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Sequence 8For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 17answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 8For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 17answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 17You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 169You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 14REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 19incorporate are not mutually exclusive but mutually enriching. Conse- quently, our understanding of the four planes of… |
Sequence 8For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 17answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 18The true nature is like gold-waiting underground to be discovered and brought to light. After many episodes of normalization… |
Sequence 22Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic… |
Sequence 27clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 9the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 1The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 6able to choose freely which groups of students and teachers I wished to observe and listen to; I was able to join any group as… |
Sequence 14In the late 1930s, Mahatma Gandhi gave her the name Umadevi2, which she subsequently used either together with her original… |
Sequence 16refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |
Sequence 11Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 4MONTESSORI BIBLIOGRAPHY FOR PARENTS The Indian publications as well as all Joosten leaflets can be ordered from Montessori… |
Sequence 25Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 33You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 169REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 232incorporate are not mutually exclusive but mutually enriching. Conse- quently, our understanding of the four planes of… |
Sequence 51For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 60answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 109The true nature is like gold-waiting underground to be discovered and brought to light. After many episodes of normalization… |
Sequence 110Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic… |
Sequence 181clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 67Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 159the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 199The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 204able to choose freely which groups of students and teachers I wished to observe and listen to; I was able to join any group as… |
Sequence 189In the late 1930s, Mahatma Gandhi gave her the name Umadevi2, which she subsequently used either together with her original… |
Sequence 191refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |
Sequence 179Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 125115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 8MONTESSORI BIBLIOGRAPHY FOR PARENTS The Indian publications as well as all Joosten leaflets can be ordered from Montessori… |