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Sequence 4Two MYSTERIES The Catechesis of the Good Shepherd has been called" the meeting ground of two mysteries: the mystery… |
Sequence 3a big mistake on his part and felt guilty for having influenced genera- tions of parents and teachers by neglecting this… |
Sequence 14Q: I have an answer for you. I don't know if you are like me but when I go to a conference I always grab a book or two… |
Sequence 2COSMIC EDUCATION: LINKING THE HUMAN TO THE UNIVERSE by Peter Gebhardt-Seele Peter Gebhardt-Seele places Cosmic Education in… |
Sequence 3You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.… |
Sequence 4an environment and then, according to observation, put before the chil.dren what the children want to pick up. So the amazing… |
Sequence 5Greek idea, was the universe in order and harmony. And that is particularly the aspect that we are supposed to put before the… |
Sequence 7mony and peace were very much on her mind. She did a lotoflectures on the subject. After all, she had lived through the entire… |
Sequence 10many times. Why isn't physics in our training, or at least most of it? I guess it has historical reasons. We should come… |
Sequence 13Prepare the environment for the child's interest. And then after preparing the environment and after introducing all… |
Sequence 15they know all the people don't care anyway, so they can do what they want or maybe give token attention to that little… |
Sequence 3Because creative thinkers in- fluence the development of their societies, ... their child- hood experience of the outer… |
Sequence 14ciation, but this is the conclusion that a series of studies now suggest. 3 This formula of free time in the natural world,… |
Sequence 15some locations, the project has involved eight through eighteen year olds. All of us believe that younger children can be… |
Sequence 16the Children's House, let them first know a friendly world, which they can love, admire, and feel at one with. Where they… |
Sequence 17personal dignity" (101). One of the great discoveries of the last decade is that the protection of the natural world… |
Sequence 2BRINGING THE BIOSPHERE HOME by Mitchell Thomashow Mitchell Thomashow discusses his orientation to the local environment as… |
Sequence 2ALIGNING CLASSROOM PRACTICE WITH TRUE MONTESSORI ESSENTIALS by Peter Gebhardt-Seele Peter Gebhardt-Seele presents his… |
Sequence 3• the lost balance in the conditions of life due to human interfer- ence, due to what she called Sopra Natura; • the… |
Sequence 112. cosmos as the universe in harmony and order, to be studied for its beauty and intellectual challenge; 3. the Cosmic Task… |
Sequence 13We also use the reasoning mind to discuss not only the workings of the universe but also moral issues and social issues. This… |
Sequence 6(c) The last reason a sensitive period ends is a happy reason. The sensitivity ends because the specific characteristic is… |
Sequence 4This role reversal results from Montessori's perception of the needs of the child. The first aim of education, according… |
Sequence 3Mine is not a bias of blind adherence, however, but a bias of finding her words about child development borne out over and… |
Sequence 12Building Up of the Moral Conscience Of what use is intellectual knowledge if one is corrupt? So we prepare a social… |
Sequence 4Occupations or Work as Social Activity Occupations, as both Maria Montessori and John Dewey envi- sioned them, are the point… |
Sequence 6• understanding work as a product of commerce necessary to community life, leading to a beginning view of economic… |
Sequence 9• conscience exercised by community values and responsible dialogue. COGNITIVE DEVELOPMENT Place, Study, and Work Maria… |
Sequence 13• ability to connect the history of life on earth and its civiliza- tions with principles of the evolving self as well as the… |
Sequence 14closing or revolutionizing the traditional types of employ- ment. ... there is a need for a more dynamic training of… |
Sequence 18progresses, its energy efficiency will become so superior to oil that even cheap oil eventually will be uncompetitive and thus… |
Sequence 24attracted to one crop would disappear with the next. Instead of using chemical fertilizers, farmers would enrich their field… |
Sequence 9sorial and experiential way. They also observe the effects of clouds passing before the sun and feel the climatic result of a… |
Sequence 1A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 1 by Silvana Quattrocchi Montanaro Dr. Montanaro speaks of how Montessori… |
Sequence 1NURTURING THE SPIRIT OF THE TEACHER by Mary Ra udonis Loew Taking a philosophical look at the motivational underpinnings of a… |
Sequence 2with joy. It is the discovery of this truth, at a level deep enough to be called "soul," which brings us… |
Sequence 8We miss an opportunity. We jump to conclusions. We forget to pull the blinds of habit from our eyes; we react or overreact… |
Sequence 12Let us share the journey, smile together, perhaps even wipe aside one tear of love. I dedicate this weekend to all those who… |
Sequence 4mind they gave suggestions, inspiration, problems. And these are for the mind what cold and hunger are for the body. (20)… |
Sequence 3THE PATH TO NORMALIZATION Is THROUGH Wo«K It is easy to be overcome by standards, expectations, and assess- ments; our whole… |
Sequence 6room, as though this was her "base." Eventually the sewing basket was available, which was what she… |
Sequence 17[Order] is a vital need at a certain age, in which disorder is painful and is felt as a wound in the depths of the soul, so… |
Sequence 25Montessori, Maria. The Secret of Childhood. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1936. Montessori, Maria… |
Sequence 2SCHOOLS DISCOVERING THEIR COSMIC TASK by Terry N. Ford This is a very honest account of n school's trinls nnd errors as… |
Sequence 2BUILDINGS THAT NURTURE by Victor Sidy Using principles of Frank Lloyd Wright and Maria Montessori, Victor Sidy has created a… |
Sequence 6needed more than ever, teachers are seen as more remote and imper- sona I (Feldlaufer, Midgley, & Eccles). At a time… |
Sequence 8ceived grades; and those who did, did so voluntarily (i.e., it was not a mandatory practice). Finally, time was often managed… |
Sequence 10methods often separate thinking from its experiential context and result in drudgery. Consistent with the idea of creating a… |
Sequence 33Why are these results important for the Montessori middle school students? Many skeptics will look at these results and say… |
Sequence 41Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement… |
Sequence 2NAMTA's MIDDLE SCHOOL RESEARCH HITS THE MARK by Annette M. Haines I have finally had the privilege of reading Kevin… |
Sequence 4experience (flow) theory, but I know they had studied the thought of Maria Montessori. What I saw at each of the schools were… |
Sequence 3They further validate the benefits of spontaneous concentration when they write of the high intrinsic motivation and quality… |
Sequence 1CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 2• The sequences of teacher training unfold step by step, showing how theory shapes methodology and methodology requires the… |
Sequence 1BERGAMO HARVEST "Tit is is our destiny to sow! To sow everywhere, wit/tout ceasing, never to harvest." -… |
Sequence 2AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |
Sequence 3Camillo, being the veritable Montessorian he is-for the above and many other reasons- will find it highly irksome to see… |
Sequence 9context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 13Starting in the 1950s and continuing throughout the 1960s and the first half of the 1970s, AMI organized elementary study… |
Sequence 14But this cosmic vision belonged not only to Maria Montessori; it belongs to the whole of our Montessori movement. It imparts a… |
Sequence 2THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 3developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 4only because it is presented in the Bergamo courses. The second chart, the second pictorial representation devised by Maria… |
Sequence 17and the bottom drawing illustrates what society has to offer the developing individual. I. The Bulb: Montessori's… |
Sequence 27Philosophy of the Winnetka Curriculum, 1926); and those of two of Montessori's pupils: Makinden (Individual Work System)… |
Sequence 281929); Edouard Claparede (with "individualized" education, 1921); Roger Cousin et (with the teamwork method… |
Sequence 32Moreover, "the human per- sonality is essentially one dur- ing the successive stages of development," and… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 36Montessori, Maria. Spontaneous Activity in Education. 1916. Trans. Florence Simmonds. New York: Schocken, 1965. Vol. 1 of The… |
Sequence 2ill fi9. • equilottrol 1rian9I< fig. 2 acutt•a09ltJ iSO<tel,s 1rion9le \ \ \ \ \ \ f,9.3 OCUl<… |
Sequence 2THE MONTESSORI APPROACH TO MATHEMATICS by Carnillo Grazzini Camillo Grazzini, prominent Montessori curriculum developer and… |
Sequence 2MARIA MONTESSORI AND ALGEBRA: THE BINOMIAL THEOREM by Camillo Grazzini translated from Italian by Irene Fafalios A boy of… |
Sequence 15other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 4to this further exploration are not set by the number of different fields of learning or knowledge, but by the psychology of… |
Sequence 7During the 1930s, given all the work and materials developed for both the Children's House and the Elementary, Maria… |
Sequence 8These further developments were subsumed under sensorial, lan- guage, and arithmetic/math (the existing areas) wherever… |
Sequence 10language in all its various aspects or all of the math, and how the fifth album with its old identity tag was simply a working… |
Sequence 3summed up in the request "help me to think by myself." This new- found need for mental (and moral)… |
Sequence 4The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 1INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 4An example that can help clarify this is one given by Maria Montessori herself when she writes: [In the first period, there]… |
Sequence 2CONTRASTING LAND AND WATER FORMS: THE METHOD IN PRACTICE by Camillo Grazzini INTRODUCTION In the Children's House and… |
Sequence 14A lake, on the other hand, belongs to the hydrosphere and specifi- cally to kinds of "pooled" or "… |
Sequence 15would have to use a scale); New Guinea's square would have a side of900 km; and Great Britain's only 500 km (aJI to… |
Sequence 3relation to that of zero to six and that of twelve to eighteen. This relationship to the preceding period and to that… |
Sequence 5Thus the developmental life of Man is a sequence of births, of the emergence and disappearance of potentialities, of the birth… |
Sequence 6A. The World of the Abstract: The Age of Why In From Childhood to Adolescence, Dr. Montessori writes that this child has… |
Sequence 8In The Absorbent Mind, Maria Montessori writes: The picturing, or conjuring up, of things not physically present depends on a… |
Sequence 9tacked what she saw as general abuses of this human faculty: sixty years ago (in The Advanced Montessori Method) she denounced… |
Sequence 10does not become great until man, given the courage and strength, uses it to create. If this does not occur, the imagination… |
Sequence 12ing nature, and Man. It also means to understand the "cosmic task" of each element and of each force in the… |
Sequence 15children quite naturally play social games with each other and that all the participants willingly abide by the rules. And in… |
Sequence 16principle requires a commitment from the individual: the commitment of the individual to the group. (From Child- J,ood) 4.… |
Sequence 2MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 15evolution is the unity of mankind. In the psychosphere there should now only be one civilization. (Unpublished proceedings)… |
Sequence 16And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 17Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 3Thus I indicated that the paper was originally written for the Adolescent Colloquium, which was held in Cleveland and… |
Sequence 4In The Secret of Childhood, Maria Montessori makes it very clear how the adult and the child each have their own work, in… |