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Sequence 303REFERENCES Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria.… |
Sequence 315tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 327understand how something moves from one part to the next, e.g., the flow of digested material through the digestive system or… |
Sequence 3371. For a successful closing of circles and the opening of new ones. 2. For them to have the necessary energy and vitality to… |
Sequence 360have the power to create you also have the power to destroy-but they couldn't have carried out that role, they couldn… |
Sequence 361interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 363HISTORY: IN GENERAL AND IN PARTICULAR AN INITIAL LOOK AT MARIA MONTESSORI IN A CLASSICAL CONTEXT by John Wyatt John Wyatt… |
Sequence 386Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 387Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Oxford: Clio Press, 1992. Seneca, Lucius Annaeus. Ad… |
Sequence 409Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 433Montessori saw peace as more than the absence of war; war, she said, destroys the constructive impulses in us. The aura,… |
Sequence 440REFERENCES Montessori,Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria.… |
Sequence 38REFERENCES Covey, Stephen R. The Seven Habits of Highly Effective People. New York: Simon & Schuster, 1989. Dyer,… |
Sequence 52Conference Proceedings, July 19-24, 1994, Washington, DC]. Rochester, NY: AMI/USA, 1995. 117-130. Lakoff, George. "… |
Sequence 65• They will be lifelong learners because they enjoy what they do and learn in order to envision. • They will be socialized… |
Sequence 80sees genuine sentiments of love and pity that are very refined" ("Moral and Social Education" 17… |
Sequence 81Montessori, Maria. The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings. Ed. Robert G.… |
Sequence 101REFERENCES Baylor, Byrd. The Way to Start a Day.1977. New York: Simon & Schuster-Aladdin, 1998. Coles, Robert.… |
Sequence 120off the roof will be collected in large cisterns for watering the gardens and washing. We also chose to use straw bale… |
Sequence 121Montessori, Maria. Education for a New World. 1946. Oxford: Clio, 1989. Montessori, Maria. The Montessori Method. 1912. Trans… |
Sequence 126which ensures the purity of the sea-water and the purity of the air during the many millions of years is called life"… |
Sequence 129could fit on the head of a pin to a child of this age, and the reaction was one of wonder and awe, and often a desire to… |
Sequence 139to hold in our hearts and minds the big picture, and for the love of our children and the future, to keep our own fire of hope… |
Sequence 140Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 166Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 186Another step may be founding a Montessori company that estab- lishes Montessori schools on a global basis, a management team… |
Sequence 199have the sensorial experience of those relationships in nature and in supranature. So it follows logically that they must be… |
Sequence 214Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 80the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 1Volume32 Number 1 Winter2007 N·A·M·T·A J 0 u The Montessori Century Concept: A Continuing Process in Reality R N A The… |
Sequence 11In the early summer of 1896, a young woman graduated from the faculty of medicine and surgery in the University of Rome.… |
Sequence 12the course of development, the child who alone has the power to construct the adult and to create a better world. Thomas… |
Sequence 14In secondary school Maria had at first studied mathematics, then science, and in the university she studied biology. All were… |
Sequence 15sciences that saw an exp.losive growth in psychology, in sociology, .in anthropology, and in pedagogy. It was an age of… |
Sequence 17Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 20Butitisin the human con- text that we must come to un- derstand the depth of this tragedy-the terrible wrench to a mother… |
Sequence 26REFERENCES Carlyle, Thomas. 011 Heroes, Hero-Worship n11d the Heroic i11 History. 1865. Berkeley: U of California P, 1993.… |
Sequence 65to the port side in other respects. But at the same time, it's hard to imagine truly progressive education without that… |
Sequence 116extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 117Montessori, Maria. The Secret oJC!,i/dlwod. 1936. Trans. M. Joseph Costelloe. New York: Ballantine, 1966. Montessori, Maria.… |
Sequence 119Work that would be impossible for one alone becomes feasible as a group enterprise; the discoveries and inventions of a few… |
Sequence 131younger children, between the stronger and the weaker, reflects an instinct for social progress. Moreover, not only a re the… |
Sequence 132Montessori, Maria. Ed11catioJ1 and Pence. 1949. Trans. Helen R. Lane. Oxford: Clio, 1992. Montessori, Maria. Educazio11e e… |
Sequence 191refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |
Sequence 247As an occupational therapist, it has been an honor to serve as consultant to the Montessori classroom. It is always a delight… |
Sequence 18The Montessori Method, continued II Metodo de/la Pedagogia Sclentifica applicato all'educazione infantile nelle Cose… |
Sequence 56Natural History Drawings, continued I), \• I " I, I De Natuur in de Amsterdamsche Montessori- school, A.F.J.… |
Sequence 76A Montessori Beacon to the World Sometimes very tiny children show a precocious skill and accuracy of movement that must… |
Sequence 92Practical Life and Language Materials, continued From 1933 to 1938, Margot Waltuch was a directress at La Maison des Enfants… |
Sequence 154Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 168India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 176Correspondence, continued Letter from Mario M. Montessori to Elise (Lisi) Braun with handwritten addendum from Marlo… |
Sequence 190Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 191Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator… |
Sequence 20Many of the above-mentioned projects demonstrate a universal form of community reconstruction through their Montessori schools… |
Sequence 22On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 23Montessori, Maria. "HL1man Solidarity in Time and Space." Trans. Renilde Montessori. Tl,e Sn11 Re1110… |
Sequence 46nature, this sense of mystery, must accompany the study of nature when, having learned of these wonders, this child goes out… |
Sequence 65For, ultimately, the healthy, balanced personality who has built herself through work and passion, throughout the four planes… |
Sequence 89Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
Sequence 93humans as an agent of change, or indeed as an nge11t of crentio11 to use Maria Montessori's expression, we have to… |
Sequence 105Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 129Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 230Louv, Richard. LnstChildi11 the Woods. Chapel Hill: Algonquin Books, 2006. Maslow, Abraham. The Fnrther Renches of H11111n11… |
Sequence 263REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 265COMMUNITY VISION OF THE SCHOOL by Maura C. Joyce Looking at Maria Mo11tessori's historical persona, Maura foyce focuses… |
Sequence 269But by this definition, perceiving ourselves as distinct is not enough. Sharing common interests is not enough. And… |
Sequence 279most basic of tools in any community and need to be prevalent in the Montessori school. Patience As we all must exhibit in… |
Sequence 316REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 3257. Be interested yourself if you want to captivate the child's interest. During the course of my program, we were able… |
Sequence 332Independence and socialization. Remember the chapter on social development from The Ab- sorbent Mind? Dr. Montessori… |
Sequence 340by Miss Child that "We don't sit on tables, dear," the young woman got down, as if hearing this for the… |
Sequence 341the power of self-direction increasing by degrees in the sum these of successively repeated acts, are the stout little… |
Sequence 342Montessori, Maria. From Childhood to Adolesce11ce. 1948. Rev. ed. Trans. A.M. Joosten. Oxford: Clio, 1996. Montessori, Maria… |
Sequence 26We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 27Montessori, Maria. The Secret of Childhood. Trans. Barbarn Barclay Carter. Bombay: Orient Longmans, 1936. Muggeridge, Malcolm… |
Sequence 79MIP, Dr. Erhart and I are continuing to identify and further develop appropriate and effective resources to help the… |
Sequence 103accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 228The ideal candidate will have a BA in a core subject area; AMI train- ing; Montessori teaching experience, sh:… |
Sequence 9What is it? A mystery. Just as the newborn's mind is a mystery, so is the social newborn a mystery. Each time we find… |
Sequence 21artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 34hear a baby's cries in the next room and ignore it, saying, "Oh, babies cry. They'll outgrow it."… |
Sequence 50a Montessori approach, materials helping children to ac- quire one-to-one correspondence? From my talk one thing should be… |
Sequence 83REFERENCES Blake, William." Auguries of Innocence." 1803. Blake, William. So11gs of /1111oce11ce n11d of… |
Sequence 102Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 135little doubt that that person would pause and then respond: "No- body-I taught myself." Then, many of them… |
Sequence 148We haveourworkcutoutforus. We have to keep our minds sharp. We have to keep our observations as free from personal agenda as… |
Sequence 170Yesterday, PeterGebhardt-Seele reminded us of the way Montessori used the term Erdkinder. Our prepared environment is not a… |
Sequence 193quickly obsolete? Continued observation, communication, and re- search will help unravel this and other mysteries surrounding… |
Sequence 209REFERENCES Association of Secondary Teachers Ireland. Science Survey 2006. 2006. Grazzini, Camillo. "The Montessori… |
Sequence 226So what do you have? For the adolescent, it's them at the center. This is the healthy egocentrism. But it is never just… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 270REFERENCES Adler, Mortimer)., Robert Hutchins, et al., eds. Great Books of the Western World. 54 vols. Chicago: Encyclopredia… |
Sequence 277REFERENCES Bourdieu, Pierre. O11t/ine of n T/,eory of Prnctice. New York: Cambridge UP, 1977. Montessori, Maria. Ed11cntio11… |
Sequence 47Montessori, Maria. The Formation of Mn11. 1949. Madras, India: Kalakshetra, 1986. Montessori, Maria. Unpublished lectures. Dr… |
Sequence 60REFERENCES Montessori, Maria. "The Four Planes of Education." From lectures given in Edinburgh, 1938, and… |
Sequence 146Monlt•..,sori, Maria. To £1/urntr //rt' H11111a11 Polt•11/inl. 1948. O,ford: Clio, 1989. Monll''-Sori, l\laria… |
Sequence 212Figure 20. Baking together. Photo copyright© Sarah Moudry. A Jot of movement happens in our house around baking, as in Figure… |
Sequence 54Horner, Jack. "The Extraordinary Characteristics of Dys- lexia." Perspccti,•es 011 Ln11g11nge n11d Literacy… |
Sequence 76As teachers, I believe our main goal is to bring out the best .in all children. I will leave you with a quote from Elizabeth… |