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Displaying results 1 - 65 of 65

Cosmic Education at the Elementary Level and the Role of the Materials

Sequence 7
istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you…
Sequence 15
11 IN MY SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth great story…

La Dottoressa Montessori at Durham

Sequence 7
istry or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you…
Sequence 15
11 IN MY SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth great story…

NAMTA Journal 16/1 02 Albert M. Joosten—A Biography

Sequence 1
ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal…

NAMTA Journal 17/1 01 The Contribution of Maria Montessori

Sequence 16
10. Jerome S. Bruner, Toward a Theory of Instruction (Cambridge, Mass.: Harvard Universiry Press, 1966). I l. Alexis Carrel,…

NAMTA Journal 21/2 17 The Four Planes of Development

Sequence 33
In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant…

NAMTA Journal 22/1 05 Cosmic Education at the Elementary Level and the Role of the Materials

Sequence 15
"IN Mv SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth…

NAMTA Journal 23/2 01 Mario Montessori: In Search of a Deeper Freedom, A Life's Journey of Educational Ideas

Sequence 3
universe; for one must encounter the facts of nature so that the imagination can build its vision of the whole based in the…
Sequence 4
which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of…

NAMTA Journal 24/1 04 The Integration of Cultures: The Montessori Contribution

Sequence 15
With that vision, however, Maria Montessori joins the ranks of the great educational philosophers of all time and gains the…

NAMTA Journal 24/2 08 Science and Faith: Maria Montessori's Principles of Education

Sequence 17
not yet fully formed: he has not yet gathered about him the last folds of his robe of flesh and of love which is made up of…

NAMTA Journal 25/2 03 Montessori in Early Childhood: Positive Outcomes along Social, Moral, Cognitive, and Emotional Dimensions

Sequence 33
Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6…

NAMTA Journal 25/2 13 Innovation within Limits: How Is It Possible? – A Summary of the Proceedings

Sequence 10
Renilde Montessori then presented her vision of origins and innovation. Inspired by the Taliesin community, she began with a…

NAMTA Journal 26/1 01 Celebrating Montessori's Great Work: Our Gift for the Future

Sequence 9
Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.…

NAMTA Journal 27/3 10 Cosmic Education: Linking the Human to the Universe

Sequence 3
You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.…

NAMTA Journal 27/3 12 The Natural World as Prepared Environment

Sequence 9
trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of…

NAMTA Journal 29/1 04 The Four Planes of Development

Sequence 35
Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken…

NAMTA Journal 29/1 22 Camillo 26-01-04

Sequence 195
Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken…

NAMTA Journal 30/2 13 Concretizing Cosmic Education in India: A Montessori Historical Account

Sequence 1
The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed…
Sequence 7
House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational…
Sequence 13
children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was…
Sequence 25
was quite likely also instrumental in the acceptance she and her ideas received in India. Another aspect of the Indian way of…
Sequence 30
Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der…

NAMTA Journal 32/1 09 Montessori Education in Exiled Tibetan Children's Villages

Sequence 15
She helped the Tibetans in many ways. She started by collecting clothes and appealing for donations from friends in fndia and…
Sequence 17
broad public with these almost forgotten forms of art. Even before they visited Adyar, there was already a Montessori children…

NAMTA Journal 32/3 01 The NAMTA Centenary Exhibit

Sequence 49
portive from very early on; this atmosphere helps to explain how the Montessori schools could survive through such difficult…
Sequence 167
1948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a…
Sequence 174
Correspondence, continued Letter from Mario M. Montessori to Elise (Lisi) Braun with handwritten addendum from Marlo…
Sequence 189
Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator…

NAMTA Journal 33/1 01 Montessori: Pathways to Education Reform, 1907-2007

Sequence 5
Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an…

NAMTA Journal 34/3 04 Montessori's Role in Twenty-First-Century Educational Reform

Sequence 10
ently from being a cause of learning. And that is precisely the kind of definition that we find in The Secret of Cliild/10od,…

NAMTA Journal 36/1 09 Origins and Theory of the Three-Period Lesson

Sequence 12
And this is all essential for reading. I know that reading has taken over in many schools as the most important subject-you…

NAMTA Journal 36/2 14 Chapter IV—Far from Italy: First Europe and then India

Sequence 19
Farji-0111 fla(v: First Europe and then India !73 1 This monthly journal of the Ente Morale Opera Montessori had its lirst…
Sequence 21
Far_ji-0111 Italy: First Europe and then India 27 AMI (ed.), cit.. p.47. 28 P. Giovetti. cit., p. I 03. 29 Ibid, p. IOI. 30…

The NAMTA Journal, Volume 16, Number 1, 1990, Fall-Winter

Sequence 8
ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal…

The NAMTA Journal, Volume 17, Number 1, 1991, Fall-Winter

Sequence 22
10. Jerome S. Bruner, Toward a Theory of Instruction (Cambridge, Mass.: Harvard Universiry Press, 1966). I l. Alexis Carrel,…

The NAMTA Journal, Volume 21, Number 2, 1996, Spring

Sequence 246
In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant…

The NAMTA Journal, Volume 22, Number 1, 1997, Winter

Sequence 58
"IN Mv SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth…

The NAMTA Journal, Volume 23, Number 2, 1998, Spring

Sequence 8
universe; for one must encounter the facts of nature so that the imagination can build its vision of the whole based in the…
Sequence 9
which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of…

The NAMTA Journal, Volume 24, Number 1, 1999, Winter

Sequence 53
With that vision, however, Maria Montessori joins the ranks of the great educational philosophers of all time and gains the…

The NAMTA Journal, Volume 24, Number 2, 1999, Spring

Sequence 79
not yet fully formed: he has not yet gathered about him the last folds of his robe of flesh and of love which is made up of…

The NAMTA Journal, Volume 25, Number 2, 2000, Spring

Sequence 62
Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6…
Sequence 221
Renilde Montessori then presented her vision of origins and innovation. Inspired by the Taliesin community, she began with a…

The NAMTA Journal, Volume 26, Number 1, 2001, Winter

Sequence 14
Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.…

The NAMTA Journal, Volume 27, Number 3, 2002, Summer

Sequence 105
You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.…
Sequence 143
trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of…

The NAMTA Journal, Volume 29, Number 1, 2004, Winter

Sequence 67
Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken…

The NAMTA Journal, Volume 30, Number 2, 2005, Spring

Sequence 199
The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed…
Sequence 205
House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational…
Sequence 211
children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was…
Sequence 223
was quite likely also instrumental in the acceptance she and her ideas received in India. Another aspect of the Indian way of…
Sequence 228
Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der…

The NAMTA Journal, Volume 32, Number 1, 2007, Winter

Sequence 190
She helped the Tibetans in many ways. She started by collecting clothes and appealing for donations from friends in fndia and…
Sequence 192
broad public with these almost forgotten forms of art. Even before they visited Adyar, there was already a Montessori children…

The NAMTA Journal, Volume 32, Number 3, 2007, Summer

Sequence 51
portive from very early on; this atmosphere helps to explain how the Montessori schools could survive through such difficult…
Sequence 169
1948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a…
Sequence 176
Correspondence, continued Letter from Mario M. Montessori to Elise (Lisi) Braun with handwritten addendum from Marlo…
Sequence 191
Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator…

The NAMTA Journal, Volume 33, Number 1, 2008, Winter

Sequence 11
Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an…

The NAMTA Journal, Volume 34, Number 3, 2009, Summer

Sequence 56
ently from being a cause of learning. And that is precisely the kind of definition that we find in The Secret of Cliild/10od,…

The NAMTA Journal, Volume 36, Number 1, 2011, Winter

Sequence 158
And this is all essential for reading. I know that reading has taken over in many schools as the most important subject-you…

The NAMTA Journal, Volume 36, Number 2, 2011, Spring

Sequence 187
Farji-0111 fla(v: First Europe and then India !73 1 This monthly journal of the Ente Morale Opera Montessori had its lirst…
Sequence 189
Far_ji-0111 Italy: First Europe and then India 27 AMI (ed.), cit.. p.47. 28 P. Giovetti. cit., p. I 03. 29 Ibid, p. IOI. 30…

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