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Sequence 90HOMO LOQUENS: LANGUAGE IN THE CONTEXT OF COSMIC EDUCATION by Margaret E. Stephenson Placing language in the context of human… |
Sequence 145what they said; some were pessimistic. The adolescent needs some- thing more than logic to have an optimistic view of… |
Sequence 17· It paraphrased Montessori on the psychological characteris- tics of the adolescent. • It emphasized the development of the… |
Sequence 236school-for those eleven years, the children went to the public exami- nation, and they didn't mind at all. And so then,… |
Sequence 243that it is not the full answer for setting it up, but the land is one of the things. If you get money, you will definitely… |
Sequence 74place in this house where I keep my belongings and I have a particular teacher or series of teachers who help me along the… |
Sequence 69The dining room at Countryside Montessori School, Chicago, Illinois. could not gin up any real interest while a very large… |
Sequence 167Figure 11. Filth-year student using grammar symbols on a Latin text. passage. He asked me if r would write it for him on big… |
Sequence 45the Montessori teacher, "Give the children God and humankind." Or, put into secular language, "Give… |
Sequence 48naturally to me, because 1 felt it was a sign of weakness: I asked for help. 1 called the Montessori Institute. Miss… |
Sequence 49The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 50cept our individual situation, taking the best and leaving the rest. Most of us bemoan the fact that the classroom experience… |
Sequence 5044 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 would go on and on. Eventually one day the child came to the directress… |
Sequence 188180 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 most definitely not what I saw going on here. I remember thinking, “If… |
Sequence 189181 Davis • What Are We Observing and How? I read this list to the mother of a thirteen-year-old yesterday. When I looked up… |
Sequence 6155 Haines • Strategies to Support Concentration or dogs or butterflies or flowers. I had a child who loved vacuum cleaners:… |
Sequence 110AMI Journal 2017 - 2018 page 109 and soil; how the roots reach down into the earth and the leaves turn upwards towards the… |
Sequence 129The Totality of Montessori page 128 a handful were so moved, so touched, by the idea that they acted as missionaries,… |
Sequence 159Strategies to Support Concentration page 158 Movement is a hook for the child who is in a sensitive period for the… |
Sequence 9work primarily to themselves - not to any expert-dominated institutional system. When it comes to love and security for the… |
Sequence 25her what the group would be discussing here.) said that she would be interested in making arrangements for the Mercy Center to… |
Sequence 30Joosten: No, do something. Whatever the difficulties are, even if it can't be Erdkinder, still do something. Erdkinder… |
Sequence 68one, i.e. the less divergent education of their children. should be the first to be organized. 5. An advantage is that such a… |
Sequence 41Announcement: THE PROGRAM "ADOLESCENCE: AN EXPLORATION" to be held in Atlanta. Georgia at the Northwest… |
Sequence 56N.A.M.T.A. News: 52 N AMT A Computerizes Mailing List In cooperation with Montessori Development Foundation, and AMI-USA.… |
Sequence 2016 myself into training because somebody told me about them. That day I bought The Absorbent Mind and E. M. Standing's… |
Sequence 3834 Friday morning's program was opened with remarks by Phil Gang, who has been a part of the research toward an… |
Sequence 39She was joined by Joseph Hamilton who is currently the director of the program at the Montessori Junior-Senior High School in… |
Sequence 40to center on the need for the ability to adapt. The pattern of thought that emerged was profound. Ors. Bremer and Salzmann… |
Sequence 5The Montessori Secondary Schoo! - Developing the Urban Compromise by David Kahn Here folfows a simple chronicle of a… |