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Sequence 203I'm going to suggest today that creative expression is as vital to a human being's development and learning as any… |
Sequence 212are foisted upon children until it becomes very difficult for them to figure out what they're interested in, what might… |
Sequence 224HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 37areas (see also Rathunde, "The Context of Optimal Experience"; Rathunde, "Family Context and the… |
Sequence 38mobility does not come under increased control with maturity, it results inan unproductive pattern of mind-wandering in… |
Sequence 310all contributed to a spirit of reevalua tion and reform in education that began in the last decades of the nineteenth century… |
Sequence 531that assessed the ability to discriminate various tastes, smells, sounds, and textures, the study found that these individuals… |
Sequence 113Hutchison in their descriptions of the educational value of place. Place builds a context for social relations; it is the… |
Sequence 120academic study: "work on the land is an introduction both to nature and to civilization and gives a limitless field… |
Sequence 28about their momentary experience. Students in both samples also completed a detailed questionnaire with similar questions… |
Sequence 32In addition to the comparison of the Montessori and traditional students, Figure 1 also provides additional interesting… |
Sequence 34ported undivided interest only 24% of the time. The primary experi- ence for the traditional students was what John Dewey… |
Sequence 49foJlowed by the genius. His characteristics are absorbed attention, a profound concentration which isolates him from all the… |
Sequence 61experience (flow) theory, but I know they had studied the thought of Maria Montessori. What I saw at each of the schools were… |
Sequence 192Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 419. to develop inquiring, knowledgeable, and caring young people who help create a better and more peaceful world through… |
Sequence 17thought. In fact, from Plato through Descartes, and con- tinuing in modern, positiv- istic science, a link between emotion… |
Sequence 24...------------------------------- -- --- - Do we find flow in the direct perception of nature? Here the answer is obvious… |
Sequence 28evolutionary framework and take a long view of human development. Steven and Rachel Kaplan, two researchers who have been… |
Sequence 36otherwise might, can you think of a more important way to have them spend their time at school or at home? The consensus is… |
Sequence 63I hope you never forget as long as you live, is, Who cnres? If you ever forget that's the correct answer, it will hold… |
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 2121n ~ a r a n t 29 21 13 ■ .\lonte~~on Traditional I ltAh ,\lorn·a11on High .\l011,,tmn I ltp,h Imrort~n« Lo&… |
Sequence 52John Dewey, the American philosopher, has a very interesting idea. He says, if you want to know what is going on, one way to… |
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 221John Dewey had a similar view about our attraction to nature: I do not see any way of accounting for the multiplicity of… |
Sequence 136122 Par/ Two - For a Science of Ifie Formal ion of Man compared to her previous one, she went to the Child Education… |
Sequence 99Sternberg and Williams say that during the creative process, questions have to be asked as a tool to reaching the ultimate… |
Sequence 246Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years reason, urban settings… |
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 194184 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 everything, except perhaps for the question of how one was to live one’s… |
Sequence 198188 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 larger curriculum which would include the study of relationships between… |
Sequence 254244 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Confronted by these problems, I have asked myself if, in Maria… |
Sequence 5246 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 The brief review that we have taken of history of human civilization has… |
Sequence 4438 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 And yet I am hopeful. We seem headed down the path of ever-increasing… |
Sequence 5549 Doerr, Good, and Waski • The Water Molecule tHe water molecule: How montessori HigH scHool, international baccalaureate… |
Sequence 40AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 42AMI Journal 2017 - 2018 page 41 configured in human, geological, and cosmic terms. Human consciousness strives to understand… |
Sequence 50AMI Journal 2017 - 2018 page 49 Children have the right, just as adults have the right, to be treated as ends rather than… |
Sequence 85 Chawla and White • Place-Based Education and Citizen Science PlACe-BAseD eDuCATioN AND CiTiZeN sCieNCe: resourCes For… |
Sequence 49The Kodaikanal Experience - Chapter I Kahn-Wikramaratne Interview David Kahn: The KodaikanaJ experience was instrumental to… |
Sequence 4036 he will combine known elements in fresh, new ways that are uniquely his own. His own special personality, his own special… |
Sequence 6056 Announcement II NAMTA PRESENTS: JEROME BRUNER IN LECTURE CLEVELAND HEIGHTS, OHIO Dr. Jerome Bruner, Harvard, Oxford… |
Sequence 53The Child's Nature: Mario Montessori and A.S. Neill Discuss their famous schools and their radical approaches to child… |
Sequence 7McGraw et. al. the article presents classical Montessori Principles. Let me find some lines. "Development cannot be… |