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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 1TRANSITION: URBAN MONTESSORI SECONDARY TO ERDKINDER by David Kahn A survey of the current Montessori urban secondary… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
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 6The Cozy Book. Hoberman, Mary Ann, illustrated by Tony Chen. Viking, New York, 1982. Close Your Eyes. Man:ollo, Jean, pictw·… |
Sequence 1TRIBUTE TO LINDA PRESTON By David Kahn In Memory of LINDA SOULE PRESTON April 4, 1938 - March 20, 1988 Memorial Service… |
Sequence 2easy for him to make the bed each morning. A small Pinocchio hat rack held his pajamas and his outdoor coat. A large piece of… |
Sequence 3touching remembrance of a visit to Hiroshima. She spoke of her own dedication to peace and education and managed to dig a hole… |
Sequence 2Dependent variables in the study were the motor skill of eye-hand co-ordination, visual perception skills of figure ground and… |
Sequence 2The same children were retested eight months later and their mean gain scores indicated a decline in impulsivity and an… |
Sequence 7rational behaviorist thought that the small child could hide within him "spiritual germs" or "… |
Sequence 4the button of a food processor to slice vegetables in a noisy flash. The child is interested in the ritual of cutting a carrot… |
Sequence 11Sawyer so graphically lacked it. Ifwe are attentive to our own experience and that of others, ifwe have the kind of humility… |
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 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 10Useful Sources of Professional and Children's Books American Library Association 60 East Huron Street Chicago, Illinois… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
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 11Grumet, M.R (1989). "Dinner at Abigail's: Nurturing collaboration." NEA Today, 7(6), 20-25. Livingston… |
Sequence 8The biodynamic fann seeks to fanction as a self-sustaining, total organism comprising humans, plants, animals, water, and… |
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 19Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y disadvamaged children… |
Sequence 48Stodolsky, S.S. & Jensen, Judith. ( I969b). Ancona Montessori research project for c11!111ral/y disadvamaged children… |
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 3RUFFING MONTESSORI SCHOOL PEACE CURRICULUM: AN INFORMAL NARRATIVE by John Long In these excerpts from a talk presented at… |
Sequence 21References Arnold, M. B. 0984). Memory and the Brain. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.… |
Sequence 11Heidegger, M. (1966). DiScourseon Thinking. New York: Harper and Row. Hirsch, E.D. (1987). Cultural Literacy. New York:… |
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 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 9for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 51for teenagers to be rude? Is it normal behavior for teenagers to use tasteless language? Is it normal behavior for teenagers… |
Sequence 1Do NoT BEQUEATH A SHAMBLE THE CHILD IN THE TWENTY-FIRST CENTURY: INNOCENT HOSTAGE TO MINDLESS OPPRESSION OR MESSENGER TO… |
Sequence 2system of education. It is easy to see why verbal/linguistic skills are highly valued by parents and traditional educators.… |
Sequence 3Human beings have two complex apparatus for producing speech and for hearing the spoken word. Paper, pencil, and books are… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 11Follow the child. Trust her judgments. Inspire trust by trusting. Why does it seem so difficult? Follow the child. Find… |
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 29inclusive community, not one that divides them in order to conquer, but one that unifies them in order to set them free. I… |
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 5behave like adults. Somewhere in those four years a mature human being is supposed to emerge out of the cocoon of childhood.… |
Sequence 18At least some of the teenagers in this study were demonstrating that they understood the requirements of growth. They had… |
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 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 30is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to… |
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:… |
Sequence 6the wife of two kings and later was to become the mother of two kings. For some years, Eleanor and Henry were content. They… |
Sequence 7At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 9love." "With eternal love I love you" say the prophets of Israel (Isaiah 54:8,Jeremiah31:3). &… |
Sequence 6joy of the children at their" awkward efforts" was the impetus for the pair to do something more organized… |
Sequence 9calling them out, the shepherd going ahead of them, the sheep follow- ing. This opens the way for them to work with the… |
Sequence 4an oral language and therefore oral tradition is very important. Their principal arts and crafts are embroidery and working… |
Sequence 18Montessori, Maria. Education for a New World. Thiruvanmiyur, Madras, India: Kalakshetra, 1946. Montessori, Maria. The… |
Sequence 28the ecological sense of our connection to the cosmos and other genera- tions of living beings. Our own personal destiny cannot… |
Sequence 14If you can't look him straight in the eye. He's the fellow to please, never mind all the rest, For he's with… |
Sequence 9The music created a feeling of life. Picture # 2: This picture is of a particle that was left and joining with a negative.… |
Sequence 16Light Expanding, Radiant Rushing, Giving, Receiving It burns in all of us, The Giver REFERENCES Cajete, Greg. Look to the… |
Sequence 24REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 75REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 22Q: Do you think that a child absorbed in a video game is in Flow? A: Yes, they can be in Flow, and usually they stay in Flow… |
Sequence 20gogy as Applied to Child Education in "The Children's Houses." 1909. Trans. Anne E. George. New York:… |
Sequence 2THE MEADOW ACROSS THE CREEK by Thomas Berry Thomas Berry is an eloquent spokesperson for the current crisis of humans… |
Sequence 12If you play a drum, the skin vibrates in waves. If you could get very close to it and slow things down considerably, you would… |
Sequence 15John [Wyatt] mentioned that he finds that the best ques- tion for him to ask a new apprentice is how lazy he or she is.… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 30way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 15that adolescents have very few opportunities to gain experiences that might translate into future careers. By the end of high… |
Sequence 1THE GREAT WORK OF THE NEW MILLENNIUM by Thomas Berry Thomas Berry explores the meaning of work from the standpoint of human… |
Sequence 12Another way of thinking about this relationship is to consider the individual self as the small self, related to the Earth or… |
Sequence 13burden for a child to be "bad" or "good." We must relieve every child of that burden and… |
Sequence 17REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 2emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 4ization: Theory and Research. Ed. D. Goslin. New York: Rand McNally, 1969. Kohlberg, L., & C. Gilligan. "The… |
Sequence 12It is amazing how wise teenagers can be. It came as a revelation to me how sensitive they could be to and how aware they could… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 8They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 5Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 7*Kahn, David. "The Kibbutz, Boys' Town, Williamsburg and the Montessori Erdkinder." NAMT A Quarterly 4.… |
Sequence 5king, and he needed a queen. He needed a good queen, a queen with experience. Louis and I were separated on the first day of… |
Sequence 1brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 5In 1954, Sofia Cavalletti began a quest to understand the nature of the child's relationship with God, and to discover… |
Sequence 14REFERENCES Berry, Wendell. Sex, Economy, Freedom and Community. New York: Pantheon Press, 1992. Berry, Wendell. Recollected… |
Sequence 18Annan, K. We the Peoples. New York: United Nations Publications, 2000. BBC. Soul. Three part video series. London: BBC-TV,… |
Sequence 19Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 21A. I think it's a basic issue. The world is filled with people who care for their individual pets, care for their… |