited here… |
Sequence 43REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 16DOING TO WORKING WITH METHODS FOCUS GOAL MESSAGE CLIMATE VIEW OF CONFLICT INTELLEC- TUALIN- FLUENCES ACADEMIC… |
Sequence 29worker. I don't like the use of the word work, frankly, and I know that puts me at odds with several traditions,… |
Sequence 342THE PARENTS' GUIDE TO ALTERNATIVES IN EDUCATION BY RONALD E. KOETZSCH (1997, BOSTON: SHAMBHALA; ISBN 1-57062-067-9)… |
Sequence 150community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
Sequence 200enjoyment of natural environments close to home-wild commonlands, gardens, ponds, city farms, or schoolgrounds, ideally with… |
Sequence 152drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 172REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 20sights and discoveries that include and expand upon the original material. Such a developmental process has held a prominent… |
Sequence 30is one who has the self- regulativecapacity to move toward optimal experiences by nego- tiating a better fit or synchrony… |
Sequence 38mobility does not come under increased control with maturity, it results inan unproductive pattern of mind-wandering in… |
Sequence 39and structure at home, set rules and maintain discipline, and chal- lenge children with progressive expectations of maturity,… |
Sequence 45Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 93The adolescent who realizes his own value displays joy, selfless- ness, optimism, confidence, dignity, self-discipline,… |
Sequence 99They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 535in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 113Hutchison in their descriptions of the educational value of place. Place builds a context for social relations; it is the… |
Sequence 126• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 24According to E.M. Standing's biography of Montessori, a key turning point in the development of her method occurred after… |
Sequence 52of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-… |
Sequence 192Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 177The challenge to us as educators is to equip our students with the prac- tical skills, analytic abilities, philo- sophical… |
Sequence 17thought. In fact, from Plato through Descartes, and con- tinuing in modern, positiv- istic science, a link between emotion… |
Sequence 30point of view, nature provides the best fit with human processing and attention because these very processes were formed… |
Sequence 44Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 67In 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… |
Sequence 149inspire" them to learn. If the answer was negative or uncertain, the candidate apparently was urged to go into some… |
Sequence 284Dewey's work, over the last two decades there has been growing interest in America and abroad about the fields of social-… |
Sequence 285fn this paper, I will summarize the fundamentals of current re- search-basedK-12 social, emotional, ethical, and aca-… |
Sequence 286cal, and academic education 2. Their work was grounded in a deep appreciation of noble goals for education: peace and… |
Sequence 300ge11t. Ed. R. Bar-On, J.G. Maree, & M.J. Elias. Westport, CT: Praeger, 2007. Cohen,J., L. McCabe, N.M. Mitchel Ii,… |
Sequence 200Montessori education have key ideas in common. Many character- istics of flow that have been revealed by research, including… |
Sequence 201person's attention, concentration, and overall experience (see Rathunde & Csikszentmihalyi, "The… |
Sequence 217Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 601 understand in the U.S. a lot more than elsewhere. A late discov- ery is that children's attention span is getting… |
Sequence 61has become unsustainable. It can only be sustained with war and violence. His last book, Pedagogy of Hope, gives us that hope… |
Sequence 314ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 252REFERENCES Bagot, Kathleen L. "Perceived Restorative Components: A Scale for Children." Children, Yo11th… |
Sequence 147School, Family and Society 133 5 Montessori reports on her Barcelona experience in / bambini vive111i 11ella Chiesa. Note di… |
Sequence 210196 Maria Mo111essori Through 1he Seasons o,/the "Method" Nuova Italia, 1994. Cives G., "… |
Sequence 106Creative persons differ from one another in a variety of ways, but in one respect they are unanimous: They love what they do… |
Sequence 28Monteuori National Curriculum Framework Mooney C G 2000. Theones of childhood: an introduction to Dewey, Montesson. Erikson,… |
Sequence 80Montessori National Curriculum forth• Flrn Plane of Development from Birth to Six Years Montesson, M. 1967 (19◄8 ltafian], The… |
Sequence 246Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years reason, urban settings… |
Sequence 297Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Bibliography Dewey, J… |
Sequence 9484 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 195185 Orr • Place and Pedagogy 1897 essay. Dewey proposed that we “make each of our schools an embryonic community . . . with… |
Sequence 196186 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 both of which are important to intellectual growth. The study of place… |
Sequence 197187 Orr • Place and Pedagogy nurturing relationship with a place.5 Good inhab- itance is an art requiring detailed knowledge… |
Sequence 169163 Lillard • Playful Learning and Montessori Education summary Montessori shares many elements of playful learning,… |
Sequence 8175 Sobel • Place-Based Education references Baldwin, Mark. 1998. Coming Home Conference Proceedings. Jamestown, NY: Roger… |
Sequence 9387 Webster • Practical Life from the Second Plane to Third Plane but rather provides an opportunity for feeling and giving… |
Sequence 6761 Kahn • Global Science and Social Systems all stages of the child’s self-construction, widening like the spider web is the… |
Sequence 184178 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 such as Dogpile (http://www.dogpile.com) aggregate the results of… |
Sequence 40AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 45Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 52AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 112AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 85 Chawla and White • Place-Based Education and Citizen Science PlACe-BAseD eDuCATioN AND CiTiZeN sCieNCe: resourCes For… |
Sequence 2522 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Shah, Harsh R. and Luis R. Martinez. “Current Approaches in Implementing… |
Sequence 50Kahn: This was the Dewey environment. Wikramaratne: Yes. One day, I made my fellow teachers furious. I challenged the idea of… |
Sequence 3834 Language may be studied from the humanistic point of view that it is an adaptive medium whereby the human relates to his… |
Sequence 3228 magic. He became his old self again. In the afternoon he greeted his sister with "I've been promoted. I… |
Sequence 5The Interpersonal Relationship in the Facilitation of Learning by Carl Rogers "Teaching is vastly overrated.&… |