Search Inside Documents
Displaying results 2101 - 2200 of 13048
Sequence 2MONTESSORI TRANSFORMATION AT COMPUTER ASSOCIATES by Lisa Mars Since 1997, Computer Associates, Inc., has placed AMI… |
Sequence 3Work for Csikszentrnihay Ii is not too far from Maria Montessori' s notion of cosmic task. He writes: When a person… |
Sequence 4education. I would add that there may actually bea fusion between this question and the question of the origin of self as… |
Sequence 1p ART II: FURTHER IMPLICATIONS 1. MORE DETAILS Maria Montessori on the Universal l11tellige11ce In the text of the story of… |
Sequence 1Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |
Sequence 2Goo's CosMic PLAN AND THE WORK OF THE CHILD by Carol Cannon Dittberner Integrating the broad vision of cosmic education… |
Sequence 7species, all of these things are affecting them. They are important to the children. And we also say to the children when we… |
Sequence 6Research Summary This notion that cooperation and spirituality, in the sense of transcending the needs of the system as they… |
Sequence 11after death. Even if the hope is in some immortality, in some heaven, these religions are dedicated to the proposition that… |
Sequence 4an environment and then, according to observation, put before the chil.dren what the children want to pick up. So the amazing… |
Sequence 3These are no insignificant agenda items! Our gathering here in Seattle this weekend is aimed at bringing to our attention a… |
Sequence 4Let us think for a moment. As Montessori uncovers the wonders of human formation such as the secret of childhood, the… |
Sequence 5The social cohesion may be compared to the warp of a material, the threads of the personality arranged side by side and fixed… |
Sequence 6Here is another promising consideration from Education and Peace: "The child who has felt a strong love for his… |
Sequence 8FROM INFANCY TO ADULTHOOD DEPENDENCE INDEPENDENCE INTER-DEPENDENCE i KT R A -P t P t ~ P t K ( f ITJZENSH □ rnrnu N, T LJ… |
Sequence 9children where the young personality constructs herself with activity upon the environment. This construction is based upon… |
Sequence 12increased understanding of body language among the adolescents, body language in itself being an intriguing term. If the… |
Sequence 3Because creative thinkers in- fluence the development of their societies, ... their child- hood experience of the outer… |
Sequence 4A working girl-no family money This caught me up short. I don't think of Dr. Montessori as a vagrant-and you probably… |
Sequence 5I read that and thought, "Well, you have your work cut out for you!" And last, a brief statement that can… |
Sequence 10is never any bad weather, only wrong clothing." These experiences also confirm the importance of flexible schedules,… |
Sequence 11This work became a book, In the First Country of Places: Nature, Poetry and Childhood Memory. What I found was that it was… |
Sequence 2BUILDING THE BIOCENTRIC CHILD by David Hutchison, PhD Dr. Hutchison' s profound view of developmental theory as… |
Sequence 4instead need to have a biocentric view, an earth centered view of the child. And that's what I'm going to talk about… |
Sequence 5Now I said to you at the beginning that I believe strongly in an environmental philosophy of education. One thing that I… |
Sequence 6If you go over to the top right hand corner of the figure we have" the social context." This is extremely… |
Sequence 7components describes the real parameters of a philosophy of educa- tion, the important ones in any case. Today l'm going… |
Sequence 9conception of childhood. The wonder of Montessori, of course, and many other holistic theories, is that she integrated… |
Sequence 15the playground and in other settings as well. Also important to the notion of the inner life of children is the need for… |
Sequence 17birth and they're learning as human beings. But fundamentally the reworking that's going on in those first six years… |
Sequence 23Yet there are two fundamental processes that I think are in play in adolescence and they're just like the ones that we… |
Sequence 24children are still close enough to the world that they're able to enter into it in a meaningful way: dealing with the… |
Sequence 2BRINGING THE BIOSPHERE HOME by Mitchell Thomashow Mitchell Thomashow discusses his orientation to the local environment as… |
Sequence 16embarrass anybody. This is a very interesting era in human history because we were born into a time of both magnificent… |
Sequence 22faculty for analysis and empiricism, the faculty of imagination, and the capacity for compassion. This is how we study nature… |
Sequence 1ALIGNING MONTESSORI SCHOOLS WITH TRUE MONTESSORI ESSENTIALS by David Kahn As 250 Montessori schools in North America… |
Sequence 2history, in the earth's logic, in nature's bounty, in the wonders of the human-built world. We are keepers of human… |
Sequence 3First, therefore, we need to look at the connective organs of Montessori pedagogy, as do Peter Gebhardt-Seele and Rita… |
Sequence 4challenged by highly articulate and stimulating "contexts for learn- ing" implicit to the prepared… |
Sequence 5or "land lab," it is a community effort and will be used by the entire community. The enrichment of the… |
Sequence 4workings, the essentials, of children building their minds. Only when we deeply understand that process do we have a chance to… |
Sequence 7The totality of the cosmos may not be compartmentalized into subjects. Subjects are helpful for the teacher to keep order… |
Sequence 10great fanfare: muscle coordination, perception, language, order. Don't expect great developmental efforts, for instance,… |
Sequence 13We also use the reasoning mind to discuss not only the workings of the universe but also moral issues and social issues. This… |
Sequence 14The results can be observed in many good Montessori schools up and down the country-not in all of them, since the name… |
Sequence 3As a young teacher I did not. I will tell you the story of how I learned to notice and plan for the sensitive periods. The… |
Sequence 4WHAT DR. MONTESSORI TELLS Us ABOUT SENSITIVE PERIODS Sensitive periods are the powerful capacities to develop certain charac… |
Sequence 5the languages that are around her, moves and functions indepen- dently, has ordered her mind in accordance with her culture,… |
Sequence 9WHAT KIND OF HELP MUST ADULTS GIVE? Observe and Keep an Open Mind Adults must observe and keep an open mind to see what… |
Sequence 10ity. It fades at around four and a half years. When successful, the child is a keen observer of the world with a strong base… |
Sequence 12(cited in Nash 52). Dr. Montessori stood for both working together long before the present interest (see The Absorbent Mind 95… |
Sequence 20tive periods is the same. First of all, the child is attracted to a piece of work. Then his interest wanes. We notice through… |
Sequence 3cusp, children who were tougher, noisier, and more rational, dangling between the two planes of development-I looked at them… |
Sequence 5to function in this way, it must be ordered and complete: The shelves must manifest the sequence so the children understand… |
Sequence 6WHAT Is CULTURE? Because, what is culture? It is the conglomerate of spiritual and mental values that constitute civilization… |
Sequence 9The young child is first aided in his language development with oral vocabulary enrichment. Like early humans, he learns… |
Sequence 10kind of opportunity during her formative years (three to six), her subconscious mind may not be accepting of mathematics at a… |
Sequence 11NORMALIZATION Psychic deviations are not chemical imbalances or mental aberra- tions. Children are normalized only through… |
Sequence 13operations and have begun rudimentary memorization. Everyone might not understand adverbs and prepositions, transitive and… |
Sequence 14Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 3Mine is not a bias of blind adherence, however, but a bias of finding her words about child development borne out over and… |
Sequence 4· Four planes of development and characteristics of each plane • Work of the adult • Work of the child · Freedom What are… |
Sequence 5phases: a) from zero to six years, adaptation to the society of the family and close friends; and b) from six to twelve years… |
Sequence 6To answer our practical questions, this principle of self-construc- tion defines the nature of work and the enhanced… |
Sequence 8child of the second plane must have the opportunity to work as a contributing member of a group, to explore the already… |
Sequence 10A WHOLE MONTESSORI EXPERIENCE In summary, "the whole Montessori experience" refers to the development of… |
Sequence 13So we can conclude that Montessori is cognizant of this continuity and supports the overlap of the environments for the first… |
Sequence 14as a model for the "Children's House" of San Lorenzo. Montessori gave the name "Erdkinder,… |
Sequence 15place in this house where I keep my belongings and I have a particular teacher or series of teachers who help me along the… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 4In my past experience, I had worked at relatively large Montessori schools where this was not the case. Because of the size, a… |
Sequence 7social development. But then I began to look more closely at this practice and the overall impact the transfer students and… |
Sequence 11The fundamentals of freedom and responsibility are paramount in the healthy functioning of such a class. The two must be kept… |
Sequence 2I believe that we should tighten our focus a little. When we use the motto "preparation for life," we should… |
Sequence 3If we are to prepare children for a long and healthy life, then provision for physical activity, and introduction of a wide… |
Sequence 5dren in the first plane engage in what to an adult may be inexplicable behavior (repetition is a classic example here) for… |
Sequence 14Children should come to understand that each failure can teach us something that will speed us on our way to ultimate success… |
Sequence 1711. Frisbees 12. skipping ropes (individual and group) 13. portable cassette player 14. teacher resource material 15.… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 2and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 7Emerging out of these maturing roles on the farm is the "more dynamic training of character and development of a… |
Sequence 13• ability to connect the history of life on earth and its civiliza- tions with principles of the evolving self as well as the… |
Sequence 14closing or revolutionizing the traditional types of employ- ment. ... there is a need for a more dynamic training of… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 3Since students attend The Montessori Farm School coming from both Montessori schools and more traditional educational formats… |
Sequence 2BONDING WITH THE NATURAL WORLD: THE ROOTS OF ENVIRONMENTAL AWARENESS by Louise Chawla With delicate literary style and… |
Sequence 6ENCHANTMENT WITH THE WORLD Let's begin with enchantment with the world. I want to emphasize this because I think that,… |
Sequence 9We also know children have a special attraction to the natural world because when you involve them in design projects they… |
Sequence 2DEEP ECOLOGY: EDUCATIONAL POSSIBILITIES FOR THE TWENTY-FIRST CENTURY by Fritjof Capra Fritjof Capra's two-part lecture… |
Sequence 3based on my last two books, The Web of Life and the just recently published book The Hidden Connections. In the last chapter… |
Sequence 20earliest stages is the only power on earth that can change the course of humanity in one gen- eration. So I'm more… |
Sequence 21development in ecodesign. In this second part I shall discuss the implications of all these ideas for education. I should tell… |
Sequence 31Well, it is obvious that this kind of approach, integrating the curriculum through gardening or any other ecologically… |
Sequence 36Q. But she did. She said it. She said exactly what you said, that starting with the bacteria, each organism actually created… |
Sequence 2TEACHING NATURE: FROM PHILOSOPHY TO PRACTICE by David Hutchison David Hutchison looks at educational resistance to nature… |
Sequence 4A second way nature education is problematized is through the sentiment that we should avoid nature at all costs. Many… |
Sequence 5our relationships with our children come under this umbrella. We have a sense of ownership over that relationship and we don… |
Sequence 6Montessori has this wonderful notion of the universe story as a curricular framework for the middle years, which operates at… |
Sequence 1A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 1 by Silvana Quattrocchi Montanaro Dr. Montanaro speaks of how Montessori… |
Sequence 2Let me explain, very briefly, how I entered the Montessori world and how this experience changed deeply my personal and profes… |