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Sequence 208It was Maria Montessori' s insight that the child had within an "inner teacher" that dictated a &… |
Sequence 225FOREWORD TO THE SECRET OF CHILDHOOD by Margaret E. Stephenson Margaret Stephenson's classic introduction to the root… |
Sequence 1MARGARET E. STEPHENSON: FOLLOWING THE CHILD ACROSS THE PLANES OF DEVELOPMENT by David Kahn Margaret E. Stephenson's… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 3collaboration with his mother in their conceptualization of Cosmic Education. Miss Stephenson's devotion to the broader… |
Sequence 1Mario M. Montessori, late 1960s 1957 Advanced (Elementary) Course, London. Mario Montessori is fourth from left in front row… |
Sequence 2THE HUMAN TENDENCIES by Margaret E. Stephenson At Dr. Montessori's last public lecture she disclaimed the atten- tion… |
Sequence 11ing led to the development oflanguages. In order, therefore, to have the world present to the child in his prepared… |
Sequence 7We have to be careful that we recognize that Cosmic Education is not a scheme in which education is divided into subjects of… |
Sequence 5which they can write, without tying the study to a syllabus or curricu- lum. I also wonder if the place of the sixth Great… |
Sequence 16ment. Knowledge is what the human mind strives to acquire and what gives the child a rewarding life. MORAL DEVELOPMENT IN THE… |
Sequence 2Then, perhaps, we would have children and teenagers and also adults able to use language intelligently in a culture of… |
Sequence 12can go, so that the potential of the intellect of each individual child may reach as far as it individually can go? The… |
Sequence 2emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 3National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 8some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 17The parents have to accept that you cannot give guarantees for one year. We can guaran- tee that we will get the child to a… |
Sequence 3WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 1p ART II: FURTHER IMPLICATIONS 1. MORE DETAILS Maria Montessori on the Universal l11tellige11ce In the text of the story of… |
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 9trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 6(c) The last reason a sensitive period ends is a happy reason. The sensitivity ends because the specific characteristic is… |
Sequence 19tions. Study of geography, biology, and art will influence what a child sees on a simple walk. The child should be taught to… |
Sequence 21children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 7governing omnicontinuing life aboard space-ship earth- can bring about reorientation from the self-extinction bound human… |
Sequence 4· Four planes of development and characteristics of each plane • Work of the adult • Work of the child · Freedom What are… |
Sequence 8child of the second plane must have the opportunity to work as a contributing member of a group, to explore the already… |
Sequence 9development. To the young child we give guides to the world and the possibility to explore it through his own free activity;… |
Sequence 3As I have said, I had decided I did not want to study, but having come into teaching I have never stopped. In the course of… |
Sequence 3thrown out of that garden, cursed "to till the ground from whence [ they were] taken" (Genesis 3:23), the… |
Sequence 4mind they gave suggestions, inspiration, problems. And these are for the mind what cold and hunger are for the body. (20)… |
Sequence 15As a daily procedure in one Casa, the children line up to walk to the park. The guide quietly counts to see that all the… |
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 2AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |
Sequence 6Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 9context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 10In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 12Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 15Maximum effort finds its origin with the power of the absorbent mind, the acquisition of language, the order of the… |
Sequence 3In July, 1890, she obtained her diploma and enrolled in the Faculty of Engineering at the Regia Universita degli Studi di Roma… |
Sequence 4Discovery of the Child)2, and the 4th and 5th powers of a binomial. She then looks at linear equations with one unknown,… |
Sequence 5methodology and specifically of the methodology of mathematics. So, as I have written in the past: ... the great figure is… |
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 3Consequently, it is easy to understand why, for many years, the students of Children's House courses prepared five (not… |
Sequence 5see or somewhat less easy to see. Either way, the material is a concrete aid to this child: to become aware and therefore to… |
Sequence 9own sake, but the aim is for the children to use these sensitivities in order to acquire a basis of culture in relation to… |
Sequence 1INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 2Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 4An example that can help clarify this is one given by Maria Montessori herself when she writes: [In the first period, there]… |
Sequence 11Nature and, moreover, makes use of them, thus creating new possibilities. His technical skill has harnessed the forces of… |
Sequence 13context of a single force. With these kinds of discoveries, the children come to understand and appreciate the importance of… |
Sequence 114. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 15source of the social harmony which accelerates individual progress. (Adolescence, Clio 74) Of course, an important part of… |
Sequence 26Apart from the above, the Erdkinder community does not need specific "Montessori materials" such as there… |
Sequence 30(e) A "Montessori" syllabus (possibly unjfied/integrated) of the academic curricula adopted by the… |
Sequence 1AMI commemorative painting of Mario Montessori 208 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 2MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 3the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 5The consciousness, therefore, is applied to considering the slightest movements, to controlling actions in every detail in… |
Sequence 6this reason how inhuman can be relations among persons? And further, that his humanity did not come either from weakness or… |
Sequence 7We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 1Mario Montessori, Baarn, Holland, early 1970s 216 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 2MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 3Thus, in this year's first issue of AMI Communications, Renilde Montessori gives the "acknowledgement of the… |
Sequence 4with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 5Especially during the first fifteen years of the center's existence, Mario Montessori often stayed for lengthy periods in… |
Sequence 6reference but perhaps for an underlying need of absolute certainty and structure. Like early human beings, I am a hunter and… |
Sequence 7In the same AMI Communications cited earlier, I read an interesting article by Professor P. Krishna. In his article, "… |
Sequence 8Before giving a few specific examples or illustrations of those "pearls," I wish to point out some important… |
Sequence 10EXAMPLES INVOLVING ARITHMETIC One example for arithmetic is the work with rational and irratio- nal numbers using the insets… |
Sequence 11AN EXAMPLE INVOLVING ALGEBRA: QUADRATIC EQUATIONS WITH ONE UNKNOWN Mario started with the square of a binomial in order… |
Sequence 14We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 15Now we all belong to a new era, but it is an era which has been bequeathed to us by Mario Montessori, the man whom we are all… |
Sequence 2MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 3Above all, Mario Montessori was by nature a true "citizen of the world," like his father and grandmother… |
Sequence 4of the Netherlands. He was following in his grandmother's footsteps, for Maria Montessori was similarly honored in 1950… |
Sequence 5Figure 1. But above all, Mario Montessori was by nature a true "citizen of the world," like his father and… |
Sequence 6The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 2in the heart of the town a proper building, responding to the require- ments of the children, in which to house a pilot… |
Sequence 3Thus the Montessori School of Bergamo offers an educational and scholastic approach that extends over a span of twelve years.… |
Sequence 1CAMILLO 26-01-04 by Renilde Montessori The twenty-sixth day of January is most definitely not to be remembered as the day of… |
Sequence 2Thus the Montessori School of Bergamo offers an educational and scholastic approach that extends over a span of twelve years.… |
Sequence 3in the heart of the town a proper building, responding to the require- ments of the children, in which to house a pilot… |
Sequence 18The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 19Figure 1. But above all, Mario Montessori was by nature a true "citizen of the world," like his father and… |
Sequence 20of the Netherlands. He was following in his grandmother's footsteps, for Maria Montessori was similarly honored in 1950… |
Sequence 21Above all, Mario Montessori was by nature a true "citizen of the world," like his father and grandmother… |
Sequence 22MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 25Now we all belong to a new era, but it is an era which has been bequeathed to us by Mario Montessori, the man whom we are all… |
Sequence 26We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 29AN EXAMPLE INVOLVING ALGEBRA: QUADRATIC EQUATIONS WITH ONE UNKNOWN Mario started with the square of a binomial in order… |
Sequence 30EXAMPLES INVOLVING ARITHMETIC One example for arithmetic is the work with rational and irratio- nal numbers using the insets… |
Sequence 32Before giving a few specific examples or illustrations of those "pearls," I wish to point out some important… |
Sequence 33In the same AMI Communications cited earlier, I read an interesting article by Professor P. Krishna. In his article, "… |
Sequence 34reference but perhaps for an underlying need of absolute certainty and structure. Like early human beings, I am a hunter and… |
Sequence 35Especially during the first fifteen years of the center's existence, Mario Montessori often stayed for lengthy periods in… |
Sequence 36with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 37Thus, in this year's first issue of AMI Communications, Renilde Montessori gives the "acknowledgement of the… |