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Sequence 15Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 22c) S11111u 2, Chap. :J. Cunents and Countel' Curl'ents in Medical Sdencc. Rep1·intecl in Cltild mul F11111i/!f. 1:~:… |
Sequence 3sudden seriousness when those in thrall to the Wicked Witch of the West are freed from bondage. While in The Final Alice, a… |
Sequence 4Montessori did, however, write extensively on the will and the development of will in young children. Later interpreters of… |
Sequence 5ordinary noises consequent thereon. "9 The effort is made by each indi- vidual in the collective to suspend and… |
Sequence 7could make the children silent and yet claim freedom. The age-old misconceptions of freedom and discipline surfaced for… |
Sequence 8is expanded and we have the opportunity to reach out towards things which are normally beyond ow· reach, widening our horizons… |
Sequence 10Mr. Montessori stressed, however, that these lofty aims can only be sought by the individual exercise of will power. No amount… |
Sequence 10ape-like primates, waddling reptiles, jawless fishes, worm-like inverte- brates, and other creatures deemed even lower or more… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 1ALBERT JOOSTEN AND MARIA MONTESSORI: RECOGNIZING THE HUMAN SPIRIT by David Kahn What is most powerful about Mr. Joosten… |
Sequence 2for uniting the family and the school with a passionate plea for respect- ing the culture of the home, especially the culture… |
Sequence 1ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal… |
Sequence 2for uniting the family and the school with a passionate plea for respect- ing the culture of the home, especially the culture… |
Sequence 3ALBERT JOOSTEN AND MARIA MONTESSORI: RECOGNIZING THE HUMAN SPIRIT by David Kahn What is most powerful about Mr. Joosten… |
Sequence 4Waltuch collection "Fundamental t,o Mr. Joosten was a steadfast d'iscipleship tied to a vision of the h'… |
Sequence 2ERRORS AND THEIR CORRECTION 0956) by A.M. Joosten Th:is article was written by Mr. Joosten in 1974 for the Indian Mon- t,… |
Sequence 1MAHATMA GANDHI AND MARIA MONTESSORI (1969) by A.M. Joosten Mr. Joosten offers an interesting comparison of two important 2oth… |
Sequence 1CENTURY OF THE CHILD OR ATOMIC AGE? (1958) By A.M. Joosten In a trilnae t,o the chi/,d, on "Chi/,d,ren's Day,… |
Sequence 1THE HAND IN EDUCATION a971) by A. M. Joosten One aspect of Montessori educatwn that sets it apart from some other… |
Sequence 1THE MONTESSORI ADOLESCENT: FRAMEWORKS FOR INVENTION by David Kahn Extrapolating from the primary and elementary curriculum… |
Sequence 2Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 20viduals and social organizations to deal with complexity and change in ways which are both adaptive and creative. The emerging… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 36Goody, J. (1977). The domestica1ion of the savage mind. New York: Cambridge University Press. Goody, J. ( I 987). The… |
Sequence 12This will always stick in my mind: two men, talking about two black, disabled soldiers who had not been shot by the enemy but… |
Sequence 20References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary… |
Sequence 17Miller, J. B. 0 976). Toward a new psychology of women. Boston: Beacon. Montagu, A. (1986, August 7). Qtd. in Woodstock Times… |
Sequence 19Hellbrugge, T. 0979, Spring). Early social development and proficiency in later life. Tbe NAMTA Q11arter(y, 4<.2), 6-14… |
Sequence 61lis), Montessori on the Lake (Lake Forest, CA), Meadow Montessori School (Monroe, lvll), Mercy Montessori Center (Cincinnati… |
Sequence 7gentlemanlike conduct in the late twentieth century is radically differ- ent from what it was in the eighteenth. Let us look… |
Sequence 19Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 21Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 53gentlemanlike conduct in the late twentieth century is radically differ- ent from what it was in the eighteenth. Let us look… |
Sequence 10Froebe}, F. (1887). The education of man (Trans. W.M. Hailman). New York: Appleton. (Original work published 1886) Hart, R… |
Sequence 1PEACE AND EDUCATION by A. M. Joosten AbsJoosten'scommentarycitestheMontessorieducationalviewpointasintegral to the… |
Sequence 15Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. Montessori, M. (1994). The absorbent mind. Oxford: Clio… |
Sequence 3WHY NoT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Answering possible objections and citing his own personal experiences,… |
Sequence 14bility. What is it? We do not know, but we must hasten to find out. It must be the child who reveals to us what happens during… |
Sequence 4adult and the children, as these expressions of the spirit pour out of their daily experiences of togetherness-their oneness… |
Sequence 6of the intellect for its own sake. The reasoning mind has a much grander task: The work of humanity that always loves more,… |
Sequence 11We will come to realize that each child has artistic potential and each child will relish the deep satisfaction derived from… |
Sequence 30is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to… |
Sequence 10studied, the experience of working with the earth and connecting it to curriculum only enhanced the learning. Despite the… |
Sequence 17us listen to the words of Maria Montessori, for she is reminding us that if we can do what we have just been saying, We find… |
Sequence 15With that vision, however, Maria Montessori joins the ranks of the great educational philosophers of all time and gains the… |
Sequence 9It was a delight to watch Mario with children of any age, in any country, immersed in any situation. Mario could speak with… |
Sequence 16It is important for us not to change the vision of Dr. Montessori by creating a reductive attitude to what we do, by focusing… |
Sequence 31REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:… |
Sequence 24Hart, R., & L. Chawla. The Development of Children's Concern for the Environment. Zeitschrift fur Umelweltpolitik… |
Sequence 18two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have… |
Sequence 19Hakim, Joy. "Reading, Writing, and ... History." History Mat- ters! (May 1996): 19 pars. 1 Dec. 1998 <… |
Sequence 10birth of new life. "The personality of the mother," she observes, "is characterized by this: with… |
Sequence 6The current spiritual renaissance, even outside traditional reli- gious institutions, shows the necessity and the desire of… |
Sequence 22Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic… |
Sequence 16The human is a great collaborator. And nature welcomes a gentle intervention. The trees' wounds will heal, and the maple… |
Sequence 20Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford, England: Clio, 1994. Montessori, Maria.… |
Sequence 14jZr JIJ II e r ~ J ~ ~ J =i Hu - mu - hu - mu - nu - cu - nu - cu - a - pu - a. This, in turn, attracted the attention of… |
Sequence 10Montessori, Maria. The Discovery of the Child. 1948. Trans. S. J. Costelloe. New York: Ballantine Books, 1967. Montessori,… |
Sequence 11She "jumped off" into new territory without having a plan in place-and let her commitment to fighting for… |
Sequence 13when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 14when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 228She "jumped off" into new territory without having a plan in place-and let her commitment to fighting for… |
Sequence 33Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 18with the gifts of its mission of free- dom, its colorful history of different peoples, its art and literature that tell that… |
Sequence 10understanding, the power, the aesthetic grandeur, and the emotional fulfillment needed to heal the damage that has already… |
Sequence 27brain and spinal cord of mammals a very, very long time ago, and had endowed the monkey's limbs with assured, acrobatic… |
Sequence 28Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 29purpose. That means precisely that history and its purpose cannot make sense to a community without a purpose. If there is no… |
Sequence 13burden for a child to be "bad" or "good." We must relieve every child of that burden and… |
Sequence 30Graves, Donald. "Making Meaning Clear: The Logic of Revision." Journal of Basic Writing (1981, Fall/Winter… |
Sequence 10It takes a major shift in our cultural sensibilities to understand why Darcy isso deeply affected by her remark. The notion of… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 4just been watching a movie. As I exited, I noticed that many trucks were parked around the perimeter of the camp. Men started… |
Sequence 13• Values and Attitudes Having worked with all of the above models that explore Place as Pedagogy, it is easy to applaud the… |
Sequence 4teaching be continued in a secondary school. Plans were devised to open a Montessori high school in Amsterdam and my father… |
Sequence 3WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 18and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this… |
Sequence 3really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 5Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 12THE FUTURE OF ERO KINDER The school where the children live, or rather their country homes, can also give them the… |
Sequence 3matter? Is it knowledge of how to do a certain list of tasks with proficiency? Or is it something even more general-a tool to… |
Sequence 16physical environment and our attitudinal environment. Once chil- dren pass their first birthday, we generally treat them… |
Sequence 13who is psychologically healthy with a strong sense of self, a strong sense of who and what they are and what they can do. We… |
Sequence 9and three. But what we need to do is assess the ones that are develop- mentally appropriate in our assessment of this child… |
Sequence 15REFERENCES Cavalletti, Sofia. II potenziale religioso tra i 6 e i 12 anni. Trans. Rebekah Rojcewicz. Rome: Citta Nuova… |
Sequence 19Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 20out the process that there is really only one core objective that you should seek to realize: Incorporate as wide a variety as… |
Sequence 17REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from… |
Sequence 24environment. He is self-directed, self-disciplined, and ready for the larger world. But he is not alone. We look to the entire… |
Sequence 25Montessori, Maria. The Secret of Childhood. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1936. Montessori, Maria… |
Sequence 39Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 11REFERENCES Montessori, M. From Childhood to Adolescence. 1948. Rev. ed. Trans. AM. Joosten. Oxford, England: Clio, 1996.… |
Sequence 7differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 16Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 17Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 31should ask ourselves whether it is up to us to give life to this great idea of the Erdkinder community, or whether it would be… |
Sequence 32is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 15Now we all belong to a new era, but it is an era which has been bequeathed to us by Mario Montessori, the man whom we are all… |
Sequence 25Now we all belong to a new era, but it is an era which has been bequeathed to us by Mario Montessori, the man whom we are all… |