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Sequence 198cosmic point of view, is about inspiring, not teaching, and about formation, not information. For this the adults must feel… |
Sequence 199"Just listen with your heart, and some day you will know," I answered. THE RUBRIC: THE USE OF PASSAGES FROM… |
Sequence 202comes together. Maria Montessori uses the metaphor of the Great River to initially illustrate how each function of a society… |
Sequence 208What we must come to understand is the link between this phe- nomenon and the course of history. Montessori saw children as… |
Sequence 210• Activities around basic land and water forms (i.e. lakes and islands of the world, colored red on blank maps): • lakes and… |
Sequence 212COSMIC EDUCATION THROUGH THE LENS OF SCIENCE It is fascinating to note that the children will frequently latch on to a… |
Sequence 213other. For this power is the quintessential one for the probing of not only science, but history, geography, mathematics, and… |
Sequence 217the teacher's expectations, and the importance of giving the right presentations to the right ages. The little ones… |
Sequence 218great Italian poet, Dante, has said: "La somma sapienza e il primo amore," or "The greatest wisdom… |
Sequence 226move based on what you discern. It is the question of "why?" whose answer is most difficult but yet fairly… |
Sequence 236sense in the second plane, it is really important for the children to have experienced love and security during the first… |
Sequence 244convinced when they saw some sugar transform itself into a fuming mass of the blackest coal under their eyes, after sulfuric… |
Sequence 245geography, etc., allowing practical experience in addition to studying books. For this type of school, secondary school… |
Sequence 253into the Toddler rooms and the oldest ones are allowed to go into the Parent-Infant class. They spend approximately a month… |
Sequence 269WHEN Is IT TIME TO GRow UP? CONTRASTING NEEDS AND CHARACTERISTICS OF THE TWELVE- TO FIFTEEN-YEAR-OLD AND THE FIFTEEN- TO… |
Sequence 284from the whole to the detail and also from the detail to the whole. This reciprocal process leads to a fuller understanding of… |
Sequence 297successful specialist shows the young adult that the world is what they make of it, and inspires him or her to go out and do… |
Sequence 301THE MONTESSORIAN Completing our group of faculty is the trained Montessorian. This individual is one who has Primary and/ or… |
Sequence 314understand the mathematical concepts behind these mathematical tools. Montessori wrote this in her 1935 paper "The… |
Sequence 315tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 317COMPREHENSIVE HEALTH AND WELL-BEING FOR THE MONTESSORI HIGH SCHOOL by Clare Boyle INTRODUCTION The study of health and… |
Sequence 319concerns related to student perceptions versus the reality of health behavior choices. Peace education is reflected in… |
Sequence 347HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 353Now what about humanity itself? As we know, at a certain point in the story, we focus on that very. special form of life to… |
Sequence 358it, then surely we can feel nothing but wonder at how much humanity has achieved in such a short space of time. And when we… |
Sequence 369Maria Montessori comes out of a classical and medieval tradition that simply understands, as she did, that to exist fully as… |
Sequence 387Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Oxford: Clio Press, 1992. Seneca, Lucius Annaeus. Ad… |
Sequence 390of place as a consequence, and so that they may adapt in any surroundings. The adaptation will then manifest itself by &… |
Sequence 400writing songs and stories performed at social events. Through various successes within the web of Little Community social… |
Sequence 417Maria Montessori presents the high school in a paradoxical way, suggesting that community values and socialization be based on… |
Sequence 427widening world view. The Montessori 1B courses of study will address this progression of social complexity from both historic… |
Sequence 434THE THIRD INTERNATIONAL ADOLESCENT COLLOQUIUM: A RESPONSE FROM THE DOCUMENTER by Kathleen Allen As a longtime Montessori… |
Sequence 28This brings us to an analysis of the process of the adult who "calls" the child. Most frequently it is the… |
Sequence 29teacher never approaches a child in the same way they did previously. A deep respect, an awe emerges that never leaves one. It… |
Sequence 30In holding her as a model, in retelling that part of the story of her inspiration, I think she showed each of us what is most… |
Sequence 31She speaks of his "entirely original idea about the training of teachers for defectives" so that they became… |
Sequence 35and the universe and the microcosm of the self. They seek to think for themselves and be with one another successfully. Phase… |
Sequence 41Enter the child ... the baby, come out of the darkness and into the light and love of adult humans, the parents, and into a… |
Sequence 42stand and dream that humanity has a calling, and that calling has to do with an appreciation of the unity of all, the profound… |
Sequence 43And Dr. Claremont, quoting Maria Montessori in his Translator's Note to The Absorbent Mind, says, "We know how… |
Sequence 51• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 81Montessori, Maria. The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings. Ed. Robert G.… |
Sequence 86And that object became part of him for the day, or a certain part of the day, or for many years, or stretching cycles of… |
Sequence 88world of possibilities open to all the ideas that might be generated from that kind ofopen-endedness. To wit- ness children… |
Sequence 90The two outcomes of this kind of attachment to nature are a sense of self as one who is confident and authentic, and a… |
Sequence 106property's potential. We now have three options-half day from 8:30 to noon, three-fourths day from 8:30 to 4:00, and full… |
Sequence 107"All education is environmental education ... by what is included or excluded we teach the young that they are part… |
Sequence 125simple tool-the pencil-a sense of the whole and the interconnec- tions between things and people. The elder hoped to awaken… |
Sequence 133the storied salmon of knowledge, in turn eaten by our great hero Cuchulainn; and the fairy tree, the hawthorn, that no one… |
Sequence 135Montessori; see Creative Development in the Child 133) and become more cognizant of the keys in our timelines, charts, and… |
Sequence 136enlarges this picture to the great array of grazing and browsing animals all over the planet-the deer, the antelope, the bison… |
Sequence 137We tell many stories of the great and famous inventions and discoverers of history from Archimedes to the present, and other… |
Sequence 158Unconsciously, each also contributes to the others, and to the harmony to be found on our planet. The Great Stories may lead… |
Sequence 159What we should keep in mind, however, is that the process of Going Out and the lessons that it teaches are much more important… |
Sequence 164BATON RouGE, LA-In the chaos that was Causeway Boule- vard, thls group of evacuees stood out: a 6-year-old boy walking down… |
Sequence 170EARTH SYSTEMS AND HUMAN HISTORY by Peter Gebhardt-Seele In this stark review of the grim history and future of humanity and… |
Sequence 183tion-infested field, where nobody can live any more, including those who ignited the bombs. 3. WHAT CAN We Do? With a threat… |
Sequence 185When the child is given freedom to move about in a world of objects, he is naturally inclined to perform the tasks necessary… |
Sequence 189work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 214Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 259Virgin Islands Virgin Islands Montessori School-located on the beautiful is- land of St. Thomas-is seeking an experienced… |
Sequence 20In addition to these basic connections between the views of Montessori and optimal experience theory, Montessori' s many… |
Sequence 26such an ethic is often heavy-handed preaching about the imminent demise of the planet. Such information definitely has its… |
Sequence 30point of view, nature provides the best fit with human processing and attention because these very processes were formed… |
Sequence 46Psychology: Vol. 1. Theoretical Models of Human Develop- ment. Ed. R.M. Lerner. Series ed. W. Damon. 6th ed. New York: Wiley… |
Sequence 67A BRIEF THEORETICAL NoTE AND ExEMPLA DRAWINGS TOWARD A MONTESSORI ARCHITECTURE by John Wyatt John Wyatt presents this… |
Sequence 72To continue, a Montessori building should also echo the supportive and helpful words from the stories of "The Emperor… |
Sequence 76courageous, generous habit of existence, free from the pull of fashion, money, and power, driven by a relentless curiosity in… |
Sequence 79native, knowledgeable, artistic, disciplined architect might create such a structure. Consequently, Vitruvius, the founder of… |
Sequence 87V < '--- .,/ Figure 11. Generic exemplum: Door. Figure 12. Montessori exemplum: Door. I- I- I- I- I- 1… |
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 6THE MONTESSORI CENTURY CONCEPT: A CONTINUING PROCESS IN REALITY by David Kahn When we look back to the origins of the… |
Sequence 8So there is no time barrier in this century of Montessori's work, because the great questions of childhood process are… |
Sequence 9depends-land, water, energy, air, animals, plants, humans-is the relevantadultissue for our time, so that insofar as… |
Sequence 10OF HEROES AND THE HEROIC: REFLECTIONS ON THE EARLY LIFE AND ACHIEVEMENTS OF MARIA MONTESSORI by Lawrence Schaefer Lnrry… |
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 16Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 17Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 18Early in September, 1898, Italy and its educational establishment were rocked when an Italian anarchist assassinated Elizabeth… |
Sequence 19It was a masterful achievement. Had anything like it ever hap- pened in teaching before? Montessori would say later that it… |
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 21declared that she would dedicate herself to pedagogy. Then she began her studies of the learning problems of normal children… |
Sequence 22condition-the tenants were in charge of the care and maintenance of the tenements. It acted as a sort of covenant. And he… |
Sequence 23Many left Rome convinced and opened Children's Houses in other countries. In 1909, Montessori published her book in order… |
Sequence 28THE LIGHT OF THE CHILD by Dr. Maria Montessori First published in 1957 by AMT inn special booklet com111e111orating fifty… |
Sequence 33in which case, perhaps, I will drop a seed to invite you to think about those ideas, not merely to sell ideas that are already… |
Sequence 108COSMIC EDUCATION by Annette Haines Annette Haines makes a clear and well-doc11me11ted presentatio11 of Cosmic Education,… |
Sequence 120sharing of work and the sharing of learning, discovery, and invention. These two combined, the learning and the sharing, lie… |
Sequence 121created a superworld or, if you will, a supernature; and as he gradually built this supernature, Man has raised him- self.… |
Sequence 123Thus Maria Montessori says: The child has a psychic life from birth .... The child is intelligent, and he can see and… |
Sequence 124Dr. Montessori quotes an unnamed scientist who says: When I see a child of three ... in front of me, J feel imbued with the… |
Sequence 126ls this not even truer now than in 1937? Consider just a few examples: Since 1937, our streets have become infested with… |
Sequence 130... the fact that the child learns by himself, that he can overcome so many difficulties by himself, gives him an inner… |
Sequence 165importance of positive interactions with caretakers and other support- ive adults, these results are significant as well.… |
Sequence 167This principle that children need opportunities to move through the world, explore it, and test their powers in it applies to… |
Sequence 171ences are associated with concern and care for nature in adolescence and adulthood. I have also reviewed ways in which… |
Sequence 191refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |