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Sequence 216MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 217the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 219The consciousness, therefore, is applied to considering the slightest movements, to controlling actions in every detail in… |
Sequence 220this reason how inhuman can be relations among persons? And further, that his humanity did not come either from weakness or… |
Sequence 221We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 223Mario Montessori, Baarn, Holland, early 1970s 216 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 224MY TRIBUTE TO MARIO MONTESSORI by Camillo Grazzini Here and now I wish to give my own personal testimony to the importance… |
Sequence 225Thus, in this year's first issue of AMI Communications, Renilde Montessori gives the "acknowledgement of the… |
Sequence 226with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 227Especially during the first fifteen years of the center's existence, Mario Montessori often stayed for lengthy periods in… |
Sequence 228reference but perhaps for an underlying need of absolute certainty and structure. Like early human beings, I am a hunter and… |
Sequence 229In the same AMI Communications cited earlier, I read an interesting article by Professor P. Krishna. In his article, "… |
Sequence 230Before giving a few specific examples or illustrations of those "pearls," I wish to point out some important… |
Sequence 232EXAMPLES INVOLVING ARITHMETIC One example for arithmetic is the work with rational and irratio- nal numbers using the insets… |
Sequence 233AN EXAMPLE INVOLVING ALGEBRA: QUADRATIC EQUATIONS WITH ONE UNKNOWN Mario started with the square of a binomial in order… |
Sequence 236We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 237Now 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 240MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 241Above all, Mario Montessori was by nature a true "citizen of the world," like his father and grandmother… |
Sequence 242of the Netherlands. He was following in his grandmother's footsteps, for Maria Montessori was similarly honored in 1950… |
Sequence 243Figure 1. But above all, Mario Montessori was by nature a true "citizen of the world," like his father and… |
Sequence 244The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 259in the heart of the town a proper building, responding to the require- ments of the children, in which to house a pilot… |
Sequence 260Thus the Montessori School of Bergamo offers an educational and scholastic approach that extends over a span of twelve years.… |
Sequence 261CAMILLO 26-01-04 by Renilde Montessori The twenty-sixth day of January is most definitely not to be remembered as the day of… |
Sequence 268Why Take NAMTA's A Montessori Orientation to Adolescent Studies? NAMTA offers a Montessori Secondary Studies… |
Sequence 283The International Centre for Montessori Studies Foundation presents AMI Montessori Elementary Training in Bergamo, Italy… |
Sequence 69Now there is another part to the lesson. We mix up the order of the words. "The cow spotted." "The… |
Sequence 7the 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 12It is not surprising that Ms. Dwyer renamed her reading classic, originally entitled A Reading Scheme for English (assembled… |
Sequence 160THE GREAT RIVER by Baiba Krumins Grazzini The Great River is sometimes referred to as a metaphor for human unity, which has… |
Sequence 194EDUCATEURS SANS FRONTIERES: LIVING OUT THE VISION by Charlene S. Trochta Charlene Trochta's review of her experience of… |
Sequence 98objects and exercises, which one might l.ook for in vain at a later age. (cited in Standing 120) We might ask ourselves,… |
Sequence 99Dr. Montessori wrote in The Absorbent Mind, "Man possesses creative sensitivities instead of hereditary models of… |
Sequence 138Science is once again leading us, although it seems to take a very long time for organizations and individuals to act upon… |
Sequence 139And Mario Montessori, Jr., her grandson, and once president of the International Psychoanalytical Association, told us at an… |
Sequence 198CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of… |
Sequence 204able 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 205House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 206school-aged children. She hesitated at first, since she thought she couldn't offer these older children enough,… |
Sequence 207classes existed for students from the ages of six to twelve, but in Kodaikanal Maria Montessori developed cosmic education as… |
Sequence 211children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was… |
Sequence 214Museum of the Sacred Heart College, founded by two priests between 1920 and 1940, was frequently visited by both Montessoris… |
Sequence 215attempts I made to dig out information about Maria Montessori's stay and work in Koda i. My inquiries were frequent! y… |
Sequence 216found herself for a time in a frustrating professional isolation: no official notice or acknowledgement of her work, no… |
Sequence 217With their boundless energy they questioned, explored and experimented in all areas of culture. The small botani- cal garden… |
Sequence 218switched to the KIS, where her parents worked) responsible for her lifelong interest in learning and education is quite… |
Sequence 219introduction to her thoughts on the theory and practice of cosmic education; another was the fact that this was the first… |
Sequence 221ders of the physical world." While the experiments for the younger children were demonstrated to them by an adult,… |
Sequence 223was quite likely also instrumental in the acceptance she and her ideas received in India. Another aspect of the Indian way of… |
Sequence 35ESTABLISHING THE ERDKINDER APPENDICES AS AN AUTHORITY by Baiba Krumins Grazzini Baiba Krumins Grazzini was chosen to open… |
Sequence 43gracious,' they will say, 'is that all there is in the Montessori method?"' (40-41) A time constraint… |
Sequence 44should like to quote from an article called "The Four Planes of Devel- opment" by Camillo Grazzini. The part… |
Sequence 67At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,… |
Sequence 68Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 78graduation speeches, letters they've written to me, or, in many in- stances, essays they wrote for their applications to… |
Sequence 236sense in the second plane, it is really important for the children to have experienced love and security during the first… |
Sequence 243belong to the human nation, to humanity, if you keep hearing how horrible and disgusting human beings are? We want the… |
Sequence 353Now 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 354literally means "men without a face"; the faceless human beings, in other words, whose features we do not,… |
Sequence 42stand and dream that humanity has a calling, and that calling has to do with an appreciation of the unity of all, the profound… |
Sequence 44Morality and Relationships By direct implication, and definition, morality is relational. It has to do with my interactions… |
Sequence 134because one does not put him in contact with nature. (From Childhood to Adolescence 35) I share these very personal… |
Sequence 204of Mexico and California, today we are exploring new ways to refine our understanding of organisms and molecules at the micro… |
Sequence 191refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |
Sequence 10The Journey Begins Mario Montessori, Rome, 1886 The infant, the child, the adoles- cent construct every part of the… |
Sequence 14Italy, continued Writing on che chalkboard, an early Italian Montessori school, dote unknown. "They revealed a… |
Sequence 51portive from very early on; this atmosphere helps to explain how the Montessori schools could survive through such difficult… |
Sequence 56Natural History Drawings, continued I), \• I " I, I De Natuur in de Amsterdamsche Montessori- school, A.F.J.… |
Sequence 60Psycho-Disciplines, continued For more than a decade in Barcelona, with the collaboration of her son, Mario Montessori, Dr… |
Sequence 79with the paintings of famous artists and the installation of large murals of famous places around the world. An important… |
Sequence 167/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
Sequence 168India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1691948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 1711946. Education for a New World. Adyar, Madras, India: Kalakshetra. 1948. De J'enfant a /'adolescent (From… |
Sequence 174Correspondence, continued - ...... .. ... //- -··- :;:~: ., -..:_ ::-:~··.:::~ -✓- .,; .,._,. 6 ..P… |
Sequence 190Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 191Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator… |
Sequence 12For more than a decade in Barcelona, with the collabora- tion of her son, Mario Montessori, Dr. Montessori contin- ued to… |
Sequence 73we have had people immigrate to Wisconsin from countries where parental corporal punishment is permissible. Beating your… |
Sequence 255THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 258In 1950, Mario Montessori wrote about the celebration of his mother's eightieth birthday: "UNESCO gave a… |
Sequence 263REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 100book of Nnture Study (1911) is still in print today and is a great resource for teachers. 4 Both Professor Bailey's and… |
Sequence 181plane of development, the mathematical mind begins to manifest itself as the rational, ana.lytical, or "thinking&… |
Sequence 161laundry to be folded precisely and exactly, to calculate how many place settings a re needed for lunch. Repetition of these… |
Sequence 102Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 110talking; he has to work to acquire these human powers for himself during the very earliest period of his life. The second… |
Sequence 118a child finally seem like a full-fledged person .... [Language] is also the critical foundation for much of what we consider… |
Sequence 119So Mario Montessori makes this plea that we should not look on words, for example, as a burden on the children. Each word… |
Sequence 126MONTESSORI STORYTELLING Storytelling is identified by Dr. Montessori as the basis of el- ementary work. The five Great… |
Sequence 148student said, "We have to know the density of blood versus the density of water." They were bringing in… |
Sequence 22Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 44CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 45the Montessori teacher, "Give the children God and humankind." Or, put into secular language, "Give… |
Sequence 47There were five of us, three of us fresh from Bergamo, Italy or, should Isa y exhausted from Bergamo, and two others who had… |
Sequence 54The second spoke of the centerpiece of basic human tendencies is that of the mental faculties. The four faculties that Dr.… |
Sequence 1091//ustrations 95 Illustration 40: Maria and Mario Montessori during a lesson in India, 1939. Illustration 41: Montessori in… |
Sequence 141School. Fa111i~v and Sociely 127 Lombardo Radice, who drafted those programs, had intended religious education in an open… |
Sequence 145School. Family and Society 131 Montessori movement to the Italian pedagogical sphere. The journal continued its existence… |