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Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 1THE FARM EXPERIENCE: ITS IMPORTANCE IN A CHILD'S LIFE by Richard Barker Richard Barker's perceptive correlations… |
Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 686 it probably kept happening for a long time. And whatever it was, we know that it made the boy feel very cold. One day the… |
Sequence 5Just as the understanding of the growth and development of the child in our complex society continues to build in the… |
Sequence 18syndrome may take months, even years, to develop), and, until symp- toms are present, one can never be certain whethel'… |
Sequence 3weeks befol"e I found out what was happening. They finally admitted to me that they were banging on the wall between… |
Sequence 3Baylol", Byrd: I don't remembel' which book l found fil'st, but since then, it's become an… |
Sequence 9behavior by males is absolutely unknown in the animal kingdom except in chimps and humans. So if one is interested in the… |
Sequence 1THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 7satisfying relationships and of passing on that ability to their children. But in unstable homes, where parents, often single… |
Sequence 14We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 2not exist externally in nature, but were essentially insrrwnents of the mind. We also knew that it was crucial to make… |
Sequence 4"textbooked" it, but only rarely did we cast it, in terms of intriguing and interesting questions. So, if… |
Sequence 5kind of question, one subject matter, others are engaged by another set. You know that when you want to get a group of kids… |
Sequence 3talk about these things in a much more differentiated way. It's not just their changing or their not changing; they are… |
Sequence 12The Struggle to Restructure This, chen, brings me to my ninth point. It seems to me chat at the fundamental levd, school… |
Sequence 2GL. How best do you see us helping children, especially the adolescents who are moving towards taking their place in the… |
Sequence 5TB. It's an awakening experience that children have when they are very young. When you see animals and young humans, they… |
Sequence 9GL. So is there a place there then for, say, the humanities? TB. Well, definitely. GL. You've talked about the face that… |
Sequence 12GL. Now, what about traditional spiritual values? We don't have religion in our schools any more, and it seems chat we… |
Sequence 2he had also been identified as learning disabled. He resented being taken out of the classroom for tutoring sessions several… |
Sequence 8sensitive periods. These givens are powered by a kind of life force energy that she called horme. With the powers infants and… |
Sequence 4At the same time, there's an emphasis on the children understanding their relationship to society. There is a respect for… |
Sequence 13I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 17The other type is contagious magic, which says that things once in contact are always in contact. Now, that is at the root of… |
Sequence 1THE PEDAGOGY OF TIME by Lawrence Schaefer, PhD Larry Scbaefer's keynote lecture at the 1993 Summer Institute, History as… |
Sequence 3REINVENTING CIVILITY by Lawrence Schaefer, PhD Dr. Schaefer calls for "a renaissance in civility," a return… |
Sequence 57REINVENTING CIVILITY by Lawrence Schaefer, PhD Dr. Schaefer calls for "a renaissance in civility," a return… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 3The first reason has to do with scholarship based on the old model. Consider the recent book The Bell Curve (Herrnstein &… |
Sequence 1THE VERBAL/LINGUISTIC AND VISUAL/ SPATIAL INTELLIGENCES by Rita Schaefer Zener Dr. Zener aligns Gardner's verbal/… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 1MovEMENT, Music, AND LEARNING: THE MUSICAL AND BoDILY/KINESTHETIC INTELLIGENCES by Audrey Sillick Audrey Sillick' sin… |
Sequence 2THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker… |
Sequence 5like me came to say that we're human beings, we're not just calcula- tors to fit into IBM jobs, we're human… |
Sequence 8infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 9In coming to this bigger model, this bigger metaphor, I'm trying to fish around for people who seem to have their hands… |
Sequence 11another person until they got to be seven years old. That's called decentering. You start out egocentric so that you… |
Sequence 14story? The brain knows that the spiritual feelings that people have are important. You have to deal with that in some way. In… |
Sequence 4These graces have every opportunity to be exercised and imple- mented because the children are free to act, free to choose,… |
Sequence 9each plane, is where children have opportunities to engage in and implement their expanding humanness, this hierarchical… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 25unique. Even the staunchest believer in The One Right Way had a hard time choosing. Enunciation exercises These offer an… |
Sequence 1FLOW AND EDUCATION by Mihaly Csikszentmihalyi PART ONE David [Kahn] is right. I told him that everybody should call me Mike… |
Sequence 12little defensive self, but you are part of something bigger, larger. If you sing in a choir or play with a group, a symphony… |
Sequence 13The interesting thing is that when those conditions are there, people tend to want to do what they did to get that feeling,… |
Sequence 19they are so remote that they have really nothing to do with this moment, this class, this particular moment of the day. Your… |
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 7things you could do. One is increasing complexity; the other, going back to your skill level and not taking on the new… |
Sequence 6becomes clear. But the point is that you can't have that insight unless you have prepared for it for a long time. And… |
Sequence 3covery, an interpretation, and an approach-a dynamic understand- ing of the child-and not a recipe. Too often our students… |
Sequence 9and working with are basically the topic for this morning. I'm going to go over them quickly now and then come back to… |
Sequence 26quently rewarded or praised are somewhat less generous than their peers. The effect is most pronounced when they are rewarded… |
Sequence 28WHY REWARDS FAIL How come? Very quickly, let me suggest a couple of possible reasons (see Figure 2). If you want more on any… |
Sequence 29"Do this and you'll get that." Ultimately, that feels punitive. Analo- gously, I don't have… |
Sequence 30There is one way to take a bad thing and make it much worse. You're going to have to bring me back sometime for me to… |
Sequence 31than limiting the number available, but not as good as moving away from the reward and punishment approach altogether. There… |
Sequence 34similarly ineffective because it gets nowhere near where the trouble is. It's a one-size-fits-all solution. Many of us… |
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 45wants to be; it is an active way of taking her away from thinking about that and getting her focused on my face. Some little… |
Sequence 47approve of what you've done. You've met my standards." What you're doing is merely helping her experi… |
Sequence 50BREAKING OUT OF DICHOTOMIES By the way, when you talk to parents, one of the things you have to do is have them break out of… |
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 57had they not had a democratic class meeting about something appar- ently irrelevant like how do we want to decorate our room.… |
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 12visitor you'd be swept off your feet when you see what's happening with children. It interests me as to what they… |
Sequence 14'I don't want to do that anymore. I don't want to pay attention to that anymore.' That's what this is… |
Sequence 15. . . 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 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 12spend the next hour talking about complexity in the development of the human being and complexity at the psychological level.… |
Sequence 15are abandoning their forms of music because learning how to play a pipe or a mandolin is much harder than turning on a… |
Sequence 22For instance, let me just give one little piece of data from this study. One is that we asked these children, whenever the… |
Sequence 26the stars, and she couldn't sleep all night, she was so mesmerized by the immensity that opened up in front of her that… |
Sequence 12Let me now tum to the last part of my morning lecture: the cultural ramifications of this economic Renaissance. Farmers were… |
Sequence 21quite accurate analysis. I think we all have to realize that farms like mine are being destroyed in California. All of my… |
Sequence 5var, and you mix the two and combine the best of human and natural possibilities. I'll give you an example of what I… |
Sequence 10I said, "That's just a law. It's a canon. You can't escape it. It's always going to be true.… |
Sequence 12technology offered? But our family got together and said, "It's just like that orchard out there. There's… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 4What does the Meno tell us? The Meno tells us about Socrates' visit to his friend Menon. On this visit, he has a… |
Sequence 9to help match a child's interest to the right resource. Get the children reading non-fiction as well as fiction, because… |
Sequence 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 2ARE WE SUCCEEDING IN NURTURING THE SPIRIT? by Aline D. Wolf Aline Wolfs challenge to Montessorians to look seriously at our… |
Sequence 15"Do you play with them?" "No, I just keep them." "Do you like them?"… |
Sequence 7and was honorably discharged, much to the Marine Corps' chagrin. Producing Buddhist poets is not something one sees… |
Sequence 9you wrote a lover, and I often think you, too, are a long poem whose gift is the gift of change, of sublime transformation… |
Sequence 5Isn't the life that he should lead. It's a nagging feeling inside him, Urging him away from this. Telling him his… |
Sequence 6THE FIRST LESSON To depict the origins of the universe to the child, I begin in the time- honored tradition of storytellers… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 6and norms and procedures and such, and teaching can only be evaluated as creative (or less creative) in the cultural context… |
Sequence 43and norms and procedures and such, and teaching can only be evaluated as creative (or less creative) in the cultural context… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 2DEVELOPING A POSITIVE VISION FOR THE WHOLE SCHOOL by Sharon L. Dubble Dr. Dubble features one of the pivotal methodologies… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |