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Sequence 3are meant to be - is only a classroom full of Montessori materials and children's furnitw-e. It lacks the spirit of… |
Sequence 14Montessori explains that, "The teacher must have the greatest respect for the personality of the adolescent,… |
Sequence 15Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 15specialists. And in their differences lie the roots of their cooperation. In their cooperation lie the roots of our… |
Sequence 2The woman who had opened our session was not satisfied with my summary. "I'm not talking about a little… |
Sequence 3weeks befol"e I found out what was happening. They finally admitted to me that they were banging on the wall between… |
Sequence 1A SELECTION OF CHILDREN'S BOOKS FOR MONTESSORIANS By Charlene S. Trochta Twenty-Five Favorites: Some New, Some Old… |
Sequence 5A Variety of Interesting Readers for Primary and Early Elementary I Can Read Se1'ies: Harper & Row, New York.… |
Sequence 2to accept the fact of evolution. Darwin lies beside Newton in Westmin- ster Abbey for this great contribution. His theory of… |
Sequence 4nineteenth-century reaction; and, while I'm not a conventional believer, I don't consider myself irreligious.… |
Sequence 2The same children were retested eight months later and their mean gain scores indicated a decline in impulsivity and an… |
Sequence 3forward to a big future at Syracuse University. ot to mention along the way I've found a great boyfriend and earned… |
Sequence 7rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 9MORE: I thought we said friendship .... The Dean of St. Paul's offers you a post; with a house, a servant and fifty… |
Sequence 10history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 119. Ehrlich, Paul R. The Mcu;kin.ery of Nature: The Living World Around Us - And How It Works (New York: Simon and Schuster,… |
Sequence 7feelings of others. Why couldn't he pursue his mission and still be accepted by others? Seems to me he'd have a… |
Sequence 10Ms. A: Well, man does some things that don't require a body. Leader: Such as ... Ms. A: We think. And therefore thinking… |
Sequence 10Useful Sources of Professional and Children's Books American Library Association 60 East Huron Street Chicago, Illinois… |
Sequence 8I have already said that the evolutionary engine ofnatw-al selection is a terrible one and, until very recently, we were as… |
Sequence 912. Wilson, Edward 0. Biaphilia (Cambridge: Harvard University Press, 1984). 13. Dawkins, Richard. The Blind Watchmaker: Why… |
Sequence 1COAUTION OF ~ENTIAL SCHOOLS by Michael Goldman In straight-forward language, Michael Goldman challenges the conference to… |
Sequence 1must repair." I think that quote speaks co our condition very directly. Those words are rather different from the… |
Sequence 11Grumet, M.R (1989). "Dinner at Abigail's: Nurturing collaboration." NEA Today, 7(6), 20-25. Livingston… |
Sequence 6have a problem co explain. We know that babies are geniuses universally. We find ic in Piagec, but unfonunacely he didn't… |
Sequence 9S. I Hiyakawa, who was my president out at San Francisco State, is a wonderful person. When Dr. Hiyakawa was running for… |
Sequence 11we can teach them something. The whole parent issue is tied up because if we really care about parents, then we're going… |
Sequence 8The biodynamic fann seeks to fanction as a self-sustaining, total organism comprising humans, plants, animals, water, and… |
Sequence 2here only about the part chat goes on in schools. That's partly why I say "to help cultivate" rather… |
Sequence 1610. Jerome S. Bruner, Toward a Theory of Instruction (Cambridge, Mass.: Harvard Universiry Press, 1966). I l. Alexis Carrel,… |
Sequence 26References Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus, Giroux. Goffstein, M.B. (I 984). A little… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 37Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 7dependent. We depend on what other people think and on "looking good." We sometimes feel used or possessed… |
Sequence 15There is onJy one man in the world and his name is All Men. There is only one woman in the world and her name is All Women… |
Sequence 19Over the years, I have used these games with children from a broad socio-economic range, and I'm always pleased to… |
Sequence 11Heidegger, M. (1966). DiScourseon Thinking. New York: Harper and Row. Hirsch, E.D. (1987). Cultural Literacy. New York:… |
Sequence 10teachers of history. We must become students of history because a knowledge of the past is essential to thinking clearly. I… |
Sequence 1F~I'-------------------- BREAKTHROUGH IN EvoLunoN: TowARD A PARTNERSIDP FUITJRE by Riane Eisler Jn The Chalice and… |
Sequence 17Miller, J. B. 0 976). Toward a new psychology of women. Boston: Beacon. Montagu, A. (1986, August 7). Qtd. in Woodstock Times… |
Sequence 1MOTHER-ClllID BoNDING by Joseph Chilton Pearce The Big News with the evofttlion q( mammals is the progressiue attention and… |
Sequence 5nothing; we can expand the idea of doing something to include providing rewards. These reformulations are improvements, but… |
Sequence 21Blumenfeld, P. C., Pimrich, P. R., & Hamilton, V. L. (1986). Children's concepts of ability, effott, and conduct… |
Sequence 22prosocial motivation: A socialization study. Developmental Psychology, 25, 509-15. Glasser, \VI. (1969).… |
Sequence 51Twenty-two schools from the sample group responded to the ques- tion. There was some ambiguity in the way the question was… |
Sequence 2it easier for a child to learn to use similar approaches in other situations-such as school. Dr. Martha Bridge Denckla, a… |
Sequence 14One elementary school head in an affluent Midwestern suburb recently told me that children from "normal"… |
Sequence 140One elementary school head in an affluent Midwestern suburb recently told me that children from "normal"… |
Sequence 152it easier for a child to learn to use similar approaches in other situations-such as school. Dr. Martha Bridge Denckla, a… |
Sequence 7faculty without increasing the number of students. I'm sure there are creative solutions which could reduce the number of… |
Sequence 7together. You can't look at the intelligences as the first thing on your list. You have to look at the real-world… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 4fore, we ought to give thought to the metaphors we use. If we don't have an ar- ticulated metaphor, then we ought to… |
Sequence 7was a cognitive psychologist he was a biologist, so maybe there's something about watching growing things that makes you… |
Sequence 10You want them to get busy with all the things I saw out here in the exhibits. You want them to see a banquet out there. You… |
Sequence 11Follow the child. Trust her judgments. Inspire trust by trusting. Why does it seem so difficult? Follow the child. Find… |
Sequence 2But I pray that somehow the memories will remain. Of work, of rain, of chill Of darkness and of light. Memories of love… |
Sequence 9was one of the most wonderful experiences of my Ufe. I really felt as though I was living with nature, without worrying about… |
Sequence 3first, that I couldn't dance and appeared to be devoid of any sense of rhythm; second, that I was totally inept at… |
Sequence 16story told by an Inuit woman to ethnologist Rasmussen early in this century: In the very earliest time when both people and… |
Sequence 35Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 9"Well, he did give us a good idea for the story, but ... " "Let's tell the group. Children,… |
Sequence 29inclusive community, not one that divides them in order to conquer, but one that unifies them in order to set them free. I… |
Sequence 25made a miserable passage in the slow part of that movement." He went back to play the second part of the concert and… |
Sequence 7That lasted for a while. In this century, in addition to artists, we began to think of scientists as creative, which is again… |
Sequence 18A: Gatekeepers usually develop historically in very funny ways. You don't know exactly who will be entitled to be a… |
Sequence 5REFERENCES Foster, R. (1978). Celebration of discipline. New York: Harper & Row. Krishnamurti, J. (1953).… |
Sequence 4adult and the children, as these expressions of the spirit pour out of their daily experiences of togetherness-their oneness… |
Sequence 5REFERENCES Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.… |
Sequence 8The ability to reflect on the broader consequences of action, and thus to tolerate experience that is entropic, applies to… |
Sequence 9The ability to stand solitude goes hand in hand with emancipa- tion from the peer group. Many older adolescents seem to have… |
Sequence 18At least some of the teenagers in this study were demonstrating that they understood the requirements of growth. They had… |
Sequence 11here's what I'm going to do to you," or I say, "Do this and you'll get that," I am… |
Sequence 24Fourth, punishment gets people to think almost exclusively about their own self-interest. Whenever we talk about"… |
Sequence 36a different direction, to teach you everything about motivation that I know on one overhead (see Figure 3). It took me a while… |
Sequence 40appeared in the Journal of Personality and Social Psychology (Deci, 1971). But I find people are more interested, for some… |
Sequence 43thumb is that the more you want kids to want to do something, the more you would avoid rewards at all costs because of what… |
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 58Kohn, A. (1992) No contest: The case against competition (Rev. ed.). Boston: Houghton Mifflin. Kohn, A. (1993). Punished by… |
Sequence 10goal-oriented individual. The thirst for knowledge, the spontaneous desire to discover and explore, is supported by and… |
Sequence 3It set me on a path of discovery, I guess, because I'm attracted to people who are what I call great teachers. I usually… |
Sequence 8requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
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 2SELF AND EVOLUTION by Mihaly Csikszentrnihalyi Current views of evolution presented at the Epic of Evolution conference… |
Sequence 3Just so that you know why my name is so long, let me explain it and parse it to make it easier to remember. It is made up of… |
Sequence 6However, at this point we are in an interesting situation-as many of the speakers pointed out in the past three days-we are in… |
Sequence 10Now is there any kind of guidance among the various scenarios of the future that we may or may not endorse through our… |
Sequence 30is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to… |
Sequence 9Diversification also allows you to regiment the work year so that workers-your family or your hired laborers, in the case of… |
Sequence 16digms of exclusion-not unlike modern America. The Hellenistic period is a wide-open period similar to our own, where money… |
Sequence 17to you is that the traditional paradigm of explaining Western culture to students, that is, the multicultural approach, I find… |
Sequence 20own culture. We're better people than that"-not to say, "Oh, don't do that. We've got to go… |
Sequence 6told by the local EPA that he had some type of wild rat colony on his farm. The man was farming his land, and he had to cease… |
Sequence 7rational thought, philosophical systems, a sense of Western culture- are all absent there, replaced by a therapeutic… |
Sequence 9that skepticism to everything-like Bill Clinton's talk. Everybody thought it was a wonderful talk, but it was a God-… |
Sequence 12technology offered? But our family got together and said, "It's just like that orchard out there. There's… |
Sequence 17"No, I'm not the most vital part of the classroom environment at all. In fact, I love the whole idea of being… |
Sequence 13REFERENCES Aries, P. Centuries of Childhood. New York: Vintage, 1962. Csikszentmihalyi, M. Flow: The Psychology of Optimal… |
Sequence 23REFERENCES Alston, P., ed. The Best Interests of the Child: Reconciling Culture and Human Rights. Florence, Italy:… |