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Sequence 8For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 8For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 1OF ROOTS AND WINGS by David Kahn A philosophical outlook on the parent's role in Montessm-i, educa- tion, this article… |
Sequence 7I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 3scale, another time computing the relative distances between the plan- ets to a scale that would fit in the classroom. The… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 9The Montessori idea is unfinished by design. Some complain that the curriculum presented in Montessori training is incomplete… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Charles Torranova I want to thank David Kahn for… |
Sequence 8So the character traits that we call virtues spring up spontaneously. We cannot teach this kind of morality to children of… |
Sequence 1ALBER!' M. JOOSTEN - A BIOGRAPHY Albert M. Joosten was born in the Nether lands on November 21, 1914. His formal… |
Sequence 2Dr. Montessori lectured from 9 A.M. until 12 noon and 3 P.M. to 6 P.M. every day. Saturdays_ were ow· practical days, our… |
Sequence 3Kahn: So you prepared your albums during that second period. Gunawardena: No, we did that with Dr. Montessori. I had to make… |
Sequence 6are able to visualize any given lrnowledge. By 18 you have envisioned the whole universe. Then at 18 you decide what your… |
Sequence 8observations. There was a book that was prepared for her coming. At first I didn't know what she had written. At a… |
Sequence 4conuibuted to her being somewhat ostracized by the scientific and educational establishment and her being labeled as "… |
Sequence 5Although externally her life was affected by political forces, within she remained detached as this statement indicates: Not… |
Sequence 11&location must be considered as most imponant; for as diseases in the world of bodies are extremely contagious, so, in… |
Sequence 14this principle in this way will surely make a difference in our world. In The Promulgation of Universal Peace, 'Abdu… |
Sequence 18References 'Abdu'l-Baha. (1982). The promul,gation of universal peace. Wilmette. Baha'{ Publishing Trust.… |
Sequence 11References Eisley, Loren. (1964). The unexpected universe. New York. Harcou re, Brace, and World, Inc. Lorenz, Konrad. (1990… |
Sequence 3rationalistic, deterministic view. The educational environments she cre- ated were clear alternatives to the traditional… |
Sequence 8The adolescents may choose to design the garden for community ser- vice: to beautify the city; to provide flowers to nursing… |
Sequence 6are lo be transformed; instead of frustrating the learner's eager desire for work, as they so often do today, they are to… |
Sequence 10PROGRAM DESCRIPTION SAMPLER 7bese pragmattc descriptions of adolescent program components which provide an operational view… |
Sequence 14NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 2concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 10Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 2It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 166It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 176Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 184concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 5To the Montessori "bleachers" the serving of the luncheon of milk and crackers is the most interesting part… |
Sequence 3misery as it does in prosperity, in oppression as in freedom, in war as in peace, and that he did not really know what life is… |
Sequence 12At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain… |
Sequence 15If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 9and some of them will be constructed by the students. A traditional high school in an urban setting may need a smaller place,… |
Sequence 7"potentialities which determine his development"; "there exists within this inert being a global… |
Sequence 21full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her… |
Sequence 22ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,… |
Sequence 32Mon te.:;sori has drawn in the middle of her chart, between the drawing above and that below, between "nature&… |
Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Carnillo Grazzini The first section of Mr.… |
Sequence 8For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 4he thinks he can go anywhere, and the urge to explore and discover his world has to be limited rather than pushed. Motivation… |
Sequence 1Introduction MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM A LIFE 1 S JOURNEY OF EDUCATIONAL IDEAS by David Kahn When… |
Sequence 2"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is… |
Sequence 3universe; for one must encounter the facts of nature so that the imagination can build its vision of the whole based in the… |
Sequence 4which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 3where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was… |
Sequence 1PAST, PRESENT, AND POSSIBLE: A MONTESSORI GLOBAL PERSPECTIVE by Muriel Dwyer Muriel Dwyer, whose sense of mission and single… |
Sequence 3The simplicity of his early years and his life with Dr. Montessori gave him a rare quality: the ability to mix and be"… |
Sequence 4He was almost alone in supporting us, and although it was never possible for him to visit the various training centers, he… |
Sequence 9Another important point comes to my mind. A very eminent man, Dr. John Thompson, a friend of both Mario and Dr. Montessori-who… |
Sequence 17us listen to the words of Maria Montessori, for she is reminding us that if we can do what we have just been saying, We find… |
Sequence 5She was a teacher, a leader, and a charismatic personality, but she was full of humanity and fun. She felt you could not live… |
Sequence 7ing fourteen leaf-shaped insets with wooden frames. The study of leaves launched the children into a detailed and particular… |
Sequence 8returning to India again we got married. We are very happy to be all together here now .... Dr. Montessori is much better than… |
Sequence 9It was a delight to watch Mario with children of any age, in any country, immersed in any situation. Mario could speak with… |
Sequence 10several languages. His genuine kindness attracted them all. He under- stood the immense importance of their inner power, their… |
Sequence 2South Africa is the southern tip of the African continent. A country of contrasts-from the trees of the dinosaurs to the… |
Sequence 8room, calmly smiling. She sat down at the edge of my bed and asked me: "Mario, do you see the chandelier swinging… |
Sequence 18Montessori, Maria. Education for a New World. Thiruvanmiyur, Madras, India: Kalakshetra, 1946. Montessori, Maria. The… |
Sequence 9One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 19REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 9Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 15Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 12Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 184Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 194REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 230One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 8In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the… |
Sequence 9The Greek word cosmic has four complementary and interwoven meanings. On its basic level, it means order and harmony; then… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 11this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude… |
Sequence 33Montessori, Maria. What You Should Know about Your Child. 1948. Adyar, Madras, India: Kalakshetra, 1966. Montessori, Mario.… |
Sequence 10world. The child must explore the social conditions of man and the different aspects of society and also of nature. (… |
Sequence 23REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 8So here is the call to the educator: Prepare human beings to deal with themselves so that they may be more successful in their… |
Sequence 1DR. MONTESSORI' s APPROACH TO LANGUAGE IN THE SECOND PHASE OF THE CHILD'S DEVELOPMENT by Mario M. Montessori Many… |
Sequence 9Afterward: Extending beyond the six weeks was continued work on refining their mission statements in preparation for… |
Sequence 5REFERENCES Montessori, Maria. From Childhood to Adolescence. 1948. New York: Schocken, 1973. Montessori, Mario. The Human… |
Sequence 8Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 1The Montessori Erd- The Montessori Erdkinder, insofar as it kinder concept is far from a is a home away from home for the… |
Sequence 5For all that, I thought it must be possible to apply certain funda- mental principles of the Montessori method to secondary… |
Sequence 9twelve years, parents have their chance. Whatever wasn't achieved during that time cannot simply be made up. Another… |
Sequence 32from fairly affluent families who ran away from home for the thrill of becoming street musicians and earnjng a few pennies on… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 3You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.… |