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Sequence 187Another Viennese Montessorian and Holocaust survivor who made a significant contribution in the United States was Lena Gitter… |
Sequence 188Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 189Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator… |
Sequence 190Notes and Sources, continued Three major bibliographies of Montessori-related books and articles have appeared in recent… |
Sequence 1MONTESSORI: p ATHWAYS TO EDUCATION REFORM, 1907-2007 by David Kahn Tllis nrticle puts i11to sepnrntenccou11ts n brief… |
Sequence 2ure and isolation, oppression of people, obstacles to growth and development. Reform, then, means to change "that… |
Sequence 3ACT I. THE DRAMA OF SAN LORENZO: LINKING SOCIAL ANO EDUCATIONAL REFORM-1907 Montessori con temporaries travel to Rome in… |
Sequence 4When curriculum is designed for the inner development of the child, when materials are developed for the unity of the hand… |
Sequence 5Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 6For more than a decade in Barcelona, with the collabora- tion of her son, Mario Montessori, Dr. Montessori contin- ued to… |
Sequence 7short, Montessori's emerging spiritual identity in her work is the fervor of the reform movement. Sofia Cavalletti, co-… |
Sequence 9ACT VI. THE ADOLESCENT, THE FARM, NATURE, AND CIVILIZATION- THE EMERGING PLANES OF EoUCATION-1936-PRESENT Now, for the third… |
Sequence 10• the development of a personal mission and activism; • the exercise of virtues, values,andskillsdirected to human work; •… |
Sequence 12the end stage of our reform efforts. Like never before, Montessori graduates will have experienced the fullest meaning of… |
Sequence 13trees, and all life that emanates from the natural world (Montessori, From C!tildhood to Adolescence 19). This inner… |
Sequence 14Many of the above-mentioned projects demonstrate a universal form of community reconstruction through their Montessori schools… |
Sequence 15The EsF initiative cycle comes back to Montessori's double con- sciousness of social and educational reform at San… |
Sequence 16On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 17Montessori, Maria. "HL1man Solidarity in Time and Space." Trans. Renilde Montessori. Tl,e Sn11 Re1110… |
Sequence 3ultimately a responsibility for the preservation of life. This preserva- tion is our preservation. Long ago, Dr. Maria… |
Sequence 11the child she would nominate to step in as the savior, because Dr. Montessori long recognized that the child nurtured in the… |
Sequence 12requires courage and is of heroic proportions. Dr. Montessori realized that the child must be given a vision of the whole to… |
Sequence 15realize that when landscape is changed, there is a natural impact on living creatures. More knowledge garnered from which to… |
Sequence 16very technology that inadvertently has landed us in our ecological difficulties. The story of language is one of communication… |
Sequence 18As Dr. Montessori also said, "If the idea of the universe be pre- sented to the child in the right way, it will do… |
Sequence 21Inertia, generated by oversimplification, lack of concern, or trivializing a problem, is foreign to our children. They are… |
Sequence 3been in Montessori work for almost half of the century we are celebrat- ing. Surely r have something to say on the topic, for… |
Sequence 6Montessori does a bit of mixing of metaphors as she explains the socialization of the child from zero to twelve. While I might… |
Sequence 8But in "The Functions of the University," she sees the adolescent arriving full circle, by age eighteen a… |
Sequence 9The center circle is titled "Superior" and refers to "evolution" as the process. Around… |
Sequence 10personal dignity and justice in order to hold the attraction towards the center of moral goodness rather than the periphery of… |
Sequence 14the last plane of develop- ment-the eighteen- to twenty-four-year-olds. My own observations of a Montessori high school… |
Sequence 18For, ultimately, the healthy, balanced personality who has built herself through work and passion, throughout the four planes… |
Sequence 19l\lontessori, Mari,1. Fr<>m Child/11md to A,iolt•sct'IICt 19-18. Trans. -\ M. Jom,ten. Rt•,. ed. Oxford:… |
Sequence 1UNIVERSAL MORAL DEVELOPMENT: THE BASIS FOR HUMAN UNITY AND PEACE by Allyn Travis Because the elementary years represent t!,e… |
Sequence 2tant influence on the moral values developed by the child. In Tlte Absorbe11t Mind, Maria Montessori wrote, When therefore,… |
Sequence 3to those that are now needed to direct the child's interest to specific aspects of self-develop- ment.… |
Sequence 5If we reprimand the child who is acting inappropriately right at the moment in front of the child who has asked about the… |
Sequence 6to do the work better. Once the child figures out how to evaluate his own work in this way, he will stop going to the teacher… |
Sequence 7we have had people immigrate to Wisconsin from countries where parental corporal punishment is permissible. Beating your… |
Sequence 11poral punishment and eating dinner with one's hands were more serious offenses than did children in India. Because… |
Sequence 12arousing now in the children not only a hunger for knowl- edge and understanding but also a claim to mental inde- pendence, a… |
Sequence 14group meetings but rather think that there should be a class meeting when it is needed. That cou Id be once a week or once a… |
Sequence 16antisocial peers. This calls to mind the old ideas of "born criminals" and "bad seeds,"… |
Sequence 17Socialization Theory developed by the psychologistJudith Rich Har- ris in 1998. She says that: Socialization-acquiring the… |
Sequence 18They could read stories to their children for the pleasure of it, not because it's good for their neurons. (398) But I… |
Sequence 20Just the classroom environment itself offers the children a society in which they have to learn to live and work with others… |
Sequence 2THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
Sequence 5complex organization of work and exchange, and by an ever-i ncreas- ing interdependence of human beings. The other great… |
Sequence 6Thus she says: The love of one's environment is the secret of all man's progress and the secret of social evolution… |
Sequence 7any human group or culture, be this a Stone Age culture or a modern Western society, and every single adult clearly does… |
Sequence 10this fashion, the child really could absorb a rich, surrounding reality and construct himself at the expense of the… |
Sequence 11She says: Let us look for a moment at the recent social advances man has made. Human beings have acquired many rights and… |
Sequence 13ity constitutes one of the great cosmic forces of the universe, a new cosmic energy, a power of intelligence that can help… |
Sequence 14The child must always be given work to do with his hands as he works with his mind, for the child's personality has a… |
Sequence 15Thus Maria Montessori says: The child in our prepared environment does not play. He works, and greed disappears; he works,… |
Sequence 2TOWARDS A THEORY OF KNOWLEDGE FRAMEWORK FOR A MONTESSORI HIGH SCHOOL by David Kahn Tl1e fon11a tio11 of the adolescent… |
Sequence 4obtains, allocates, supervises, and safeguards the work done as self help. This work is found either within the school itself… |
Sequence 24Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 2A BRIEF HISTORICAL PREFACE TO THE TASK OF CURRICULUM REFORM: A PERSONAL AND THEREFORE A LIMITED REPORT by J. A. Wyatt, PhD… |
Sequence 5Maria Montessori approached the often naively unanticipated phenomenon of war by looking at "human peace"… |
Sequence 6is still somewhat recognizable. In a much earlier period, to be consid- ered for admission to Harvard, a candidate was… |
Sequence 20inspire" them to learn. If the answer was negative or uncertain, the candidate apparently was urged to go into some… |
Sequence 38older and became filled with the experience of the world of men, women, power, and wealth and had to navigate and cope with a… |
Sequence 2OPTIMISM AND HOPE IN A HOTTER TIME by David W. Orr Dr. Orr draws a sharp distinctio11 between opti111is111 and hope i11 the/… |
Sequence 2OVERCOMING CYNICISM AND CULTIVATING POSITIVE ADOLESCENT ENGAGEMENT by Kevin Rathunde Kevin Rnt/111nde, advocate for… |
Sequence 7This sounds very much like a Montessori perspective, right? He also thought that this inner nature was vulnerable and could… |
Sequence 9Instead of just saying intrinsic engagement hea Is cynicism, I want to try and get further into the process. Why is engagement… |
Sequence 10intrinsic motivation and engagement? That's how you get a disembod- ied mind: You cut off the personality from a holistic… |
Sequence 11you see here the Montessori schools were different. The primary mode for the Montessori students was feeling intrinsically… |
Sequence 13with this theory, Stephen Kaplan, suggests that in the modern world there is an abundance of mental fatigue. l have been… |
Sequence 12The fact that women in the Nordic nations are about forty percent of the national legislatures has had a profound effect on… |
Sequence 3The meeting was crowded with medical people, educators and teachers. Europe and the world were stil I under the cloud and the… |
Sequence 4nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 5In 1950, Mario Montessori wrote about the celebration of his mother's eightieth birthday: "UNESCO gave a… |
Sequence 6about the work of the UN by mirroring its activities and cul- tivating important life skills such as negotiation and con-… |
Sequence 9they can also experience the participatory excitement of learning how the UN works. During the conference, our students,… |
Sequence 10REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 2COMMUNITY VISION OF THE SCHOOL by Maura C. Joyce Looking at Maria Mo11tessori's historical persona, Maura foyce focuses… |
Sequence 3LIBERATE THE CHILD This morning Lynne Lawrence shared with us the words of Dr. Montessori and put before usa "call… |
Sequence 4their natural development. She worked hard to make sure that schools would not compromise the environment for the child. She… |
Sequence 5school teacher. Dr. Evans, who has consulted in hundreds of private and public schools throughout the U.S. and internationally… |
Sequence 6But by this definition, perceiving ourselves as distinct is not enough. Sharing common interests is not enough. And… |
Sequence 10"Transitioning to the Second Plane of Development," "Geography in the Montessori Classroom.&… |
Sequence 12are very good at our job-to protect the children and aUow them to follow the laws of human nature. The children are in control… |
Sequence 15to listen twice as much as you talk." Clear communication about expectations for all adults is critical. Parents a !… |
Sequence 16most basic of tools in any community and need to be prevalent in the Montessori school. Patience As we all must exhibit in… |
Sequence 2THE THOUGHTFUL SCHOOL: SOCIAL, EMOTIONAL, ETHICAL, AND COGNITIVE EDUCATION AS THE SCHOOLWIDE LANDSCAPE FOR LEARNING by… |
Sequence 7above? How are you working to promote the capacities you believe are most important? And to the extent that you believe that… |
Sequence 104. Relationships: Creating a Climate for Learning The three R's of SEEAE are relationships, relationships, and… |
Sequence 126. Aligning Policy and Practice: Creating a Climate for Learning All schools-public and independent-have policies that… |
Sequence 138. Expectations and Empowerment We all know that we should have high expectations for student learning. And schools that are… |
Sequence 2MONTESSORI OUTREACH: A PLATFORM FOR CHANGE by Molly O'Shaughnessy Molly O'5/za ughnessy' s plan for social… |
Sequence 4education and peace, I realized I personally needed to take action to help remedy this situation. Our board was quickly… |
Sequence 6The first reaction might be to defend our position and explain why these perceptions are incorrect. (And of course some of… |
Sequence 9nization that financially supports social entrepreneurs, explains, "Social. entrepreneurs are not content just to… |
Sequence 13student we trained last year from Australia, Julie Retallick, went to help set up the school with Betty and they have been… |
Sequence 14or what we perceive something to be, we open the world of possibility with endless boundaries. ln a speech delivered in South… |
Sequence 15REFERENCES "Ashoka Questions and Answers." Ashoka. July 29, 2005 <www.ashoka.org/ w hat_is /… |
Sequence 3that it would be important for me to acknowledge the reality of the time of year and to be practical rather than theoretical… |