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Sequence 59sori. Furthermore, all the new "mushroom" programs are looking to these distinguished programs for guidance… |
Sequence 147As we listened to the current scientific knowledge and theologi- cal understanding of cosmic evolution, biological evolution,… |
Sequence 347Montessori Past, Present, and Possible: A Global Celebration COMMEMORATING THE 100TH ANNIVERSARY OF THE BIRTH OF MARIO… |
Sequence 379Grace and Courtesy-A Human Responsibility July 23-26. 1998 Oak Brook, Illinois Dedicated to Mario Montessori Conference… |
Sequence 5Mario Montessori (Photo from the Margot Waltuch collection) The NAMTA Journal • Vol. 23, No. 2 • Spring 1998 |
Sequence 6Introduction MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM A LIFE 1 S JOURNEY OF EDUCATIONAL IDEAS by David Kahn When… |
Sequence 7"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is… |
Sequence 10when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 11often closed his eyes; he seemed to be offering his ideas as a prayer, reaching for something intangible (as reflected in the… |
Sequence 31Mario Montessori standing behind Maria Montessori at the Theosophical Society, 1947. Seated at right: Sir Archibald Nye,… |
Sequence 40Kodaikanal, India THE KooAIKANAL EXPERIENCE: KAHN-MONTESSORI INTERVIEW by David Kahn David Kahn: You once alluded to… |
Sequence 87Advanced Course, London, 1957-58. Mario Montessori is seated in canter of front row. Muriel Dwyer: far left, front row.… |
Sequence 88London, England THE CHILD BEFORE SEVEN YEARS OF AGE THE CHILD AFTER SEVEN YEARS OF AGE and WHAT CHILDREN TAUGHT DR.… |
Sequence 105Mario Montessori, 1970 100 The NAMTA Journal • Vol. 23, No. 2 • Spring 1998 |
Sequence 11It has been said that change is of the essence-in our courses, in our schools, in ourselves. Perhaps it is not so much… |
Sequence 12Since the death of Mario Montessori in 1982, the expansion of Montessori endeavors has grown to a frenzy of inchoate… |
Sequence 18Montessori. As a first step, every document kept at the AMI has been photocopied. This task has now been completed and the… |
Sequence 20PAST, PRESENT, AND POSSIBLE: A MONTESSORI GLOBAL PERSPECTIVE by Muriel Dwyer Muriel Dwyer, whose sense of mission and single… |
Sequence 21Mario Montessori was unique in a very special way. He was highly intel- ligent, wise, naughty, and great fun. He was… |
Sequence 53With that vision, however, Maria Montessori joins the ranks of the great educational philosophers of all time and gains the… |
Sequence 56THE MONTESSORI FAMILY AND ME by Margot W altuch This beautiful vignette of Margot Waltuch' s connection to the… |
Sequence 59She was a teacher, a leader, and a charismatic personality, but she was full of humanity and fun. She felt you could not live… |
Sequence 67South Africa is the southern tip of the African continent. A country of contrasts-from the trees of the dinosaurs to the… |
Sequence 147better still, to the value of work in general, "with its wide social connotations of productiveness and earning power… |
Sequence 151Obviously these past experiments that were undertaken by Montessori's contemporaries can be used as a source of ideas, so… |
Sequence 160does not hinder study, but even makes it possible to study better" (Adolescence, Schocken 104). The research into… |
Sequence 162Montessori also refers to materials for mathematics when she says, "Because of this vital importance of mathematics… |
Sequence 298NEW NAMTA VIDEOS Now available in USA NAMTAis proudtopresent thevideo Montessori in Action: Learning for Life for the first… |
Sequence 69nation, she rejects Froebel's way of doing so on the basis of fantasy because, as she says, it forces the child to &… |
Sequence 103grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 22FOREWORD TO THE SECRET OF CHILDHOOD by Margaret E. Stephenson Margaret Stephenson's classic introduction to the root… |
Sequence 39It was Maria Montessori' s insight that the child had within an "inner teacher" that dictated a &… |
Sequence 40By three years of age, the young child has created what Dr. Montessori called Man. This little man of three years has created… |
Sequence 41whose study of native creolized languages has led him to some surprising conclusions. It seems thatcreolized languages,… |
Sequence 47established in the mind. Our symbolic systems-most of language and all of mathematics-are ways of describing and managing… |
Sequence 49The child's mind between three and six can not only see by intelligence the relations between things, but it has the… |
Sequence 61essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 62cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 141a contribution to make. We have to help the child become grateful to our ancestors, who have performed significant services… |
Sequence 142experience of what is studied in class. lf the children study herbs and their classification, they should be able to visit a… |
Sequence 226ofMontessori's. We have no direct evidence that Vygotsky read Montessori,butwedo know that a Montessori class was… |
Sequence 272FORTYYEARS OF HISTORY Founded by Mario M. Montessori in 1961, the 'Centro Jnternazionale Studi Montessoriani' of… |
Sequence 6MARGARET E. STEPHENSON: FOLLOWING THE CHILD ACROSS THE PLANES OF DEVELOPMENT by David Kahn Margaret E. Stephenson's… |
Sequence 7Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 8collaboration with his mother in their conceptualization of Cosmic Education. Miss Stephenson's devotion to the broader… |
Sequence 9Mario M. Montessori, late 1960s 1957 Advanced (Elementary) Course, London. Mario Montessori is fourth from left in front row… |
Sequence 10THE HUMAN TENDENCIES by Margaret E. Stephenson At Dr. Montessori's last public lecture she disclaimed the atten- tion… |
Sequence 39ing led to the development oflanguages. In order, therefore, to have the world present to the child in his prepared… |
Sequence 63We have to be careful that we recognize that Cosmic Education is not a scheme in which education is divided into subjects of… |
Sequence 93which they can write, without tying the study to a syllabus or curricu- lum. I also wonder if the place of the sixth Great… |
Sequence 91ment. Knowledge is what the human mind strives to acquire and what gives the child a rewarding life. MORAL DEVELOPMENT IN THE… |
Sequence 200NAMTANEWS THE NAMTA MONTESSORI CENTURY STUDIES: THEORY AND PRACTICE IN RETROSPECT; IMPLEMENTATION FOR THE FUTURE Look at… |
Sequence 91Then, perhaps, we would have children and teenagers and also adults able to use language intelligently in a culture of… |
Sequence 101can go, so that the potential of the intellect of each individual child may reach as far as it individually can go? The… |
Sequence 10emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 11National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 16some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 232The 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 293WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 29p ART II: FURTHER IMPLICATIONS 1. MORE DETAILS Maria Montessori on the Universal l11tellige11ce In the text of the story of… |
Sequence 109mony and peace were very much on her mind. She did a lotoflectures on the subject. After all, she had lived through the entire… |
Sequence 112many times. Why isn't physics in our training, or at least most of it? I guess it has historical reasons. We should come… |
Sequence 143trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 29(c) The last reason a sensitive period ends is a happy reason. The sensitivity ends because the specific characteristic is… |
Sequence 42tions. Study of geography, biology, and art will influence what a child sees on a simple walk. The child should be taught to… |
Sequence 44children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 52governing omnicontinuing life aboard space-ship earth- can bring about reorientation from the self-extinction bound human… |
Sequence 63· Four planes of development and characteristics of each plane • Work of the adult • Work of the child · Freedom What are… |
Sequence 67child of the second plane must have the opportunity to work as a contributing member of a group, to explore the already… |
Sequence 68development. To the young child we give guides to the world and the possibility to explore it through his own free activity;… |
Sequence 257This six week intensive preparation for the classroom is unique because the student will: • derive Montessori principles from… |
Sequence 17As 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 56thrown out of that garden, cursed "to till the ground from whence [ they were] taken" (Genesis 3:23), the… |
Sequence 57mind they gave suggestions, inspiration, problems. And these are for the mind what cold and hunger are for the body. (20)… |
Sequence 80As 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 8CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 9• The sequences of teacher training unfold step by step, showing how theory shapes methodology and methodology requires the… |
Sequence 16AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |
Sequence 20Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 23context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 24In 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 26Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 29Maximum effort finds its origin with the power of the absorbent mind, the acquisition of language, the order of the… |
Sequence 87In July, 1890, she obtained her diploma and enrolled in the Faculty of Engineering at the Regia Universita degli Studi di Roma… |
Sequence 88Discovery of the Child)2, and the 4th and 5th powers of a binomial. She then looks at linear equations with one unknown,… |
Sequence 89methodology and specifically of the methodology of mathematics. So, as I have written in the past: ... the great figure is… |
Sequence 99other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 103Consequently, it is easy to understand why, for many years, the students of Children's House courses prepared five (not… |
Sequence 105see or somewhat less easy to see. Either way, the material is a concrete aid to this child: to become aware and therefore to… |
Sequence 109own sake, but the aim is for the children to use these sensitivities in order to acquire a basis of culture in relation to… |
Sequence 120INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 121Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 123An example that can help clarify this is one given by Maria Montessori herself when she writes: [In the first period, there]… |
Sequence 171Nature and, moreover, makes use of them, thus creating new possibilities. His technical skill has harnessed the forces of… |
Sequence 173context of a single force. With these kinds of discoveries, the children come to understand and appreciate the importance of… |
Sequence 1894. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 193source of the social harmony which accelerates individual progress. (Adolescence, Clio 74) Of course, an important part of… |
Sequence 204Apart from the above, the Erdkinder community does not need specific "Montessori materials" such as there… |
Sequence 208(e) A "Montessori" syllabus (possibly unjfied/integrated) of the academic curricula adopted by the… |
Sequence 215AMI commemorative painting of Mario Montessori 208 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |