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Sequence 228century, no scientist or philosopher any longer believed in the idea of linear development during the prenatal period, in the… |
Sequence 265Montessori School of Lake Forest has served the North Shore for 30 years. It is located near Lake Michigan in a lovely… |
Sequence 77Our long-range planning committee developed a task force to study full-day programs. The task force was comprised of all the… |
Sequence 167compensation for 5-day, overnight el- ementary trips. Salaries are commen- surate with living expenses in an exciting, big… |
Sequence 5EDITORIAL: p ATHWAYS TO MATURITY by David Kahn As the new year is underway and we approach the twenty-first century with… |
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 179PHILOSOPHY STATEMENT FOR THE NORTH AVONDALE MONTESSORI SCHOOL by the Cincinnati Public Schools Montessori Assessment… |
Sequence 182we introduce the children to the idea of respect of all of us for one another. (Stephenson, 1993, p. 26) A rich body of… |
Sequence 187The prepared environment must allow for social interaction and be multi-aged. Research sug- gests that "the human… |
Sequence 247opening this year. The conference emphasized implementation of quality Montessori in the public sector as magnet schools,… |
Sequence 118feelings. Coles tells the story of an eight-year-old girl who refused to participate in a spelling bee, despite her teacher… |
Sequence 1204. Children attend very well when their teachers role-play vari- ous situations for grace and courtesy lessons. They… |
Sequence 2WHAT Is MTEC? The Montessori Teacher Education Collaborative (MTEC) operates the Ohio Montessori Training Institute (… |
Sequence 3THE ADOLESCENT COLLOQUIUM OCTOBER 3-6, 1996 CLEVELAND, Omo SUMMARY OF THE PROCEEDINGS 0 Im Montessori Teacher Education… |
Sequence 7THE ADOLESCENT COLLOQUIUM OCTOBER 3-6, 1996 SUMMARY OF THE PROCEEDINGS compiled and edited by Renee Pendleton This… |
Sequence 28I don't think Dr. Montessori had in mind that we gather adoles- cents who are ready from all around the country and bring… |
Sequence 30Linda Davis recalled a 13-year-old boy who spent weeks re- searching World War I and produced only a half-page report. A few… |
Sequence 141. . . in all of these approaches is a deep re-spect for the living reality of the children that we work with-that we use… |
Sequence 148human being's place- right in the middle of the scale of size between the smallest and largest structures in our Uni… |
Sequence 350ascertain the usefulness and influence of Montessori education for the future. 12:00 noon-2:00 pm Luncheon: The Montessori… |
Sequence 375loyola college in maryland 1998-99 AMI Montessori Teacher Training Courses Baltimore, Maryland Loyola College In Maryland… |
Sequence 8universe; for one must encounter the facts of nature so that the imagination can build its vision of the whole based in the… |
Sequence 12Barcelona, Spain RESPECT THIS HOUSE by Mario M. Montessori Recently Dr. Montessori gave a series of lectures at the All… |
Sequence 33where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was… |
Sequence 37discoveries of Maria Montessori, which are set forth in this book, special assistants were trained to guide the mothers in the… |
Sequence 43Montessori: No. She was a great scientist; she actually took a degree in biology after she finished her study of medicine. She… |
Sequence 45had its cosmic task. And some of these tasks were not pleasant for human beings. The children might consider the task horrible… |
Sequence 46contained by a cylinder, it pushes together. When you take the sides of the cylinder off, it pushes together. Then you… |
Sequence 15step to make the movement operational, AMI has opened a new chapter, under the name Educateurs sans Frontieres. Definition… |
Sequence 90It is important for us not to change the vision of Dr. Montessori by creating a reductive attitude to what we do, by focusing… |
Sequence 144Montessori also speaks of the environment in a more inclusive sense when she speaks of a trinity made up of the child, the… |
Sequence 168REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:… |
Sequence 172THE ERDKINDER STORY: IN THE BEGINNING by Laurie Ewert-Kroeker and David Kahn This informal paper summarizes the recent work… |
Sequence 80Montessori, Maria. Education for a New World. Thiruvanmiyur, Madras, India: Kalakshetra, 1946. Montessori, Maria. The… |
Sequence 89COSMOS, HISTORY, AND THE HUMAN SPIRIT by Gerard Leonard A rare weave of classroom examples, literary allusions, and… |
Sequence 98one boy told me I had a cousin earthworm in Australia measuring twelve feet long, and it was discovered that I had five hearts… |
Sequence 101so beautiful. Thank you for being with us this evening as we sit here on the ground together." And it's about… |
Sequence 113THE SPIRITUAL CHALLENGE OF ERDKINDER PART 1: THE p ASSA GE FROM IMAGINATIVE VISION TO CONCRETE EXPERIENCE by David Kahn In… |
Sequence 115history, the purpose and finality of civilization, the unity of self and world, the need for intimate contact with the earth… |
Sequence 124-------------------------------- --~ we are attempting to do with the Erdkinder project in Cleveland is to bring farm and… |
Sequence 160writing the book Nurturing the Spirit was a concern for the majority of Montessori students who do not receive this training… |
Sequence 177Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford, England: Clio, 1994. Montessori, Maria.… |
Sequence 126Montessori, Maria. The Discovery of the Child. 1948. Trans. S. J. Costelloe. New York: Ballantine Books, 1967. Montessori,… |
Sequence 128are the questions raised by Brian Swimme and Thomas Berry in their landmark work, The Universe Story. Their epic portrayal… |
Sequence 17One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 19She "jumped off" into new territory without having a plan in place-and let her commitment to fighting for… |
Sequence 172REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 200ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff… |
Sequence 219Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 235Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 80her powerful imagination, and her quick intuitive insights (that make up her unique feminine mind); but also ethnic "… |
Sequence 82But pedagogy ... has disdained to accept any contribution from anthropology; it has failed to see man as the mighty wrestler… |
Sequence 96[Interview with Donald Brownlee]. [Minneapolis] Star Tribune February 5, 2000. Jaynes, Julian. The Origin of Consciousness in… |
Sequence 8collaboration with his mother in their conceptualization of Cosmic Education. Miss Stephenson's devotion to the broader… |
Sequence 58COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 63We have to be careful that we recognize that Cosmic Education is not a scheme in which education is divided into subjects of… |
Sequence 65to be careful that we are not doing the same thing under the guise of Cosmic Education. That is the difficult thing to do,… |
Sequence 68development is not to teach a syllabus-not even that so-called sylla- bus that is in your albums-but instead to be able to… |
Sequence 69missed that experience. He knows how to read and write, and has an interest in mathematics, science, geography, and history.… |
Sequence 76achievements that man has made, the achievements of service offered by creatures one to another. And it is through this… |
Sequence 78again?" I remember a summer night when such a thought came to me strongly. It was a clear night without a moon. With… |
Sequence 79excitement in Jiving. Those who contemplate the beauty of the earth find reserves of strength that will endure as long as… |
Sequence 80and animals, the story of man-preparation, through fact, through language, through nomenclature, through story, through… |
Sequence 81adolescence and comes to adulthood. As we look around, the social situation at the present moment often seems to be destroying… |
Sequence 92Underlying the Montessori idea of "an aid to life" is her vision of the child as the cosmic agent of… |
Sequence 93which they can write, without tying the study to a syllabus or curricu- lum. I also wonder if the place of the sixth Great… |
Sequence 94Q:To what degree can you take the philosophical realizations of Cosmic Education that take place in the second plane (the… |
Sequence 96THE ADOLESCENT AND THE FUTURE by Margaret E. Stephenson I have read just recently in a London newspaper the obituary of… |
Sequence 116individual, in particular his moral values, and second, from the point of view of organizing the individual possessed of… |
Sequence 124REFERENCES Gross, Michael. Montessori' s Concept of Personality. Diss. U of Nebraska, 1976. Livingstone, Richard.… |
Sequence 1Volume 26 Number 1 Winter 2001 N·A·M·T·A J 0 u Montessori's Great Work: Our Gift for the Future Celebrating… |
Sequence 10nature of the human being comes to the forefront. The con- cept of justice is born and thus the intimate connection of… |
Sequence 47Montessori, Maria. What You Should Know about Your Child. 1948. Adyar, Madras, India: Kalakshetra, 1966. Montessori, Mario.… |
Sequence 79the acquisition of those aspects that allow the individual to enter into society and take on a career, mission, or life's… |
Sequence 98REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 152THE w ORK OF THE CHILD AND COSMIC EDUCATION by Peter Gebhardt-Seele Projecting a utopian world free from developmental… |
Sequence 156shown that this is the most certain datum that we have in the field of psychology and education" (Secret 185-186).… |
Sequence 157tion is the educational plan for six- to twelve-year-olds. The Greek idea of cosmos refers to the totality of the universe,… |
Sequence 159So here is the call to the educator: Prepare human beings to deal with themselves so that they may be more successful in their… |
Sequence 203• The studies will observe practical outcomes of theory and look for completeness of theory-practice relationships in schools… |
Sequence 212CLASSIFIEDS Arizona Mesa Public Schools seek teach- ers with Montessori credentials (AMI or AMS), ages 6-12. Salary range… |
Sequence 69engaged in this self-construction, that there are sensitive periods motivating the child to certain behaviors and certain… |
Sequence 79herself how a moment's insight is captured in the seventeen syllables of haiku, translated from the Japanese. As with… |
Sequence 90HOMO LOQUENS: LANGUAGE IN THE CONTEXT OF COSMIC EDUCATION by Margaret E. Stephenson Placing language in the context of human… |
Sequence 91Then, perhaps, we would have children and teenagers and also adults able to use language intelligently in a culture of… |
Sequence 94So, let's go back, then. What is this human being that can have such an effect one upon another? It is not relevant to… |
Sequence 102he chooses himself, should be a task, a drudgery, a bore. But it is how the activity is presented that makes it joyful or… |
Sequence 196perienced, supportive, and active faculty. Atlanta affords many "Go- ingOut," personal and professional… |
Sequence 212Contact us today to leam about the M.Ed. in Montessori Education offered in collaboration with off-site AMI training centers… |
Sequence 11National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 20If the human being is what we study, then we must create an environment which uniquely addresses the psychologi- cal… |
Sequence 42Erikson, E. Identity, Youth and Crisis. New York: Norton, 1968. Erikson, E. "The Problem of Ego Identity."… |
Sequence 44Ravitch, D. The Troubled Crusade. New York: Basic Books, 1983. Rogers, D. "Stage Theory and Critical Period as… |
Sequence 68pendence practiced on a daily basis with real roles, and the adult-like responsibilities connected with the spiritual and… |
Sequence 75REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 116together and pull other people into their goals such as Greenpeace. Do you know how efficient recycling would be if only one… |
Sequence 13418. Adolescents are, as a group, widely diverse. We must never forget their need to be treated as individuals. Not only are… |
Sequence 194• Values and Attitudes Having worked with all of the above models that explore Place as Pedagogy, it is easy to applaud the… |
Sequence 237Joosten: The only thing is that you should assume obligations to the families and the children over periods of time, so that… |