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Sequence 38MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 39Mario Montessori, Baarn, Holland, early 1970s 216 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 41We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 42this reason how inhuman can be relations among persons? And further, that his humanity did not come either from weakness or… |
Sequence 43The consciousness, therefore, is applied to considering the slightest movements, to controlling actions in every detail in… |
Sequence 45the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 46MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 47AMI commemorative painting of Mario Montessori 208 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 54(e) A "Montessori" syllabus (possibly unjfied/integrated) of the academic curricula adopted by the… |
Sequence 58Apart from the above, the Erdkinder community does not need specific "Montessori materials" such as there… |
Sequence 69source of the social harmony which accelerates individual progress. (Adolescence, Clio 74) Of course, an important part of… |
Sequence 734. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 89context of a single force. With these kinds of discoveries, the children come to understand and appreciate the importance of… |
Sequence 91Nature and, moreover, makes use of them, thus creating new possibilities. His technical skill has harnessed the forces of… |
Sequence 139An example that can help clarify this is one given by Maria Montessori herself when she writes: [In the first period, there]… |
Sequence 141Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 142INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 153own sake, but the aim is for the children to use these sensitivities in order to acquire a basis of culture in relation to… |
Sequence 157see or somewhat less easy to see. Either way, the material is a concrete aid to this child: to become aware and therefore to… |
Sequence 159Consequently, it is easy to understand why, for many years, the students of Children's House courses prepared five (not… |
Sequence 163other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 173methodology and specifically of the methodology of mathematics. So, as I have written in the past: ... the great figure is… |
Sequence 174Discovery of the Child)2, and the 4th and 5th powers of a binomial. She then looks at linear equations with one unknown,… |
Sequence 175In July, 1890, she obtained her diploma and enrolled in the Faculty of Engineering at the Regia Universita degli Studi di Roma… |
Sequence 233Maximum effort finds its origin with the power of the absorbent mind, the acquisition of language, the order of the… |
Sequence 236Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 238In 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 239context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 242Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 246AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |
Sequence 253• The sequences of teacher training unfold step by step, showing how theory shapes methodology and methodology requires the… |
Sequence 254CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 11Now there is another part to the lesson. We mix up the order of the words. "The cow spotted." "The… |
Sequence 2the din of World War II. She also taught in the poorer section of London right after the war in a wonderful school where they… |
Sequence 7It is not surprising that Ms. Dwyer renamed her reading classic, originally entitled A Reading Scheme for English (assembled… |
Sequence 2THE GREAT RIVER by Baiba Krumins Grazzini The Great River is sometimes referred to as a metaphor for human unity, which has… |
Sequence 2EDUCATEURS SANS FRONTIERES: LIVING OUT THE VISION by Charlene S. Trochta Charlene Trochta's review of her experience of… |
Sequence 8objects and exercises, which one might l.ook for in vain at a later age. (cited in Standing 120) We might ask ourselves,… |
Sequence 9Dr. Montessori wrote in The Absorbent Mind, "Man possesses creative sensitivities instead of hereditary models of… |
Sequence 4Science is once again leading us, although it seems to take a very long time for organizations and individuals to act upon… |
Sequence 5And Mario Montessori, Jr., her grandson, and once president of the International Psychoanalytical Association, told us at an… |
Sequence 16CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of… |
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 9classes existed for students from the ages of six to twelve, but in Kodaikanal Maria Montessori developed cosmic education as… |
Sequence 13children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was… |
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 18found herself for a time in a frustrating professional isolation: no official notice or acknowledgement of her work, no… |
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 23ders of the physical world." While the experiments for the younger children were demonstrated to them by an adult,… |
Sequence 25was quite likely also instrumental in the acceptance she and her ideas received in India. Another aspect of the Indian way of… |
Sequence 2ESTABLISHING THE ERDKINDER APPENDICES AS AN AUTHORITY by Baiba Krumins Grazzini Baiba Krumins Grazzini was chosen to open… |
Sequence 10gracious,' they will say, 'is that all there is in the Montessori method?"' (40-41) A time constraint… |
Sequence 11should like to quote from an article called "The Four Planes of Devel- opment" by Camillo Grazzini. The part… |
Sequence 3At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,… |
Sequence 4Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 3graduation speeches, letters they've written to me, or, in many in- stances, essays they wrote for their applications to… |
Sequence 8sense in the second plane, it is really important for the children to have experienced love and security during the first… |
Sequence 15belong to the human nation, to humanity, if you keep hearing how horrible and disgusting human beings are? We want the… |
Sequence 7Now what about humanity itself? As we know, at a certain point in the story, we focus on that very. special form of life to… |
Sequence 8literally means "men without a face"; the faceless human beings, in other words, whose features we do not,… |
Sequence 4stand and dream that humanity has a calling, and that calling has to do with an appreciation of the unity of all, the profound… |
Sequence 6Morality and Relationships By direct implication, and definition, morality is relational. It has to do with my interactions… |
Sequence 12because one does not put him in contact with nature. (From Childhood to Adolescence 35) I share these very personal… |
Sequence 4of Mexico and California, today we are exploring new ways to refine our understanding of organisms and molecules at the micro… |
Sequence 16refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |
Sequence 8The Journey Begins Mario Montessori, Rome, 1886 The infant, the child, the adoles- cent construct every part of the… |
Sequence 12Italy, continued Writing on che chalkboard, an early Italian Montessori school, dote unknown. "They revealed a… |
Sequence 49portive from very early on; this atmosphere helps to explain how the Montessori schools could survive through such difficult… |
Sequence 54Natural History Drawings, continued I), \• I " I, I De Natuur in de Amsterdamsche Montessori- school, A.F.J.… |
Sequence 58Psycho-Disciplines, continued For more than a decade in Barcelona, with the collaboration of her son, Mario Montessori, Dr… |
Sequence 77with the paintings of famous artists and the installation of large murals of famous places around the world. An important… |
Sequence 165/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
Sequence 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 1691946. Education for a New World. Adyar, Madras, India: Kalakshetra. 1948. De J'enfant a /'adolescent (From… |
Sequence 172Correspondence, continued - ...... .. ... //- -··- :;:~: ., -..:_ ::-:~··.:::~ -✓- .,; .,._,. 6 ..P… |
Sequence 188Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 189Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator… |
Sequence 6For more than a decade in Barcelona, with the collabora- tion of her son, Mario Montessori, Dr. Montessori contin- ued to… |
Sequence 7we have had people immigrate to Wisconsin from countries where parental corporal punishment is permissible. Beating your… |
Sequence 2THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 5In 1950, Mario Montessori wrote about the celebration of his mother's eightieth birthday: "UNESCO gave a… |
Sequence 10REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 15book of Nnture Study (1911) is still in print today and is a great resource for teachers. 4 Both Professor Bailey's and… |
Sequence 8plane of development, the mathematical mind begins to manifest itself as the rational, ana.lytical, or "thinking&… |
Sequence 16laundry to be folded precisely and exactly, to calculate how many place settings a re needed for lunch. Repetition of these… |
Sequence 6Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 14talking; he has to work to acquire these human powers for himself during the very earliest period of his life. The second… |
Sequence 22a child finally seem like a full-fledged person .... [Language] is also the critical foundation for much of what we consider… |
Sequence 23So Mario Montessori makes this plea that we should not look on words, for example, as a burden on the children. Each word… |
Sequence 5MONTESSORI STORYTELLING Storytelling is identified by Dr. Montessori as the basis of el- ementary work. The five Great… |
Sequence 15student said, "We have to know the density of blood versus the density of water." They were bringing in… |
Sequence 3Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 2CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 3the Montessori teacher, "Give the children God and humankind." Or, put into secular language, "Give… |