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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 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 5Just as the understanding of the growth and development of the child in our complex society continues to build in the… |
Sequence 15tions differed depending upon whether or not she was present when the behavior ocurred. Turner (1978) designed a test for… |
Sequence 17Boehnlein, Mary. (1984). A study of college/uruversity accredited Montessori teacher training programs. NAMTA Quarterly, 9, 49… |
Sequence 1MURIEL DWYER: ON THE WAY TO THE AIRPORT by David Kahn Although Ms. Dwyer has written a short pamphlet entitled Key to… |
Sequence 2Dwye1·: Well, yes of course it does relate to being able to decode; some call that reading, although it is only a small part… |
Sequence 3is fundamentally outgoing. Then he must have the experiences, suffi- ciently wide experiences, and the language that goes with… |
Sequence 1THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 2was taking the RAFers through enemy territory to a place near Bel- gium where they could cross to go back home. And my two… |
Sequence 3Montessori: You had to construct the environment in order for the animal to live. For each animal there was a special… |
Sequence 4depend on sunshine, water, earth, men and animals. This is a real aspect of the world's functioning. We saw purpose in… |
Sequence 5Kahn: Another part of Cosmic Education are the charts and the time- lines. Doesn't your original work in Kodaikanal run… |
Sequence 6child can experience in nature that there is something eternal, present everywhere and always, which seems to have organized… |
Sequence 1Preface Montessori Research and Montessori Public Education This comprehensive volume of Montessori commentary and research… |
Sequence 3research, if properly guided, will establish once and for all the features which make Montessori unique. Defining Montessori… |
Sequence 14included not studying children who had the complete three year cycle of Montessori experience and not studying a Montessori… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 3that Montessori used science behind her metaphors. For instance, "Child the worker" refers to the child who… |
Sequence 1CLASS DISCUSSION A Scenario For The Trivium by Journet Kahn Dr. Kahn looks at the liberal arts of logic, grammm; and… |
Sequence 1THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 1KEEPING IN TOUCH WITH MONTESSORI ROOTS An Interview with Mildred Gunawardena In an interview with Damd Kahn, Mildred Guna:… |
Sequence 2Dr. Montessori lectured from 9 A.M. until 12 noon and 3 P.M. to 6 P.M. every day. Saturdays_ were ow· practical days, our… |
Sequence 3Kahn: So you prepared your albums during that second period. Gunawardena: No, we did that with Dr. Montessori. I had to make… |
Sequence 4where he sees only the sky. This is the difference between Montessori and normal education. I don't think Montessori will… |
Sequence 5Kahn: When you took the course in England, with Mario Montessori, how did cosmic education become evident to you? Gunawardena… |
Sequence 6are able to visualize any given lrnowledge. By 18 you have envisioned the whole universe. Then at 18 you decide what your… |
Sequence 7with Montessori. As you made what Montessori calls the levels of ascent as you go and work through the years, what discovery… |
Sequence 8observations. There was a book that was prepared for her coming. At first I didn't know what she had written. At a… |
Sequence 9cannot produce children because first you have to reach maturity. If you attempt to do something that a mature person does,… |
Sequence 10Kahn: That's very interesting. Who are some of the people you tell stories about besides George Washington? Gunawardena… |
Sequence 14We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 1THE MONTFS.SORI CoNfRIBUTION TO EDUCATIONAL REFORM APROWGUE by David Kahn Washington, D.C., March 1, 1991. Operation Desert… |
Sequence 1MONfFSSORI: ANSWERS 10 PROBLEMS OF EDUCA11ONAL REFORM by Mary Maher Boehnlein Mary Boehnkin posits Montessori's view of… |
Sequence 4What makes the Montessori curriculwn work are: its long history of implementation, its focus on giving the keys (process) to… |
Sequence 1THE ExPERIMENT FOR THE ExPERIMENT by David Kahn From the dual perspective of Montessori educator and father of two chilaren… |
Sequence 1THE MONTESSORI ADOLESCENT: FRAMEWORKS FOR INVENTION by David Kahn Extrapolating from the primary and elementary curriculum… |
Sequence 5During the 1970s, the continued enthusiasm for the Montessori method led many private Montessori schools to expand their… |
Sequence 6nizational structure and administrative practice which is consistent with their educational goals and their guiding philosophy… |
Sequence 11(AMI), established by Dr. Montessori in 1929, provides the most com- prehensive approach to teacher training. Other training… |
Sequence 20viduals and social organizations to deal with complexity and change in ways which are both adaptive and creative. The emerging… |
Sequence 21Kahn, David. (1990). Implementing Montessori education in the public sector. Cleveland Heights, Ohio. North American… |
Sequence 3Key Personnel • David Kahn, Project Director David Kahn holds a B.A. in fine arts with a minor in classics from the… |
Sequence 15Key Personnel • David Kahn, Project Director David Kahn holds a B.A. in fine arts with a minor in classics from the… |
Sequence 2Montessori views personal autonomy as intercon- nected with social respon- sibility and the evolution of human societies.… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 1MONTESSORI AooLESCENT EDUCATION: TOWARD AN EMERGING FRAMEWORK by David Kahn Mr. Kahn summarizes his understanding of major… |
Sequence 1THE KEEPERS OF ALEXANDRIA: A MlsSJNG LINK FOR MONI'ESSORI IIIsTORY? introduction by David Kahn story by John Wyatt, PhD… |
Sequence 1REvlsITING THE NATIJRAL INSTITUTION OF THE FAMILY FOR THE NINETIES: AN INTERVIEW WITH DR. HERBERT RATNER by David Kahn Kahn… |
Sequence 2only achieve the "eternal" through reproduction. This powerful inner drive is found in all living things… |
Sequence 3came from healthy animals and plants. Appetite is a great guide to good health unless perverted. Cuisines vary, but the basic… |
Sequence 4Ratner: These are aberrations, not nature's norms. Nature, because of the intersection of causes, only works for the most… |
Sequence 5Clinton, "If you promote breastfeeding you'll promote good health and also save a lot of money in health care.… |
Sequence 6for their young than the mother who may be inadequate. But they are still basically the second team. Many times the mother is… |
Sequence 7Ratner: The family is nor- mally based on the parents' decision to have a baby in terms of their desire, their wants,… |
Sequence 62Kahn, David U980, Winter). Extending the elementary: McNamara- Kahn imerview. The /\~\ffA Quarter(v. ~2), 13-20. The… |
Sequence 3A good reader anticipates a possible sentence or discourse pattern and/or uses repetition to confirm the sentence or… |
Sequence 112Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann. Clay, M. (1993). Reading… |
Sequence 127A good reader anticipates a possible sentence or discourse pattern and/or uses repetition to confirm the sentence or… |
Sequence 2for the most part, dependent upon the opinions and decisions of teachers and school administrators in determining the… |
Sequence 6Once a decision has been made to enroll a child, additional steps are taken to firmly initiate this partnership with parents… |
Sequence 9Delegate Agency: An organization designated by a Grantee to operate a Head Start program, using funds channeled through the… |
Sequence 1MONTESSORI AND ASSESSMENT: SOME ISSUES OF ASSESSMENT AND CURRICULUM REFORM by Annette M. Haines INTRODUCTION This study… |
Sequence 14Assessment (1992, p. 7), and the future of testing in America depends on issues of equity and the improvement of opportunities… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
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 3through adolescence), Montessori schools are seeking to understand how best to proceed. Where can schools look for guidance?… |
Sequence 10By reframing Montessori's principles of human development in light of the whole school's development, we can move… |
Sequence 2natural birthright which is a lovingly prepared environment in a secluded private home with the tender care of two loving… |
Sequence 3their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 7most of their waking day, provide further incentive for Montessori to integrate pedagogy and life, time and space into an… |
Sequence 10more appropriate path. Both programs provide specific behavioral suggestions for leaders that may provide helpful scaffolding… |
Sequence 1EDITORIAL: p ATHWAYS TO MATURITY by David Kahn As the new year is underway and we approach the twenty-first century with… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 8"The concept is that the total environment design conveys the essential principles of all disciplines through… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 1FLOW AND EDUCATION by Mihaly Csikszentmihalyi PART ONE David [Kahn] is right. I told him that everybody should call me Mike… |
Sequence 1NORMALIZATION AND NORMALITY ACROSS THE PLANES OF DEVELOPMENT by David Kahn With the current emphasis on the four planes of… |
Sequence 2ERDKINDER UNDER CONSTRUCTION: WHAT THE FARM SCHOOLS SHOWED Us by David Kahn Mr. Kahn is directing a project to start a farm… |
Sequence 5Figure 1 suggests that the vision and understanding of Erdkinder must come through a variety of pathways, beginning with… |
Sequence 6Montessori tells us that the adolescent wants to experience roles in society outside of the family. In order to create… |
Sequence 38Grazzini, C. (1996). The four planes of development. The NAMTA Journal, 21(2), 208-241. Kahn, D. (1997a). Normalization and… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 1Kodaikanal, India THE KooAIKANAL EXPERIENCE: KAHN-MONTESSORI INTERVIEW by David Kahn David Kahn: You once alluded to… |
Sequence 2of creation should fashion that the e it but absorb it i h~y will feel that o lace to live in, a p ace w ere generosity… |
Sequence 3Montessori: In particular, they observed and detected different aspects of the plants. Kahn: How did you work it? Would they… |
Sequence 5that existed; nature's equilibrium would be maintained. The moun- tains, the rain, why didn't it rain here, and why… |
Sequence 6had its cosmic task. And some of these tasks were not pleasant for human beings. The children might consider the task horrible… |
Sequence 7contained by a cylinder, it pushes together. When you take the sides of the cylinder off, it pushes together. Then you… |
Sequence 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 1THE SPIRITUAL CHALLENGE OF ERDKINDER PART 1: THE p ASSA GE FROM IMAGINATIVE VISION TO CONCRETE EXPERIENCE by David Kahn In… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 10professional assistance" (119). Efforts by people such as Frederick Leboyer have brought to our consciousness the… |
Sequence 17when] he wants to possess the world as his theater of perception. (Nabhan & Trimble 28) Paul Shepard speaks of this… |
Sequence 18a contribution to make. We have to help the child become grateful to our ancestors, who have performed significant services… |