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Sequence 11(Gamito Grazzin i Co-Diecor o Traiing ofhe “nematonl Cono fo Moniessori Stcios Faundaion (Borgamo) an AMIcent hoking ahancod… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 3COSMIC EDUCATION IN THE FORM OF A CONCRETE IMAGE I think that everyone, during the course of their lives, has experienced at… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 3COSMIC EDUCATION IN THE FORM OF A CONCRETE IMAGE I think that everyone, during the course of their lives, has experienced at… |
Sequence 2This interdisciplinary approach to the study of the humanities makes full use of the characteristics of young adolescents to… |
Sequence 10Mr. Montessori stressed, however, that these lofty aims can only be sought by the individual exercise of will power. No amount… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 3This idea of presenting the whole universe to the child is explained by Maria Montessori's grandson, Mario M. Montessori… |
Sequence 10Footnotes l Sofia Cavalletti, "The Spiritual Development of the Child," Montessori Thlks to Par- ents,… |
Sequence 2Maria Montessori was well versed in philosophy. Her footnotes include allusions to Sequin, Tolstoi, Froebal, Pascal, Poincare… |
Sequence 3The Montessorian, in reading Socrates' Theaet,et:us, may begin to describe the Montessori vision with new vocabulary and… |
Sequence 1Humanities HUMAMITIES AND THE ART OF INQUIRY by Edwin J. Delattre Dr. Delattre's incisive summary of the role of… |
Sequence 3for human beings," "the studies that make people fully human," and so on. Beware of such… |
Sequence 4His work brings to life the idea of inquiry as dialogue-the shared and cooperative pursuit of truth among people of knowledge… |
Sequence 5What holds for listening and speaking holds, too, for reading and writ- ing. For those who have difficulty engaging in… |
Sequence 7in the l:,ook changed. How did circumstances lead them to alter their beliefs, attitudes, or behavior? Lee wrote a paper… |
Sequence 8government should be constituted-as seriously as anyone I have read or met. His many volumes of correspondence are laced with… |
Sequence 9questions in the inquiry of political theory makes that inquiry durable and permanent. It is grist for the intelligence of all… |
Sequence 12violence. They understand nothing of the nature of dignity that is a rightful part of their heritage, and they live in a… |
Sequence 13Lupus is an exhausting disease, but Flannery O'Connor was none- theless to make herself into one of the great writers of… |
Sequence 14passes for an education in this day and time, but I am not deceived by it." She was deceived by very little; she was… |
Sequence 8Let me however choose just a few that I think you would agree would be helpful in any view of class discussion. They may apply… |
Sequence 10Elements of the Definition of Class Discussion I. An interchange between students, not primarily between stu- dents and… |
Sequence 2learn is not enough; stimulation is not teaching. Since whatever can be learned by instruction must necessarily have been… |
Sequence 4learning; nor can his superior skill in learning provide the learner with the help he needs in the process of discovery. The… |
Sequence 6The Greek Educational Analogue We look to the classics at this point, not to suggest that a study of the ancient culture… |
Sequence 9MORE: I thought we said friendship .... The Dean of St. Paul's offers you a post; with a house, a servant and fifty… |
Sequence 11Sawyer so graphically lacked it. Ifwe are attentive to our own experience and that of others, ifwe have the kind of humility… |
Sequence 3immediately oversee the development of these arts in the relations between the student discussants, while simultaneously… |
Sequence 4if he establishes this alleged superiority by making evident that those who claim wisdom (politicians, poets and artisans)… |
Sequence 5to discourse daily about virtue and self-examination. But he finally proposes a small money offering· guaranteed by his… |
Sequence 6perfectly normal thing to do. Ms. A: Yes, I think that's what I mean. Mr. B: Well, aren't some strange behaviors… |
Sequence 7feelings of others. Why couldn't he pursue his mission and still be accepted by others? Seems to me he'd have a… |
Sequence 8Mr. C: Well, I can accept that. But I still don't think that money, power and fame are evils, as Socrates says. Mr. B: I… |
Sequence 9Ms. A: Yes, that's why oratory would fail too. Even a speech in a grand style would fail where experience and feelings… |
Sequence 10Ms. A: Well, man does some things that don't require a body. Leader: Such as ... Ms. A: We think. And therefore thinking… |
Sequence 11Mr. B: But conscience urges us to do right, not just to keep from doing wrong. Mr. C: Well, maybe we really don't need… |
Sequence 12Passive listening to an external authority is replaced by an active search for the best means of expression and communication… |
Sequence 1314. A tight logical argument is implied here. Socrates could convince only a person of virtue. But the jurors were not… |
Sequence 14seeking martyrdom by not saving himself? Or is there a real opposition between surviving in Athens and obeying the gods? In… |
Sequence 2present, the oriental peoples were tied to the past and it was therefore called "education by recapitulation.&… |
Sequence 4world," "the new world for a new man," based not on ideas or ideals, but on facts and realities to… |
Sequence 5director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 3Paideia is not a fixed curriculum, it is determined on site by the teachers involved according co the observed needs of the… |
Sequence 13in face, we call the child'man'" (p. 9). With regard to this concept, Montessori's grandson, Dr. Mario… |
Sequence 9BU. If so, then it seems co me char a good deal of today's talk about enhancing "self-esteem" in… |
Sequence 12University of California Press, 1980), pp. 395-435. 31 Plato Apology 29e. 32 See, e.g., Plato Protagoras 360d: courage is… |
Sequence 1THE CONTRIBUTION OF MARIA MONTFSSORI by Mario M. Montessori Jr.· Mario Montessori characterizes the Montessori vision as… |
Sequence 17tive tests and focused interviews about how they had changed in their minds, relarionships, values, and self-attitudes, I… |
Sequence 17attempts to pinpoint the causes and character of this sense of participation in nature display a conviction that, despite… |
Sequence 15The group read and reread books and essays already assigned to their students, such as Ibsen 's An Enemy of the People… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 10others treat them. Much inner-city violence, many acts of violence committed everywhere, are com- mitted because children… |
Sequence 9• c:: I,) 0 ;·; I,) • ... ,, c:: ·- QI 0• QI .. a. CII .: . .c= c.,•- • .ii: OCI) (J .. .... • .ii: c:: • o… |
Sequence 1F~&A~--------------- MARIA MoNTFSSOm's CONTRIBUTION To nm CULTIVATION OF TIIE MATIIEMATICAL MIND by Mario M.… |
Sequence 4of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every… |
Sequence 1DR. MAruA. MONTESSORI AND THE CHILO by Dr. Mario Montessori I hope that you are not going to be disillusioned by what I say.… |
Sequence 1PEACE THROUGH EDUCATION by Maria Montessori, MD, and Mario M. Montessori, PhD "Educational reform cannot be… |
Sequence 1THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 15century, no scientist or philosopher any longer believed in the idea of linear development during the prenatal period, in the… |
Sequence 26MARIA MONTESSORI ANO PROGRESSIVE EDUCATION During the two decades between the first publication of The Montessori Method 18 (… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 3COSMIC EDUCATION IN THE FORM OF A CONCRETE IMAGE I think that everyone, during the course of their lives, has experienced at… |
Sequence 1Barcelona, Spain RESPECT THIS HOUSE by Mario M. Montessori Recently Dr. Montessori gave a series of lectures at the All… |
Sequence 2Laren, Holland THE BOTANICAL CARDS by Mario M. Montessori The Botanical Cards are one of the items of the Montessori… |
Sequence 2Kodaikanal, India THE IMPACT OF INDIA by Mario M. Montessori Looking back on the checkered life of Dr. Montessori in this… |
Sequence 1London, England MONTESSORI AND THE DEEPER FREEDOM by Mario M. Montessori and Claude A. Claremont I am inclined to think that… |
Sequence 1London, England THE CHILD BEFORE SEVEN YEARS OF AGE THE CHILD AFTER SEVEN YEARS OF AGE and WHAT CHILDREN TAUGHT DR.… |
Sequence 1SPIRITUAL OUTLOOK AND THE CHILD by Mario M. Montessori edited by Renilde Montessori Last month, in Edinburgh, Professor A.J… |
Sequence 1PAST, PRESENT, AND POSSIBLE: A MONTESSORI GLOBAL PERSPECTIVE by Muriel Dwyer Muriel Dwyer, whose sense of mission and single… |
Sequence 18Pearce,Joseph Chilton. Evolution's End: Claiming the Potential of Our Intelligence. San Francisco: HarperSanFrancisco,… |
Sequence 31REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:… |
Sequence 3Howard Gardner's work and the present state of his Theory of Multiple Intelligences, which debunks traditional notions of… |
Sequence 4What does the Meno tell us? The Meno tells us about Socrates' visit to his friend Menon. On this visit, he has a… |
Sequence 5phers from Socrates, in the Apology, referring to himself as a midwife; through the early Medi- eval period, beginning… |
Sequence 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 22Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic… |
Sequence 4with interest and with skepticism, in many areas of American life. But along with genuine interest and combined with real… |
Sequence 223with interest and with skepticism, in many areas of American life. But along with genuine interest and combined with real… |
Sequence 3organized their personalities and optimized their potentialities: "Man builds himself through working, working with… |
Sequence 12an "animating human spirit" driven to take human form "in or- der to act, to express itself in… |
Sequence 19• internalization of ethical behavior patterns, empathic attitudes, religious and positive cultural values, etc. In the next… |
Sequence 22But at two and a half or three, the little child's mind is in a state of "heavy chaos" (Montessori,… |
Sequence 25surable experience, neither frustrating nor burdening" (Mario M. Montessori, "Psychological Background&… |
Sequence 26The unconscious absorbent mind, paired with the sensitive peri- ods, creates the very mind of the human being in the first… |
Sequence 27opment. As she remarked, in the embryos of mammals, "the first organ to appear is the heart" (Secret 14) and… |
Sequence 28Mario M. Montessori, "Psychological Background" 17). They "become like the things they love&… |
Sequence 29At this later stage, children continue to be led towards maturity by the unconscious intelligence of the sensitive periods,… |
Sequence 30detaches himself from the world in order to attain the power to unite himself with it." (Montessori, Absorbent Mind… |
Sequence 33Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 34Montessori, Mario M.,Jr. Education for Human Development. NY: Schocken, 1976. Montessori, Renilde. "Human Education… |
Sequence 1Mario M. Montessori, late 1960s 1957 Advanced (Elementary) Course, London. Mario Montessori is fourth from left in front row… |
Sequence 6A man whose mind is stored with the knowledge of the great and fundamental truths of nature and of the laws of her operations… |
Sequence 1DR. MONTESSORI' s APPROACH TO LANGUAGE IN THE SECOND PHASE OF THE CHILD'S DEVELOPMENT by Mario M. Montessori Many… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 8Marchetti, Maria Teresa. "La scuola per gli adolescenti- IJI." Vita del/'lnfanzia 2.3 (1953) 7+.… |
Sequence 8HUMANITIES PROJECTS 2000-2001 Study of the Maya I. Study of Living Things II. Technology and the Building Up of Civilization… |
Sequence 30In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |