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Sequence 4have a vital interchange with other cultures and traditions. Only if we are firmly rooted in our tradition will we be able to… |
Sequence 11Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Church.… |
Sequence 2EXTENSIO ANIMAE AD MAGNA by Elizabeth Wymer and Keith Boehme Elizabeth Wymer and Keith Boehme explain the philosophy of two… |
Sequence 5literally means "to indicate or point out something," as when one indicates an object by pointing a finger… |
Sequence 12nation. The lessons are to entice and inflame the interest of the child. The Montessori program at our school was initially… |
Sequence 19Concentration and repetition leading to integration of the personality are rarely seen under these circumstances.… |
Sequence 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 6• First, the belief that life's circumstances often act similarly to the mechanisms of biological evolution; they discard… |
Sequence 16Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 14heart each week. The stories can be folk tales but also may link to the exploration of the world itself, nature or animals.… |
Sequence 3of the reception the next day with these seven children, observing the ones with spouses with their children as well as my… |
Sequence 5strength and character to live up to these beliefs throughout their lives. We want our children to do the right things for the… |
Sequence 7but to love what is right and to have the integrity to act in a right way. Cosmic education allows students not only to see… |
Sequence 9children because every moment is special, important, quality time. Young children live in the moment; they are interested in… |
Sequence 10oping into an adult human being. Parents also have to avoid putting obstacles in the way of their children and avoid being an… |
Sequence 2CREATING THE ALL-DAY MONTESSORI PLACE: A CONSTRUCT by Annette M. Haines Annette Haines' well researched "… |
Sequence 3HISTORY The idea of a long Montessori day harks back to the first Children's House and even before-when Maria… |
Sequence 15well together. Teachers and staff must refrain from being judgmental of parents who work long hours. The assistants must… |
Sequence 7into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |
Sequence 3The infant needs an environment that offers physical protection. Not restriction, but protection. The adolescent also… |
Sequence 7Maria Montessori mentioned love in lectures on adolescence in 1937 and 1938. She says that "a loving personality is… |
Sequence 9My parents were born before the Crash of 1929. My mother began a full-time job at age eighteen. She continued living at home,… |
Sequence 2PROJECT 2012: HISTORY WHITHER BOUND FROM CHILDHOOD TO ADOLESCENCE? PHILOSOPHICAL AND METHODOLOGICAL PREMISES by David Kahn… |
Sequence 3ties that directly sustain him, but in the symbolic activities which give significance both to the processes of work and… |
Sequence 2THE GREAT RIVER by Baiba Krumins Grazzini The Great River is sometimes referred to as a metaphor for human unity, which has… |
Sequence 2ON BECOMING A CITIZEN OF THE WORLD: CAN MONTESSORI ACHIEVE ITS AIM? by Kay Baker The exploration of the meaning of "… |
Sequence 6destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government. (Cited in… |
Sequence 9Summary So here is the situation. A child has human rights, and the educa- tion of the child must take into account these… |
Sequence 10though free will is a human characteristic, its exercise is bounded by limits of living within a society. This boundary is… |
Sequence 11have kept the child at knee level, not rising above the present status. So I ask, as Maria Montessori already asked. Our… |
Sequence 13May I make a plea for each of us to become a citizen of the world. Use your freedom to contribute to life, liberty, and the… |
Sequence 2EDUCATEURS SANS FRONTIERES: LIVING OUT THE VISION by Charlene S. Trochta Charlene Trochta's review of her experience of… |
Sequence 1MONTESSORI: INTELLIGENCE AND THE HUMAN SPIRIT by David Kahn In the first article of this Journal issue, Robert Sternberg of… |
Sequence 3from a poor section of town where there are a lot of gray and brown tints, and a second who has had the opportunity to work… |
Sequence 6mostly unconscious. But, as Maria Montessori said, "the unconscious kind [of mentality] is not necessarily inferior.… |
Sequence 3The organization of this discussion of successful intelligence is that first I'm going to do an introduction, which I… |
Sequence 5child's development. That is to say, we can look at behaviors since we have seen that intelligence is revealed in… |
Sequence 1MONTESSORI IMPLICATIONS OF BRAIN RESEARCH by M. Shannon Helfrich Shannon Helfrich lends clarity to the connection of brain… |
Sequence 2Dr. Maria Montessori began her professional work in 1896 at the Orthophrenic School in Rome. The essence of the work done… |
Sequence 11Shore, Rima. Rethinking the Brain: New Insights into Early Development. New York: Famrnes and Work lnstitute, 1997. Standing… |
Sequence 9LS. Clasen,A.W. Toga,J.L.Rapoport,&P.M. Thompson. "Dynamic Mapping of Human Cortical Development during… |
Sequence 3But no matter how we look at it- TIMES OF TRANSITION ARE NOT TIMES OF BALANCE! Yesterday's speakers all addressed this… |
Sequence 3they have been grasped" (40-41). We in the Catechesis of the Good Shepherd use the canopy of Gift/Response to live… |
Sequence 6Maria Montessori shares in The Discovery of the Child: Thus the children from their tenderest infancy live, one might say, in… |
Sequence 7"Where's your mother? Get her over here, and her friends too. They'll never see a fire like this again.… |
Sequence 9paper with a dexterity and skill I couldn't imagine of a two-year-old. I saw a flicker of the flame of a possible great… |
Sequence 16in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 1these articles, which I include in my talk (" Aims of the Association Montessori Internationale"). •… |
Sequence 2As a response to fulfill the aims, Educateurs sans Frontieres (EsF) became Article 17 in the Articles of Association of AMI as… |
Sequence 3life, and I have had several opportunities throughout these years to work in this area. In one occasion, during the time that… |
Sequence 6•Weare united by our struggle to make the world a better place for all. • You call us the future, but we are also the present… |
Sequence 10Here are some of the speakers and topics from the assembly in Burgos, Spain: • Winfried Bohm, "The Idea of Education… |
Sequence 11consequence of the daily Montessori book study and friendly dia- logue, the group attending this gathering participated in a… |
Sequence 16CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of… |
Sequence 1The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 3social conceptions, and was interned by the British just as she was. As a professor and later chancellor of the university, he… |
Sequence 6able to choose freely which groups of students and teachers I wished to observe and listen to; I was able to join any group as… |
Sequence 7House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 8school-aged children. She hesitated at first, since she thought she couldn't offer these older children enough,… |
Sequence 14opened a small school, where she began working with four children and eventually, together with other Indian women, cared for… |
Sequence 15Maria Montessori probably was notable to appreciate the unusual diversity of nature with the same open-mindedness with which… |
Sequence 16Museum of the Sacred Heart College, founded by two priests between 1920 and 1940, was frequently visited by both Montessoris… |
Sequence 17attempts I made to dig out information about Maria Montessori's stay and work in Koda i. My inquiries were frequent! y… |
Sequence 19With their boundless energy they questioned, explored and experimented in all areas of culture. The small botani- cal garden… |
Sequence 20switched to the KIS, where her parents worked) responsible for her lifelong interest in learning and education is quite… |
Sequence 21introduction to her thoughts on the theory and practice of cosmic education; another was the fact that this was the first… |
Sequence 22ready to assist. I was trying to prepare oxygen and show its properties with very simple equipment. Due to an unfortunate… |
Sequence 23ders of the physical world." While the experiments for the younger children were demonstrated to them by an adult,… |
Sequence 24All of this indicates how comprehensively Maria Montessori herself saw the concept of cosmic education and how seriously she… |
Sequence 25was quite likely also instrumental in the acceptance she and her ideas received in India. Another aspect of the Indian way of… |
Sequence 26between human beings and the cosmos comes up over and over again. For that reason, Maria Montessori, with her discourses about… |
Sequence 27-------------------------------- ---- and Hindu religion deepened, the cosmic idea came to the fore. Shankar Dutta Panday, a… |
Sequence 28On the other hand: The gradually concretized splendid vision of a cosmic education developing into a comprehensive didactic… |
Sequence 29Kramer, Rita. Maria Montessori: A Biography. New York: Putnam's, 1976. Krishnaswamy, S. "George Sydney Arundale… |
Sequence 30Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 3angle. These strategies are examples of environmentnllyfriendly design. More than merely ways of reducing monthly utility… |
Sequence 12• an international network of training and study centres dedicated to the propagation of Montessori's teachings and the… |
Sequence 3First of all, and as far as I'm concerned I am pointing out what's very, very obvious, whenever we set up Montessori… |
Sequence 8criticism which does not stem from experimentation or even reflection. People just reacted against and criticized. I found a… |
Sequence 11should like to quote from an article called "The Four Planes of Devel- opment" by Camillo Grazzini. The part… |
Sequence 12You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 3At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,… |
Sequence 3graduation speeches, letters they've written to me, or, in many in- stances, essays they wrote for their applications to… |
Sequence 4Camillo Grazzini: Creative imagination enables all of us, adults and children, to produce or create something new, something… |
Sequence 7ing importance" ("Principles and Practices" 13). And elsewhere, "This 'value of the… |
Sequence 6I THE A PLANES OF DEVELOPMENT! I THE <BULB> I ~~ ,flNALlTYI 1ai l~~~ mi ~ ~ MAE!] coc:9 ,.MQ,t;Hf~SORI)… |
Sequence 3This being said, the albums of my two Montessori trainings, by Margaret Elizabeth Stephenson for primary and by Camillo… |
Sequence 4scientifically, spiritually, and socially in each of us. Brian Swimme explains this phenomenon in The Hidden Heart of the… |
Sequence 5cosmic point of view, is about inspiring, not teaching, and about formation, not information. For this the adults must feel… |
Sequence 6"Just listen with your heart, and some day you will know," I answered. THE RUBRIC: THE USE OF PASSAGES FROM… |
Sequence 9comes together. Maria Montessori uses the metaphor of the Great River to initially illustrate how each function of a society… |
Sequence 15What we must come to understand is the link between this phe- nomenon and the course of history. Montessori saw children as… |
Sequence 17• Activities around basic land and water forms (i.e. lakes and islands of the world, colored red on blank maps): • lakes and… |
Sequence 19COSMIC EDUCATION THROUGH THE LENS OF SCIENCE It is fascinating to note that the children will frequently latch on to a… |
Sequence 20other. For this power is the quintessential one for the probing of not only science, but history, geography, mathematics, and… |
Sequence 24the teacher's expectations, and the importance of giving the right presentations to the right ages. The little ones… |
Sequence 25great Italian poet, Dante, has said: "La somma sapienza e il primo amore," or "The greatest wisdom… |
Sequence 33move based on what you discern. It is the question of "why?" whose answer is most difficult but yet fairly… |
Sequence 8sense in the second plane, it is really important for the children to have experienced love and security during the first… |
Sequence 16convinced when they saw some sugar transform itself into a fuming mass of the blackest coal under their eyes, after sulfuric… |