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Sequence 5Neither does it surprise us to learn that Montessori students spend less time in passive listening and watching media, and… |
Sequence 6Montessori students reported higher flow experiences than tradi- tional students: "Flow is more likely to occur when… |
Sequence 8In the Social Context study, Rathunde and Csikszentmihalyi write this: A recent study found that Montessori students reported… |
Sequence 9REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 1CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 2• The sequences of teacher training unfold step by step, showing how theory shapes methodology and methodology requires the… |
Sequence 3My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 4that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 3Camillo, being the veritable Montessorian he is-for the above and many other reasons- will find it highly irksome to see… |
Sequence 4tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 6Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 8Montessori Congress, held in Edinburgh in 1938.) The Four Planes ( or phases) of Development or Education constitute that… |
Sequence 13Starting in the 1950s and continuing throughout the 1960s and the first half of the 1970s, AMI organized elementary study… |
Sequence 14But this cosmic vision belonged not only to Maria Montessori; it belongs to the whole of our Montessori movement. It imparts a… |
Sequence 15Maximum effort finds its origin with the power of the absorbent mind, the acquisition of language, the order of the… |
Sequence 16ees need to understand fully the principles of geology, biology, and history. They need a good general background so that by… |
Sequence 17instruction but to give future generations a richer culture, a culture of a vast kind, far more than that which young people… |
Sequence 3developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 5I. The Triangles: Montessori's Geometric Image of the Rhythm of Development In a manuscript written by Montessori about… |
Sequence 6triangle represents the closing of a stage of life, in preparation for the opening of a new stage of development with its new… |
Sequence 7The "Red Plane" of Infancy The plane of infancy, zero to six, is the one of fundamental importance for the… |
Sequence 8Thus, during the first three years of life, a part of life which is forgotten by the very individual who experienced it, the… |
Sequence 9The child's hands, guided by his intelligence, begin to do jobs of a definitely human type. This child is always busy… |
Sequence 10three to six years of age as the" embryonic period for the formation of character" (The Absorbent Mind).… |
Sequence 12This is the time, says Montessori, "when the social man is created but has not yet reached full development"… |
Sequence 15I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ~ iFINAUTYI 18 ~ 11AHJ ~ ~~;:::::::==:;:::!::=:=lccc::9… |
Sequence 17and the bottom drawing illustrates what society has to offer the developing individual. I. The Bulb: Montessori's… |
Sequence 18that for maturity proceeds horizontally. This brings us to another observation about Montessori's second representation:… |
Sequence 19will develop into a perfect individual but that remain hidden from sight, insofar as a bulb is typically subterranean. A bulb… |
Sequence 20The "Energies" of Infancy In the lecture that Montessori gave with the help of this second chart (Second… |
Sequence 21period (mainly colored red but already showing a transition to green) as the "construction of the conscious mind&… |
Sequence 22But what about that "man"? What kind of "man" is he? Not necessarily the kind of… |
Sequence 23tional void" for the first plane of development (First lecture), for those years that are so vital for the… |
Sequence 24Discontinuity, however, is to be found not only in relation to the education provided by the state or public sector, but also… |
Sequence 25were new methods, part of all those new methods which, to use Montessori's words, "continue to crop up."… |
Sequence 26In her 1951 lecture, Montessori expresses it thus: No one believes that the forces within the child can act alone, such that… |
Sequence 27Philosophy of the Winnetka Curriculum, 1926); and those of two of Montessori's pupils: Makinden (Individual Work System)… |
Sequence 281929); Edouard Claparede (with "individualized" education, 1921); Roger Cousin et (with the teamwork method… |
Sequence 29The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |
Sequence 30of the method and excluding others meant distorting the very nature of the method. 10 The final result was that, as Montessori… |
Sequence 31"The world of official education too put our work aside" (The Formation of Man). NATURE AND SUPRANATURE… |
Sequence 32Moreover, "the human per- sonality is essentially one dur- ing the successive stages of development," and… |
Sequence 33The X, in other words, represents "Man the Unknown." 12 The child, and therefore the adult that the child… |
Sequence 34matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 36Montessori, Maria. Spontaneous Activity in Education. 1916. Trans. Florence Simmonds. New York: Schocken, 1965. Vol. 1 of The… |
Sequence 1ON GEOMETRY CLASSIFIED NOMENCLATURE by Camillo Grazzini The Geometry Classified Nomenclature is a material we provide for… |
Sequence 2ill fi9. • equilottrol 1rian9I< fig. 2 acutt•a09ltJ iSO<tel,s 1rion9le \ \ \ \ \ \ f,9.3 OCUl<… |
Sequence 3The development in mathematics is not linear; it follows the different psycholo• gies of the growing individual and the… |
Sequence 4Thus itis easy to see that the development in mathematics is not linear; it follows the different psychologies of the growing… |
Sequence 5a language, a set of beliefs, a set of customs .... In other words, the child incarnates all the components of what Montessori… |
Sequence 7more workers capable of opera ting electronic machinery. This amounts to saying that the school must be in the service of… |
Sequence 2MARIA MONTESSORI AND ALGEBRA: THE BINOMIAL THEOREM by Camillo Grazzini translated from Italian by Irene Fafalios A boy of… |
Sequence 3In July, 1890, she obtained her diploma and enrolled in the Faculty of Engineering at the Regia Universita degli Studi di Roma… |
Sequence 4Discovery of the Child)2, and the 4th and 5th powers of a binomial. She then looks at linear equations with one unknown,… |
Sequence 5methodology and specifically of the methodology of mathematics. So, as I have written in the past: ... the great figure is… |
Sequence 6M l'"€:O,u.:001c.u. .u.iTtt.ROt'Ot.OGY ' " - -... - ' .. "' &… |
Sequence 7seriations, for instance in regard to the stature of children of the same race, sex and age but of opposite social conditions… |
Sequence 10pieces suitably colored and organized in a linear formation or "bar."The whole thing is a square prism with… |
Sequence 12"THE MATERIALIZATION OF ABSTRACTIONS" In Psicoaritmetica, in the chapter titled" Algebra: Beyond… |
Sequence 13In an address given by Dr. Montessori in 1935("The Psychology of Mathematics), she affirmed the following: ... these… |
Sequence 4to this further exploration are not set by the number of different fields of learning or knowledge, but by the psychology of… |
Sequence 6than one of our four canonical sections or areas for the Children's House. Perhaps it is also worth pointing out that… |
Sequence 9own sake, but the aim is for the children to use these sensitivities in order to acquire a basis of culture in relation to… |
Sequence 11This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 3summed up in the request "help me to think by myself." This new- found need for mental (and moral)… |
Sequence 4The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 5mistress, she is able, without danger of exhausting her strength, to remain all day with children who belong to such diverse… |
Sequence 7differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 1INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 4only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
Sequence 6Through the work of his hands, those "hands of divine light," to use Maria Montessori's expression,… |
Sequence 10Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 16Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 1CHARACTERISTICS OF THE CHILD IN THE ELEMENTARY SCHOOL by Carnillo Grazzini WHERE Is THIS CHILD? A child of elementary… |
Sequence 2circle" (Montessori, From Childhood) of the family-a fact which ex- plains the physical ubiquity of this child. Wtto… |
Sequence 6A. The World of the Abstract: The Age of Why In From Childhood to Adolescence, Dr. Montessori writes that this child has… |
Sequence 7treats the insect as though it were a machine rather than a living being, and children of this age are well known for their… |
Sequence 8In The Absorbent Mind, Maria Montessori writes: The picturing, or conjuring up, of things not physically present depends on a… |
Sequence 9tacked what she saw as general abuses of this human faculty: sixty years ago (in The Advanced Montessori Method) she denounced… |
Sequence 10does not become great until man, given the courage and strength, uses it to create. If this does not occur, the imagination… |
Sequence 11And in a lecture given at Cambridge, Montessori says that "Cul- ture becomes identifiable with the construction of… |
Sequence 12ing nature, and Man. It also means to understand the "cosmic task" of each element and of each force in the… |
Sequence 13An example of this was given by a teacher who had a child who was always coming to her, telling her the naughty things that… |
Sequence 16principle requires a commitment from the individual: the commitment of the individual to the group. (From Child- J,ood) 4.… |
Sequence 17plishments. Appreciation he must have; his uncertainty demands constant re-assurance. He should be given every opportunity of… |
Sequence 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 4lends depth of meaning to the expression chosen and used by Montessori herself. COSMIC VISION The Montessori vision of the… |
Sequence 5shared direction and a common goal in our work. In stark contrast to this, there is cosmic education, which is for the second… |
Sequence 7mankind and with mankind alone do we have the psychosphere, for "something new came into the world with man, a… |
Sequence 8and unceasing toil of these agents explain so many of the phenomena with which we are familiar: day and night, summer and… |
Sequence 10any lifetime is that which takes the human being from the helpless state of the newborn babe to the child, who not only… |
Sequence 11Nature and, moreover, makes use of them, thus creating new possibilities. His technical skill has harnessed the forces of… |
Sequence 15evolution is the unity of mankind. In the psychosphere there should now only be one civilization. (Unpublished proceedings)… |
Sequence 17Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 2A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 3Thus I indicated that the paper was originally written for the Adolescent Colloquium, which was held in Cleveland and… |
Sequence 5About the child, Montessori says that, though the child cannot take part in the adult's work, the child is also "… |
Sequence 61. ADOLESCENT NEEDS AND MONTESSORl'S ANSWER Knowledge of the adolescent's characteristics, physical and physi-… |