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Sequence 8land, to support future races. "21 The emotional depiction of coral as part of a cosmic legacy of doing right by… |
Sequence 9stresses the same idea in her writing: "the child must learn by his own individual activity, being given a mental… |
Sequence 2The Essentialists' Viewpoint Essentialism is not a Montessori phenomenon; it is a nationwide trend. What is really… |
Sequence 1THE ACTIVITY AND ART OF READING by Mortimer Adler and Charles Van Doren Dr. Adler's cw.ssicrendering of the thinking… |
Sequence 4the button of a food processor to slice vegetables in a noisy flash. The child is interested in the ritual of cutting a carrot… |
Sequence 2The quiet in the class when the children were at work was complete and moving. No one had enforced it; and what is more, no… |
Sequence 119. Ehrlich, Paul R. The Mcu;kin.ery of Nature: The Living World Around Us - And How It Works (New York: Simon and Schuster,… |
Sequence 8I have already said that the evolutionary engine ofnatw-al selection is a terrible one and, until very recently, we were as… |
Sequence 5from tomes of scope and sequence which compel schools into a blind confor- mity. The reform of education in the Montessori… |
Sequence 12Bue I think there were other aspects that affected the good testers as well. They began co talk about tests, about "… |
Sequence 13Montessori years that come before-for what is laid out in the middle school years as we watch our children bec.ome adults is a… |
Sequence 12at five years of age has become an intelligent being, must have gone through a constructive evolution { TIii! Fonnation of Ma,… |
Sequence 11Obviously, many more activities or variations on activities can ease the transition into traditional education. However,… |
Sequence 1NEEDS OF THE ELEMENTARY-AGE CHILD MONTESSORI PRINCIPLES, STRATEGIES, AND THEIR PRACTICAL IMPLEMENTATIONS by Rajendra K.… |
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 4the earth. The origin of life on earth, of humans, farms, cities, and empires is personified in the great lessons as invention… |
Sequence 16invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 6are lo be transformed; instead of frustrating the learner's eager desire for work, as they so often do today, they are to… |
Sequence 13I remember Margaret Stephenson talking in training about the idea of total reading. She defined it as understanding the… |
Sequence 22Carew, T., et al. 0990). The Development of Leaming and Memory in Aplysia. In J. McGaugh, N. Weinberger, and G. Lynch (Eds… |
Sequence 24Minsky, M. 0985). The Society of Mind. New York: Simon and Schuster. Montanero, S. Q. 0991). Understanding the Human Being:… |
Sequence 6We must avoid placing limits on what a child will want to learn and digest by utilizing formalized curriculum scope and… |
Sequence 1WHO'S TEACIDNG TIIE CHIIDREN TO TALK? by Jane M. Healy, Ph.D. Jane Healy highlights the crucial role of language in… |
Sequence 16Ardini, R. 0979). Feminism and science. In R. Arditti, P. Brennan, & S. Cavrak (Eds.), Science and liberation. Boston… |
Sequence 4II little real knowledge of it. Instead, it is lo those three essays, and in particular Lo "The Erdkinder,"… |
Sequence 10ment, parents often feel differently about continuing if it is an option to go directly into high school after finishing… |
Sequence 12old were eliminated from the.sample. With this correction, the median size is 25 students (n=19). In other words, eliminating… |
Sequence 19schools. Maybe not in our schools, but perhaps in open schools, etc. They should also be academically competent in the… |
Sequence 1NURTURING THE GROWING BRAIN by Jane M. Healy, PhD Dr. Healy's plea for the developing child calls for the removal of… |
Sequence 153NURTURING THE GROWING BRAIN by Jane M. Healy, PhD Dr. Healy's plea for the developing child calls for the removal of… |
Sequence 1DARE TO Do ERDKINDER: REPORT FROM CHICAGO by John Long "What type of adult does civilization need?" This… |
Sequence 2third plane? Are we not immersed in some necessary creative tension as we strive to bind our present explorations with her… |
Sequence 121990, p. 37). The fact that the Montes- sori teachers interviewed seemed to spend more time than traditional teachers on… |
Sequence 1THE ELEMENTS OF SOCIAL LIFE AND THE MONTESSORI ADOLESCENT by Linda Davis Linda Davis traces the Montessori view of… |
Sequence 2gether. If they could function so beautifully in an environment de- signed for their psychological characteristics, could the… |
Sequence 13with what had become a luscious, teeming mountain of fertilizer and abundance. He looked up from a vast shovel-full, and,… |
Sequence 4Chapter Two, "An Overview of the Primary Years," is an expert portrait of the prepared environment for the… |
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 9The prepared environment must allow for social interaction and be multi-aged. Research sug- gests that "the human… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 30Healy, J. (1990). Endangered minds: Why children don't think and what we can do about it. New York: Touchstone/Simon… |
Sequence 37• Use the "gentling the violence" technique, developed by a Hungarian woman named Magda Gerber, who founded… |
Sequence 38Branden, N. (1997). The art of living consciously. New York: Simon & Schuster. Briggs, D.C. (1970). Your child's… |
Sequence 320 years, have lacked any governing standard, any consensus of design, and any documentation. To help build the needed… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how 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 8now to find out how to do it, from people who set up farms. You must take time now to look in books. You are the makers of… |
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 28the ecological sense of our connection to the cosmos and other genera- tions of living beings. Our own personal destiny cannot… |
Sequence 16Light Expanding, Radiant Rushing, Giving, Receiving It burns in all of us, The Giver REFERENCES Cajete, Greg. Look to the… |
Sequence 10Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 8participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 18They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 19REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 24Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 3In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 14DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 13DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 96In the Erdkinder, the cosmic vision of the Montessori elementary years is made more conscious, more concrete. It is… |
Sequence 100Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 194REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 195They have used plants and animals: for food, for paper, forcloth- and have spun the ea terpillar' s silk in to scarves… |
Sequence 205participation within shared organizational forms. So unlike the old way, where each subject was treated as a separate entity… |
Sequence 229Dr. Montessori's concept of the absorbent mind and particularly her recommendations a bout the birth-to-three stage were… |
Sequence 2COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 34Standing, E.M. Maria Montessori: Her Life and Work. 1957. Rev. ed. New York: New American Library, 1984. Sternberg, R. &… |
Sequence 7of his or her own favored styles of communicating with others and of which styles of others' expressive communication… |
Sequence 9what they said; some were pessimistic. The adolescent needs some- thing more than logic to have an optimistic view of… |
Sequence 2emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 4appear more like a traditional junior high in miniature in some cases. But beneath this veneer of traditional time blocks and… |
Sequence 7Place-a place for adolescents to experience as a whole: a place that is an island of green for beholding, a place to work and… |
Sequence 11ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 5Near the end of the war I leaned toward the Japanese side. And when the war ended I was sad. I was sad and relieved. I was… |
Sequence 11the readings. They were given in-class work time of up to an hour during several class periods to complete this work.… |
Sequence 9We need to provide an environ- ment where children can experi- ence community, affirmation, love, and support first and… |
Sequence 16ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 12... adolescents prove to be good teachers for small children who feel a certain repulsion for very adult personalities who… |
Sequence 1ALIGNING MONTESSORI SCHOOLS WITH TRUE MONTESSORI ESSENTIALS by David Kahn As 250 Montessori schools in North America… |
Sequence 5to function in this way, it must be ordered and complete: The shelves must manifest the sequence so the children understand… |
Sequence 2and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 5Unfortunately, adolescence is a period of life when society puts its young people in a hold· ing pattern. The frustration… |
Sequence 1MONTESSORI AND OPTIMAL EXPERIENCE RESEARCH: TOWARD BUILDING A COMPREHENSIVE EDUCATION REFORM by David Kahn ON NORMALIZATION… |
Sequence 10be recognized for who they really are, for the power they possess. We will work on relationships, first with one another, for… |
Sequence 2EXTENSIO ANIMAE AD MAGNA by Elizabeth Wymer and Keith Boehme Elizabeth Wymer and Keith Boehme explain the philosophy of two… |
Sequence 26Th is observation experiment, although traumatic for some, opens the door to self-observation and discovery. It allows us to… |
Sequence 16Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 8sense, regardless of how it turns out" (Havel 181). Optimism cannot be commanded, as Frankl observes, but hope can be… |
Sequence 2Montessori speaks about to occur, we must take the next step. We must "give" this environment over to the… |
Sequence 11computer I cell phone ban. She and her father jokingly referred to the period of withdrawal that she experienced from her… |
Sequence 10* * * In the Erdkinder Appendices of From Childhood to Adolescence, Montessori presents the next logical step for history as… |
Sequence 1Montessori writes about the child, but this message applies to also to adults: His intelligence becomes whole and complete… |
Sequence 11The land school is a rescue for Montessori's "rhythm of life." The presentation by Camillo Grazzini and… |
Sequence 1THE KEY LESSONS OF THE THIRD ADOLESCENT COLLOQUIUM by David Kahn THEORY INTO PRACTICE: THE MONTESSORI COLLOQUIUM AS A… |
Sequence 3At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,… |
Sequence 7repaying the loan to buy the mushrooms, so our profit margin is small. An unexpected benefit was that a local journalist heard… |
Sequence 13This is the phenomenon we call the "normalized class." It is so unique that I think we often take it for… |
Sequence 12tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 14REFERENCES Covey, Stephen R. The Seven Habits of Highly Effective People. New York: Simon & Schuster, 1989. Dyer,… |