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Sequence 5There were five of us, three of us fresh from Bergamo, Italy or, should Isa y exhausted from Bergamo, and two others who had… |
Sequence 12The second spoke of the centerpiece of basic human tendencies is that of the mental faculties. The four faculties that Dr.… |
Sequence 231//ustrations 95 Illustration 40: Maria and Mario Montessori during a lesson in India, 1939. Illustration 41: Montessori in… |
Sequence 10School. Fa111i~v and Sociely 127 Lombardo Radice, who drafted those programs, had intended religious education in an open… |
Sequence 14School. Family and Society 131 Montessori movement to the Italian pedagogical sphere. The journal continued its existence… |
Sequence 18School, Family and Society 135 Montessori as an honorary member of the Fascist party. Over the last few years many scholars… |
Sequence 2156 Part Two - For a Science <1/'the Formation of Man and which drew participants from twenty-two different… |
Sequence 4158 Part Two - For a Science of the Formation of Man Mussolini dated 7 August 1932: "The application of her method… |
Sequence 11Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 13Farji-om Italy: First Europe and then India 167 heard a word that was not the right one, and then smiled to him. As one… |
Sequence 16170 Part Two - For a Science of the Formation of Man which, like India, had to face many difficulties with regard to the… |
Sequence 19Farji-0111 fla(v: First Europe and then India !73 1 This monthly journal of the Ente Morale Opera Montessori had its lirst… |
Sequence 20174 Pan Two - For a Science of the Formation qf Man unlimited caution both when speaking and when approaching people… |
Sequence 3178 Part T11·0 - For a Science of !he Formation of Man She also kept a shortened version of the Inaugural Address, which had… |
Sequence 3Maria Montessori Through the Seasons of the ''Method" 213 in the model Children's House specially… |
Sequence 244Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years future, Montessori… |
Sequence 14of that community. His interactions in this community then provide context and meaning to this creative development. In our… |
Sequence 16environment evolves to match the development of the child, the child builds on the foundations of global awareness that were… |
Sequence 525 Montessori • Nature in Education Our ideas about flowers are too symbolic, and we try to mould a child’s reactions to our… |
Sequence 525 Montessori • Nature in Education Our ideas about flowers are too symbolic, and we try to mould a child’s reactions to our… |
Sequence 1exercises of Practical life: 3 to 6 coMPared to 6 to 12 KodaiKanal advanced course, india, 1943-441 lecture 762 by Mario M.… |
Sequence 658 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 HouseofChildren,3–6years Elementary,6–12years 6.Gymnastics:jumping,… |
Sequence 878 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 who is in harmony with the natural tendencies of the human spirit in… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
Sequence 890 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN… |
Sequence 496 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with… |
Sequence 6112 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 We can make the human race better by assisting the child in building his… |
Sequence 10116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Montessori, Maria, “Educazione cosmica,” 8. manuscript published in the… |
Sequence 2120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 5123 Stephenson • Cosmic Education Here once again, in her book To Educate the Human Potential, is a clear directive from Dr… |
Sequence 11129 Stephenson • Cosmic Education which touches and educates that sentiment, they see it as a reality that happens every day… |
Sequence 14132 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Cosmic Education is a vision and, like all vi- sions, difficult to… |
Sequence 6140 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 can literally make you weep. In The Dream of the Earth, Thomas Berry… |
Sequence 10162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 10288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
Sequence 10288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
Sequence 492 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Next we will consider the big picture, which is the continuum of… |
Sequence 949 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 543 Nehring • Implementing Inclusion Theory into Practice the title of her book to The Montessori Method, when it should have… |
Sequence 644 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 a Montessori environment, which is vastly more informative than seeing… |
Sequence 1a MonTessori MoDel for inclusion by Joachim Dattke Joachim Dattke inspires the reader to consider how a truly inclusive… |
Sequence 5111 Dattke • A Montessori Model for Inclusion [These five conditions are necessary for successful inclusion but do not… |
Sequence 1010 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 allow children to help one another through the shar- • ing of knowledge… |
Sequence 1024 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Mario Montessori and Maria Montessori, 1938 noble ideas and great… |
Sequence 10100 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Weaving through all of the prepared environments of Montessori schools… |
Sequence 844 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 would go on and on. Eventually one day the child came to the directress… |
Sequence 1161 Foster • Wondering Aloud use them to help the child develop the reasoning mind. What helps the reasoning mind to develop… |
Sequence 797 Krumins Grazzini • The Hungry Mind need to understand both the world and humanity? How does the world function in all its… |
Sequence 238 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 piece of embroidery—the whole constitutes a magnificent cloth. (From… |
Sequence 339 Kahn • Global Science and Social Systems The MonTessori eleMenTAry inFrAsTrucTure The Interdependencies: The Abstract… |
Sequence 1153 O’Shaughnessy and Patell • Interview on the History of Observation MOLLY. What would you say about a child for whom… |
Sequence 7235 Kripalani • Observation them sufficient time with children to observe them and to know them. Luckily and/or incidentally… |
Sequence 1aTTenTiOn by Maria Montessori The Advanced Montessori Method, Volume 1 was published in 1918 in English and is considered a… |
Sequence 16278 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 qualities” (The California Lectures of Maria Montessori 261)—such as… |
Sequence 26 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 third passenger (the mathematician) has. And what makes it ring so true… |
Sequence 2AMI Journal 2017 - 2018 page 9 cycle of activity Little children, when engaged in an activity which interests them, will… |
Sequence 1Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes This talk was presented at the… |
Sequence 19Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 1Control and Coordination of Movement All activities of Practical Life help the child control and coordinate their movements.… |
Sequence 2AMI Journal 2017 - 2018 page 75 attention to the fact that we mustn’t place floor mats over the line. Because, like any… |
Sequence 3Control and Coordination of Movement page 76 If there is spirituality, it is in the child. If there is a soul, it is in the… |
Sequence 4AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 5Hurried to Read page 94 other aspects of the child’s mind (as well as other aspects of language) grow in a similar fashion.… |
Sequence 2Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 96 materials and language. In reality, we… |
Sequence 2AMI Journal 2017 - 2018 page 101 only enjoy what she described as “the privilege and good fortune of becoming its assistants… |
Sequence 4AMI Journal 2017 - 2018 page 103 “fish,” “bird” (see Figure 1). This way of dividing the world provides the most information… |
Sequence 5The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 3Science and the Montessori Casa dei Bambini page 108 been so popular, I reasoned this would be the next step in a logical… |
Sequence 4AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 1Work introduction Work. The word in Montessori is not used in the ordinary sense. Montessori raised the concept above the… |
Sequence 4AMI Journal 2017 - 2018 page 153 period for acquisition of language, including syntax, is to give psychological “impressions… |
Sequence 3AMI Journal 2017 - 2018 page 163 child learns or incorporates within himself the rules of conduct his society will accept.… |
Sequence 6AMI Journal 2017 - 2018 page 163 child learns or incorporates within himself the rules of conduct his society will accept.… |
Sequence 16AMI Journal 2017 - 2018 page 153 period for acquisition of language, including syntax, is to give psychological “impressions… |
Sequence 27Work page 142 Work introduction Work. The word in Montessori is not used in the ordinary sense. Montessori raised the… |
Sequence 60AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 61Science and the Montessori Casa dei Bambini page 108 been so popular, I reasoned this would be the next step in a logical… |
Sequence 65The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 66AMI Journal 2017 - 2018 page 103 “fish,” “bird” (see Figure 1). This way of dividing the world provides the most information… |
Sequence 68AMI Journal 2017 - 2018 page 101 only enjoy what she described as “the privilege and good fortune of becoming its assistants… |
Sequence 73Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 96 materials and language. In reality, we… |
Sequence 75Hurried to Read page 94 other aspects of the child’s mind (as well as other aspects of language) grow in a similar fashion.… |
Sequence 76AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |
Sequence 93Control and Coordination of Movement page 76 If there is spirituality, it is in the child. If there is a soul, it is in the… |
Sequence 94AMI Journal 2017 - 2018 page 75 attention to the fact that we mustn’t place floor mats over the line. Because, like any… |
Sequence 95Control and Coordination of Movement page 74 Control and Coordination of Movement All activities of Practical Life help the… |
Sequence 133Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 156AMI Journal 2017 - 2018 page 13 Embodying the Montessori Challenge as a Totality: Understanding Refinement Across the Planes… |
Sequence 160AMI Journal 2017 - 2018 page 9 cycle of activity Little children, when engaged in an activity which interests them, will… |
Sequence 7AMI Journal 2017 - 2018 page 163 child learns or incorporates within himself the rules of conduct his society will accept.… |
Sequence 17AMI Journal 2017 - 2018 page 153 period for acquisition of language, including syntax, is to give psychological “impressions… |
Sequence 28Work page 142 Work introduction Work. The word in Montessori is not used in the ordinary sense. Montessori raised the… |
Sequence 61AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 62Science and the Montessori Casa dei Bambini page 108 been so popular, I reasoned this would be the next step in a logical… |
Sequence 66The Casa dei Bambini: Paths to Culture page 104 or history, dependent upon a higher order of mental ability? A friend of… |
Sequence 67AMI Journal 2017 - 2018 page 103 “fish,” “bird” (see Figure 1). This way of dividing the world provides the most information… |
Sequence 69AMI Journal 2017 - 2018 page 101 only enjoy what she described as “the privilege and good fortune of becoming its assistants… |
Sequence 74Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught page 96 materials and language. In reality, we… |
Sequence 76Hurried to Read page 94 other aspects of the child’s mind (as well as other aspects of language) grow in a similar fashion.… |
Sequence 77AMI Journal 2017 - 2018 page 93 nourished and looked after, but regardless, to be trusted to unfold according to its own… |