Search Inside Documents
Displaying results 1801 - 1900 of 13048
Sequence 6A man whose mind is stored with the knowledge of the great and fundamental truths of nature and of the laws of her operations… |
Sequence 7varies from stage to stage because of the way a child learns at each period of his growth and development. The adult, instead… |
Sequence 8of the Via dei Marsi were not superman. Perhaps we need to keep on reminding ourselves of the fact that these children were… |
Sequence 15characteristics with the plants and others with the animals, and some are his own, uniquely. We need, therefore, a deep… |
Sequence 18materials and took their spiritual territory with them to the countries they visited for materials. Where these visitors went… |
Sequence 19were met, we arouse a collaboration of the spirit of the child, without which all our endeavors in education will come to… |
Sequence 2THE FIRST PLANE OF DEVELOPMENT by Margaret E. Stephenson One of the more significant principles of Dr. Montessori was her… |
Sequence 3his time, place and culture." 1 Within all life the germinal cell is endowed with a plan to bring the particular life… |
Sequence 6given special gifts as he had a unique part to play in the drama of life. Those special gifts were intellect and love, reason… |
Sequence 7In the first three years of life the tendencies for exploration, orientation, order, and communication are exercised on his… |
Sequence 8the adult, whether parent or teacher. Non-recognition of the power of this great gift to human beings has led, inexorably, to… |
Sequence 10us, which has very little grace and courtesy? We hear a great deal about love-which mostly means the fluffy kind exemplified… |
Sequence 11ing led to the development oflanguages. In order, therefore, to have the world present to the child in his prepared… |
Sequence 13• to recognize and understand the Sensitive Periods as those transient times during which the child tends towards a certain… |
Sequence 14Montessori will never grow and develop as fully as it could until teachers are convinced that, because Montessori is to do… |
Sequence 15In Education and Peace, Dr. Montessori has said: The simple treasure of Man, the raw material that promises to yield Man… |
Sequence 2REMINISCENCES AND THOUGHTS ABOUT MONTESSORI DAY CARE by Margaret E. Stephenson I'd like to start off by saying that I… |
Sequence 6an environment where the social amenities are not the same as those we set up in the school or day care situation, we must be… |
Sequence 7activities, so much the better. They could go off together to buy the ~vening paper, or walk the dog, etc. If children see… |
Sequence 2COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 3impulse towards work." 1 She had noticed that impulse in the work of that first group of children she was asked to… |
Sequence 6chosen by adults are wrong. Moreover, these centers of interest are superfluous, for the child is interested in everything. Do… |
Sequence 12development is not to teach a syllabus-not even that so-called sylla- bus that is in your albums-but instead to be able to… |
Sequence 13missed that experience. He knows how to read and write, and has an interest in mathematics, science, geography, and history.… |
Sequence 18the child is given the foundations for under- standing the number system on which his first calculations will be made. And… |
Sequence 19algebra and geometry in a way that will enable the child later on to make unlimited research. We don't divide the… |
Sequence 20achievements that man has made, the achievements of service offered by creatures one to another. And it is through this… |
Sequence 21one of the things to remark is the beauty of shells. She reminds us that all shellfish might have had the same kind of shell… |
Sequence 24and animals, the story of man-preparation, through fact, through language, through nomenclature, through story, through… |
Sequence 25adolescence and comes to adulthood. As we look around, the social situation at the present moment often seems to be destroying… |
Sequence 5he achieved independence from it. Work is the answer to this conquest of independence. The first and second planes complete… |
Sequence 2NOTES ON THE MONTESSORI ADOLESCENT by Margaret E. Stephenson I think we have encountered some gems already, which will help… |
Sequence 3Montessori continues in To Educate the Human Potential: The child of six who has been in a Montessori school has the… |
Sequence 6Q:To what degree can you take the philosophical realizations of Cosmic Education that take place in the second plane (the… |
Sequence 3conscience, are also energies to be organized, to be regu- lated, to be treasured and put to good use in human social life. (… |
Sequence 4importantly, as the protector of the moral and spiritual forces that appear anew in every human being born" (… |
Sequence 5potential energies were still waiting to be set free. She saw, with ever-increasing vividness, that her method for small… |
Sequence 6should be part of all the societies of the world if they were given a chance to be themselves. The child of the first plane… |
Sequence 7through the ages. When the very first child was born, he entered into the heritage of the prepared environment of the universe… |
Sequence 8The sensorial material is a key to the environment, Dr. Montessori said, but only if we present it for the child to use in the… |
Sequence 9But there is another area of man's environment that began to grow from his inception on earth, and which he needs to… |
Sequence 10life of a group and to live it for himself, no longer so closely attached to and dependent upon his own family. The child… |
Sequence 12The four planes of development, as recognized by Dr. Montessori, are four stages, relatively equal in length, in the formation… |
Sequence 13Houses and Montessori elementary schools increase around the world, there will probably come about an increasing demand for… |
Sequence 14he! pin answering questions. But any work that is undertaken for the adolescent, which attempts to implement Dr. Montessori… |
Sequence 15and social problem. This can be summed up in one sen- tence: Schools as they are today, are adapted neither to the needs of… |
Sequence 16ity." Also," a state of expectation, the tendency towards creative work, and a need for the strengthening of… |
Sequence 17In the plan she outlined, Dr. Montessori would have the whole life of the adolescent revolve around the idea of society,… |
Sequence 18Then what about the tendencies of man and their relationship to the construction that goes on in the third plane of… |
Sequence 19and the Montessori elementary classroom have provided the means to the operation of these same tendencies at the first and… |
Sequence 20the stone gatherers and their geological discoveries, through the food gatherers and their botanical discoveries, through the… |
Sequence 21The level of education must be changed at this point. The adolescent's social formation must now begin, and the… |
Sequence 22individual, in particular his moral values, and second, from the point of view of organizing the individual possessed of… |
Sequence 23We have to transform a world with uncertain standards and vague values, with many virtues but no clear philosophy of life,… |
Sequence 24adolescent should work in the country, not as an agricultural la borer but on a study of civilization through its origin in… |
Sequence 25In her discussion of the Erdkinder (Land-Children) and their needs, Dr. Montessori said that it was impossible to give… |
Sequence 26progress characteristic of our times"); and languages, for help in establishing understanding between men. Third,… |
Sequence 27for humanity only if he is recognized as being the product of two earlier planes of development. Dr. Montessori recognized… |
Sequence 28stressed that education for adolescents should address the fact that this is the time when the child matures and becomes a… |
Sequence 29Montessori concluded with these words: "The highest honor and the deepest gratitude you can pay me, is to turn your… |
Sequence 30REFERENCES Gross, Michael. Montessori' s Concept of Personality. Diss. U of Nebraska, 1976. Livingstone, Richard.… |
Sequence 3For optimal development, each successive stage would find its match in an educational environment that meets the needs of the… |
Sequence 5nature of the human being comes to the forefront. The con- cept of justice is born and thus the intimate connection of… |
Sequence 6Finally, these youngsters would emerge with a sense of mission. They would understand the connection between personal vocation… |
Sequence 7this celebration in Cleveland recognizing the thirtieth anniversary of the founding of NAMT A, I would ask that we again… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 2MONTESSORI EDUCATION AND OPTIMAL EXPERIENCE: A FRAMEWORK FOR NEW RESEARCH by Kevin Rathunde Dr. Rathunde' s… |
Sequence 3interests (Gardner), focusing on motivation and preparation for life- long learning (Eccles et al.), and many other ideas that… |
Sequence 6sights and discoveries that include and expand upon the original material. Such a developmental process has held a prominent… |
Sequence 8ment from birth to old age. The practical consequence of an extended childhood is that traits associated with childhood are… |
Sequence 9The extended childhood de-emphasized instinctual, pre-wired adaptations to the environment, and in their place-under the… |
Sequence 10social contexts (e.g., schools) can and should be designed in ways that promote children's concentration, interest, and… |
Sequence 11this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude… |
Sequence 12Note the similarity to the following quote from Montessori: "But the child who achieves this change [becomes… |
Sequence 13ply the "normal condition" of childhood, the result of the second embryonic period that takes place outside… |
Sequence 14misunderstood terminology can be partially explained by the fact that Montessori started creating her method during her… |
Sequence 15from flow feeling refreshed and at peace-were clearly manifested by the young girl with the wooden cylinders. Witnessing this… |
Sequence 16is one who has the self- regulativecapacity to move toward optimal experiences by nego- tiating a better fit or synchrony… |
Sequence 17Montessori also referred to the mind-body balance in terms of thinking and acting: "It is essential for the child, in… |
Sequence 18effort rediscovered the instinct of the species. (cited in Standing 147) Elsewhere she elaborated on the link between genius… |
Sequence 19the socialization of psychological complexity) (see Csikszentmihalyi & Rathunde, "Development";… |
Sequence 20How is a context for optimal experience prepared? The teacher must construct the environment so well, so in tune with a child… |
Sequence 21environment is perceived as the medium through which the teacher helps the child to engage attention and concentrate. Just as… |
Sequence 22dose" such that the child is motivated to work in order to "obtain merit from [the teacher)" (cited… |
Sequence 24mobility does not come under increased control with maturity, it results inan unproductive pattern of mind-wandering in… |
Sequence 25and structure at home, set rules and maintain discipline, and chal- lenge children with progressive expectations of maturity,… |
Sequence 26words, they evolve in order to provide an appropriate scaffold for children's deep concentration. One would not expect an… |
Sequence 27individuals who have overcome adversity and contributed something remarkable to culture. If phase 1 of development involves… |
Sequence 29field of human development. More specifically, new applications and extensions of optimal experience theory (Csikszentmihalyi… |
Sequence 3means of survival and then to perfect these means. Thus the nature of the uncontaminated environment was revealed: an… |
Sequence 4the acquisition of those aspects that allow the individual to enter into society and take on a career, mission, or life's… |
Sequence 10world. The child must explore the social conditions of man and the different aspects of society and also of nature. (… |
Sequence 11• The child becomes a moral person and "does not wish to have any trace of disorder on his person, nor does he wish… |
Sequence 14a parallelogram and vice versa is permanently present in the imagina- tion and provides the means for the child to recall and… |
Sequence 16ment. Knowledge is what the human mind strives to acquire and what gives the child a rewarding life. MORAL DEVELOPMENT IN THE… |
Sequence 17There is no doubt that the first plane and the second plane are connected in the moral realm. "The period from 3 to 6… |
Sequence 18of the child's questions can be answered in the classroom. There comes a time, however, when the classroom does not hold… |
Sequence 19child from six to twelve, who questions everything at this time, re- sponds by asking "what if" questions.… |
Sequence 20connection of knowledge to justice is an outcome of the second plane. It is only when one understands the connections be-… |
Sequence 21purposeful work well achieved is an uplifting experience and a source of happiness" (What 61). She does not directly… |