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Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 1OF ROOTS AND WINGS by David Kahn A philosophical outlook on the parent's role in Montessm-i, educa- tion, this article… |
Sequence 7I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 3scale, another time computing the relative distances between the plan- ets to a scale that would fit in the classroom. The… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 9The Montessori idea is unfinished by design. Some complain that the curriculum presented in Montessori training is incomplete… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Charles Torranova I want to thank David Kahn for… |
Sequence 5Although externally her life was affected by political forces, within she remained detached as this statement indicates: Not… |
Sequence 11&location must be considered as most imponant; for as diseases in the world of bodies are extremely contagious, so, in… |
Sequence 14this principle in this way will surely make a difference in our world. In The Promulgation of Universal Peace, 'Abdu… |
Sequence 3Psychological Implications It is typical for us to refer lo our outdoor environment as "our" land lab, yet… |
Sequence 1Psychological Implications It is typical for us to refer lo our outdoor environment as "our" land lab, yet… |
Sequence 6the face of adverse conditions. Certainly they wanted to leave, and when one of them announced his intention to do so, the… |
Sequence 1the face of adverse conditions. Certainly they wanted to leave, and when one of them announced his intention to do so, the… |
Sequence 4And Lhe school community becomes a small example of the larger world community in action, helping and sharing, planning and… |
Sequence 1And Lhe school community becomes a small example of the larger world community in action, helping and sharing, planning and… |
Sequence 1Plant Sale (Upper Elementary) by Laurie Ewert-Kroeker A venture into the business of growing and selling annuals and veg•… |
Sequence 3Joys of Gardening (Upper Elementary) by Laurie Ewert-Kroeker Even at age thirteen, the co11.temment of working in the soil… |
Sequence 4strong, and working wilh the hands and body is still joyful. Although these children are capable of high levels of abstraction… |
Sequence 1strong, and working wilh the hands and body is still joyful. Although these children are capable of high levels of abstraction… |
Sequence 1The Fall Equinox (Upper Elementary) by Laurie Ewert-Kroeker A school-wide celebration of the fall equinox combined native… |
Sequence 8The adolescents may choose to design the garden for community ser- vice: to beautify the city; to provide flowers to nursing… |
Sequence 10PROGRAM DESCRIPTION SAMPLER 7bese pragmattc descriptions of adolescent program components which provide an operational view… |
Sequence 14NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 2concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 10Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 2It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 166It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 176Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 184concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 5To the Montessori "bleachers" the serving of the luncheon of milk and crackers is the most interesting part… |
Sequence 3misery as it does in prosperity, in oppression as in freedom, in war as in peace, and that he did not really know what life is… |
Sequence 12At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain… |
Sequence 15If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 7"potentialities which determine his development"; "there exists within this inert being a global… |
Sequence 21full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her… |
Sequence 22ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,… |
Sequence 32Mon te.:;sori has drawn in the middle of her chart, between the drawing above and that below, between "nature&… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&… |
Sequence 4he thinks he can go anywhere, and the urge to explore and discover his world has to be limited rather than pushed. Motivation… |
Sequence 1Introduction MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM A LIFE 1 S JOURNEY OF EDUCATIONAL IDEAS by David Kahn When… |
Sequence 3where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was… |
Sequence 2THE ERDKINDER STORY: IN THE BEGINNING by Laurie Ewert-Kroeker and David Kahn This informal paper summarizes the recent work… |
Sequence 3story, is clearly touched by the Montessori ideas-whether they have ever heard ofMaria"Montessori or not, whether or… |
Sequence 1THE SPIRITUAL CHALLENGE OF ERDKINDER PART 1: THE p ASSA GE FROM IMAGINATIVE VISION TO CONCRETE EXPERIENCE by David Kahn In… |
Sequence 2PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 97PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 11this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude… |
Sequence 3PROTOTYPE YEAR J (HUMANJTIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) SClENCE/ MATH HUMANITIES FARM COMMUNITY Montessori… |
Sequence 4\Q -.J PROTOTYPE YEAR I (UUMANITfES lN DIRECT CONTACT WITH FARM OCCUPATIONS) Soil Study: pH, type, farm soil, Cation… |
Sequence 5PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 90 N PROTOTYPE YEAR 2 - HUMANITrES (APART FROM LAND BASED OCCUPATION) SCIENCE PHILOSOPH LITERATUR HISTORY CULTURAL… |
Sequence 100 w PROTOTYPE YEAR 2- HUMANITIES (APART FROM LAND BASED OCCUPATION) SCIENCE PHILOSOPH LITERATUR HISTORY CULTURAL… |
Sequence 110 .j>. PROTOTYPE YEAR 2- LAND BASED OCCUPATIONS (PRACTICAL CONSIDERATIONS) ;l ~ BOTANY ~ ~ ~ ZOOLI>CY… |
Sequence 120 VI PROTOTYPE YEAR 2- LAND BASED OCCUPATIONS (PRACTICAL CONSIDERATIONS) BOTANY ZOOLOGY CHEMISTRY EARTH SCIENCE PHYSICS… |
Sequence 130 0, PROTOTYPE YEAR 2 (OPPORTUNITIES FOR SELF EXPRESSION) - DRAMA CRAFTS POETRY WORKSHOPS WRITING NARRATIVE FICTION… |
Sequence 140 --.J PROTOTYPE YEAR 2 (OPPORTU 'ITLES FOR SELF-EXPRESSION) ORAMA CREATIVE ORAMA Pt.AV: .. You Can•c Take it for… |
Sequence 15YEAR THREE (2000-2001), THE MONTESSORI FARM SCHOOL OPENS: SCHOOL ON THE LANO We opened in August of 2000, and at the… |
Sequence 16began coming up with poetry, solicited by Gaelle personally for her poem book. Here, quite by accident, emerges a genre of… |
Sequence 9Afterward: Extending beyond the six weeks was continued work on refining their mission statements in preparation for… |
Sequence 8Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 1The Montessori Erd- The Montessori Erdkinder, insofar as it kinder concept is far from a is a home away from home for the… |
Sequence 5For all that, I thought it must be possible to apply certain funda- mental principles of the Montessori method to secondary… |
Sequence 32from fairly affluent families who ran away from home for the thrill of becoming street musicians and earnjng a few pennies on… |
Sequence 15e. 1/ie .JI~ M~ ujaJUH, Schoo-/, THE FARM IN MONTESSORI ADOLESCENT HISTORY: THE FIRST YEAR by Laurie Ewert-Kroeker Laurie… |
Sequence 4Fuu-TJME STAFF David Kahn: program director, administrator, admissjons direc- tor, recruiter, publications director,… |
Sequence 15WHAT DOES IT MEAN TO STUDY THE HUMANITIES IN A FARM SCHOOL CONTEXT? by Laurie Ewert-Kroeker Laurie Ewert-Krocker's… |
Sequence 3OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 2THE MORAL DEVELOPMENT OF ADOLESCENTS: A VIEW FROM THE FARM by Laurie Ewert-Kroeker This article shows the deepening… |
Sequence 3REPORTING ON THE "EXPERIMENTAL SCHOOL OF SOCIAL LIFE" Three land experiments were presented as social… |
Sequence 8a triumphal entry into social life-not entering it debilitated, isolated or humiliated but with head high, sure of himself.… |
Sequence 10cultures, but their outcomes are similar; you might say, therefore, that their outcomes are universal manifestations of the… |
Sequence 1ELEMENTS OF ERDKINDER AT THE FARM SCHOOL by Laurie Ewert-Kroeker Laurie Ewert-Kroeker demonstrates the general orientation… |
Sequence 1Laurie Ewert-Kroeker instructs students at the Farm School 78 The NAMTA Journal • Vol. 31, No. I • Winter 2006 |
Sequence 2OCCUPATION PROJECTS, THE MICRO- ECONOMY, AND STUDENT MANAGERS: MEETING THE NEEDS OF ADOLESCENTS by Laurie Ewert-Kroeker… |
Sequence 1Laurie Ewert-Kroeker 162 The NAMTA Journal • Vol. 31, No. 1 • Winter 2006 |
Sequence 2FARM SCHOOL CULTURE AND THE V ALORIZATION OF THE PERSONALITY: How DoEs LIVING ON THE LAND CONTRIBUTE TO V ALORIZATION? by… |
Sequence 2of place as a consequence, and so that they may adapt in any surroundings. The adaptation will then manifest itself by &… |
Sequence 15weekly trips to Cuen tepee: The school is on the land. The work is daily. At Cuentepec, the students must strive for community… |
Sequence 1Laurie Ewert-Kroeker 182 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 2THE ADOLESCENT: TAKING ON THE TASK OF HUMANITY- CONDUCTING THE DIALOGUE BETWEEN NATURE AND SurRANATURE by Laurie Ewert-… |
Sequence 13Here is an essential principle of education: to teach details is to bring confusion; to establish the relationship between… |
Sequence 3the Montessori principles originating on the farm, the full spectrum of modified prepared environments cannot be seen for… |
Sequence 10Montessori talked of the young child as being a "spiritual em- bryo." In a sense, the adolescent is… |
Sequence 1Laurie Ewert-Kroeker 132 The NAMTA Journal • Vol. 33. No. 3 • Summer 2008 |
Sequence 2UNRAVELING THE 1.1MYSTERY OF THE ADOLESCENT" AND FINDING WHAT'S FUNDAMENTAL by Laurie Ewert-Kroeker Lnurie… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 9Part of my responsibiUty, even though we extensively use technol- ogy, is to decide if a certain technology is appropriate,… |
Sequence 6In this book we shall consider the different stages of human de- velopment and try to understand their significance with the… |
Sequence 68. Prepare yourself for the birthi11g of your child. You may want to consider taking a birthing class and think about your… |
Sequence 4suspected of having a particular learning difference, learning dis- ability, or other special need. The leadership has focused… |
Sequence 13cent Springs). Schools often provide a list of local resources and referrals for evaluation. 10. Sometimes a student can be… |