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Sequence 17points of 90 degrees north and 90 degrees south, the north and south geographical poles respectively. The meridians of… |
Sequence 25Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 28Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 1EDITORIAL: PEACE Now by David Kahn The Montessori Centenary in 2009 revealed to us a count of nearly 20,000 Montessori… |
Sequence 3language is going through the same daily struggles that you do is a very powerful experience. Some argue that human nature… |
Sequence 1MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
Sequence 2say that we have lived in peace and we have had a Lot of conflict. Peace is the capacity to face the conflicts, overcome the… |
Sequence 3study for peace around the world. But I know many studying war or different degrees of war. That means that yes, peace… |
Sequence 1GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 3Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 9Ardyn's father, Bob Masterman, had a deep concern for the plight of Indigenous people in Australia, and he came to… |
Sequence 10board was established with people of influence and connections. Pro bona legal services were secured from two of Australia… |
Sequence 13REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 1MONTESSORI' S WELTANSCHAUUNG: A GLOBAL SOCIAL MOVEMENT by Lia Woo Lin Woos research has led /1er to n11 npprecintio11… |
Sequence 2We will not attain peace in our society by teaching it through rote learning, as we attempt to do with academic subjects. Or… |
Sequence 11ADVOCACY AND OUTREACH Peace and education cannot, must not, and as we have seen, need not be confined within the walls of the… |
Sequence 12of classroom teaching, has begun to push the boundaries of the classroom walls. From refugee camps and orphanages to women… |
Sequence 13Fukatsu, Takako. "Commitment to Wider Community: The Global Child, an Example from Southeast Asia."… |
Sequence 1KEYS TO GLOBAL UNDERSTANDING: THE ROLE OF THE PRIMARY ENVIRONMENT by Polli Soholt Po/Ii So/wits extensive experience lends… |
Sequence 2war-and second, a long-term effort to establish a lasting peace among men. Preventing conflicts is the work of poli- tics;… |
Sequence 3SOCIAL ASPECTS OF TI-IE PREPARED ENVIRONMENT One of the most important social aspects of the Children's House is the… |
Sequence 5Given this independence, it is sometimes surprising and enlightening to observe how the children solve their own problems.… |
Sequence 6!ems. Their love of the environment and of their companions in this little community is visible through their independent acts… |
Sequence 11children who are allowed to observe the natural life going on around them appreciate the respect that adults show by allowing… |
Sequence 15personal harmony and have the capacity to guide us toward more mutually beneficial ways of Jiving together in the world.… |
Sequence 1ELEMENTARY KEY LESSONS CULTIVATING INTERNATIONALISM AND PEACE by Annabeth Jensen A1111abet/1 Jensen points out that the very… |
Sequence 2for peace during an era in which the rea I ities of world war were both recent past and near future. At the European Congress… |
Sequence 3sori classroom have underlying themes that become clear through years of exploration and discussion. This is why we give the… |
Sequence 18work cooperatively all day long. Their greatest works are the results of inspiration and cooperation. Through the civilization… |
Sequence 19Montessori said the child in the second plane has characteristics of admiration, compassion, justice, sympathy, and moral… |
Sequence 21• While a shopping boon to mall-haters such as my- self, the Internet lacks the centuries-old practice of exchanging goods… |
Sequence 23The question was raised earlier, What did nomadic tribes do with the old or disabled? In many tribes, there is evidence that… |
Sequence 1NURTURING THE MORAL IMAGINATION WITH HISTORY, GEOGRAPHY, AND PEACE STUDIES by Larry Schaefer, Sara Nelson, and Kris Schaefer… |
Sequence 2Maria Montessori commented on the need for moral education: It is at seven years that one may note the beginning of an… |
Sequence 11Montessori herself was very aware of this need and of the progression of the developing moral imagination. In Education and… |
Sequence 1MONTESSORI INTERNATIONALISM AND PEACE by Susan Mayclin Stephenson Over the past decade, S11sa11 Stephenson !,as been an… |
Sequence 4customs of indigenous cultures is important at all levels, but especially for Montessori education, where showing respect for… |
Sequence 13The bathing setup in Bhutan. rock is placed on the fire when it is hot enough. The tub is filled with water and a large… |
Sequence 20Remember the five simple rules to be happy: 1. Free your heart from hatred. 2. Free your mind from worries. 3. Live simply… |
Sequence 23to a Bhutanese-Tibetan teacher named Lhamo Pemba, who had re- ceived her AMI Primary Diploma in London years earlier. Lhamo… |
Sequence 25Again, thank you for coming to see us. At our Donor Party Friday night, one of our parents brought up the project in Bhutan.… |
Sequence 29Tibetan girls in dance costumes at TCV. measuring it. But it is the practical life that is the basis for all. When the… |
Sequence 2MONTESSORI MODEL UNITED NATIONS PROGRAM The Montessori Model United Nations seeks to give young stu- dents an understanding… |
Sequence 3and the different aspects of each society, such as religious beliefs and governmental controls. Creativity is important in… |
Sequence 8enhance a school, collected funds for a Montessori school in Haiti, and worked with an orphanage in the Dominican Republic.… |
Sequence 2gent, and quite capable of mastering the content in a standardized test. Unfortunately, the environment at Cullen did not… |
Sequence 8Bureau, the Ku Klux Klan, Plessy v. Ferguson, Brown v. Bonrd of Ed11cn- tion, one-room schoolhouses, the desegregation of… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 4and difficult. However, no matter how daunting this process must seem, in order to attain unification of purpose and peace in… |
Sequence 5do is keep us out of war (24). She saw education of the child as the solution; how- ever, the education that she envisioned… |
Sequence 7within the context of a prepared environment. The school commu- nity of different individuals encapsulates a small society,… |
Sequence 11able and efficient way of life. Through this endless work, human beings have become the creators of a supernature, that whi.ch… |
Sequence 12needs, something larger and greater than their obvious goals was being achieved. With each additional new idea and discovery,… |
Sequence 13OTHER COMPONENTS OF THIS New EDUCATION One might very well ask what other components in education must exist to develop… |
Sequence 14have the critical opportunity to learn firsthand how groups work and to practice what it means to be a viable member of a… |
Sequence 16Each aspect of this entire process contributes to the child's ability to think critically. Through discussion, debate,… |
Sequence 17STORIES OF GREAT INVENTIONS AND PEOPLE As a source of encouragement for greater work and alongside their personal projects… |
Sequence 18SOCIAL SCRVICE Through experience, contemplation, and observation, the child may eventually realize that his experiences… |
Sequence 19CONCLUSION If Dr. Montessori's principles and ideas on education were adopted universally through group consensus, this… |
Sequence 2What are these human inclinations and primitive relationships that are stirred by contact with nature? Why does functioning… |
Sequence 3The notion of children "suffering" from a "nature-deficit disorder" piqued the interest of… |
Sequence 11and stress. For all these reasons, the present study has .important implications for teachers, parents, and others who are… |
Sequence 12to nature stimuli on morning nature walks would yield restorative benefits (e.g., better concentration, greater ease of… |
Sequence 31stimulate thought on how to introduce nature experiences to the classroom if areas for walking and exploring are not available… |
Sequence 32attention in the national press. There is a growing national conscious- ness about the importance of nature for children, and… |
Sequence 33restoration, and other positive motivations might be better suited to promoting ecological behavior" (603).… |
Sequence 34and so on, that were seen as valuable to the creative process. One example I recently wrote about came from Jonas Salk,… |
Sequence 1How SCIENCE FITS INTO THE WHOLE MONTESSORI CURRICULUM by Gretchen Hall Gretclten Hall presents a universal definition of bot… |
Sequence 2SOWING THE SEEDS OF THE SCIENCES: OUR GIFT TO THE FUTURE by Audrey Sillick Audrey Sillick's Sowing the Seeds of tl,e… |
Sequence 6place and teacher, leaving impressions that incubate in the absorbent mind. Those experiences remain even while the conscious… |
Sequence 2CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 3the Montessori teacher, "Give the children God and humankind." Or, put into secular language, "Give… |
Sequence 4and to develop, as American developmental psychologist, author, and Harvard professor Howard Gardner would say, their &… |
Sequence 5There were five of us, three of us fresh from Bergamo, Italy or, should Isa y exhausted from Bergamo, and two others who had… |
Sequence 8cept our individual situation, taking the best and leaving the rest. Most of us bemoan the fact that the classroom experience… |
Sequence 9Each one of us comes into the teaching profession with a unique temperament, a unique style, a personal history. It is… |
Sequence 10spent more time outdoors, but with adulthood came days and nights in hermetically sealed homes, cars, and places of employment… |
Sequence 12The second spoke of the centerpiece of basic human tendencies is that of the mental faculties. The four faculties that Dr.… |
Sequence 19RcrERE ccs Al Homt• 111 Nature: 810/o:,:y for the Montessori Classroom. DVD. Availabll• at www.youthoperaintl.com. Lou,,… |
Sequence 2How SCIENCE AND HISTORY LEAD TO COMMUNITY SERVICE by Annabeth Jensen A nabet/1 Jensen's presentation is the proceedings… |
Sequence 6We need to 111ake it clear to tlte children that there is so 111uclt left to discover. In this world of immediate information… |
Sequence 7We Teach Science to Inspire the Children with the Idea That They Have a Part to Play in the Health and Well-Being of the… |
Sequence 12our country? What happens when you put a bouquet of alstromeria in a warm room? The Chart of Interdependencies: Another way… |
Sequence 20child around, then remove blindfold and have the child try to find the tree again. • Seton Walk: Spread students out along a… |
Sequence 21and sees nature at work. This is a constant exercise. And if carried out in calm and tranquility which touches and educates… |
Sequence 23and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 2GREAT STORIES ARE GREAT FOR THE BRAIN! by Greg MacDonald According to Greg MacDonald, the Montessori use of stories is… |
Sequence 3Twenty-first century life is intertwined with stories. Our televisions pump out endless stories. The Internet has… |
Sequence 7SUPPORTING THE MONTESSORI APPROACH TO ELEMENTARY CHILDREN When we tell the Great Story "God Who Has No Hands,&… |
Sequence 2STRUCTURE AND SPONTANEOUS LEARNING by John R. Snyder Begin11i11g with the origins of freedom and responsibility in the Ameri… |
Sequence 5institutional oppression, and competing visions of education as the conscious imposition of a culture or the more traditional… |
Sequence 16through the senses, the intellect and the emotions with what is be- fore one-as opposed to an "anaesthetic experience… |
Sequence 19• How do the major sequences ("chapters") of each discipline connect and support each other? • In a given… |
Sequence 21the child is actually revealing to us. The circle of ironies is then com- plete, because it is precisely through Dr.… |
Sequence 22to the circumstances they helped to create for us." This is what is to be discovered and rediscovered in the… |
Sequence 27Beethoven the structure of the Classical symphony within which he was able to innovate and express what could not have… |
Sequence 29Csikszentmihalyi, Montessori, Pink, and Lev Vygotsky all agree that the greatest developmental aid we can give our children is… |
Sequence 31Loving the Universe There is another aspect of the Montessori classroom that I think speaks to the issue of purpose in… |
Sequence 33REFERENCES Einstein,Albert. "Autobiography." In P. Schilpp, Ed.,Albert Ei11stei11: Philosopher-Scie11tist.… |
Sequence 2ORIGINS AND THEORY OF THE THREE-PERIOD LESSON by Annette Haines Beginning with Seg11i11, Annette Haines explores ti,e t!,ree… |