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Sequence 7resonance (FMR), a technique based on the increase in blood flow to the most active areas of the brain, have observed that… |
Sequence 8year after year, not of one, but of a multitude of persons who have nothing in common with us, not even years, is indeed a… |
Sequence 9The sixth characteristic of a Montessori lesson is that it is de- signed to elicit activity from the child. In every instance… |
Sequence 10Growth comes from this activity. The material is necessary only as a starting point. For knowledge to be of any use, it must… |
Sequence 12And this is all essential for reading. I know that reading has taken over in many schools as the most important subject-you… |
Sequence 3jacked and reinvented the three-period lesson for use with students in the third plane of development. When we started this… |
Sequence 4business endeavors and learn about production, exchange, and economics; and that the farm can be "the approach to… |
Sequence 6Not that the first and third periods (as I am describing them) aren't important. Without a carefully prepared first-… |
Sequence 9concept that is so essential to understanding the knowledge at hand that it opens the door to understanding, providing the… |
Sequence 10periences in the environment; and to indirectly assess the child's internalization process. (I prefer the focus on &… |
Sequence 12different emotional triggers" (27). She also strongly emphasizes the power of choice in motivating students: &… |
Sequence 19Yes, there is, and neuroscientists who are publishing results of studies warn us against that. Yet the more studies you look… |
Sequence 20world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 2THE IMPORTANCE OF THE THIRD PERIOD: THE CHILD' s SYNTHESIS AND RESPONSIBILITY FOR KNOWING IN THE MONTESSORI ELEMENTARY… |
Sequence 5can sing or make art. You know that the techniques are successful when they spread like wildfire through the classroom.… |
Sequence 8OUTCOMES Dr. Montessori provides this optimistic description, "the whole life of the adolescent should be organized… |
Sequence 2THE POWER OF CONCENTRATION by Kathleen Lloyd Kath/ee11 Lloyd's interesti11gco111parison of normalization and self-… |
Sequence 3Montessori observed that when theenvirorunentisdesigned to promote concentration, chil- dren go through a transformative… |
Sequence 17Montessori observed the power of concentration to transform children's temperament and ul tima tel y their personalities… |
Sequence 20Kahn, David. "Normalization and Normality across the Planes of Development." Tlte NAMTA Jo11r11a/ 22.2 (1997… |
Sequence 21Constantine, who, despite killing his brother and later his wife, the Empress Fausta (at the behest of his mother, St. Helena… |
Sequence 25the importance to his de- velopment of the quality of the stimuli that enter his absorbent brain, and so we must give… |
Sequence 32perceptible brush of pursed pilgrim lips, two at a time, rounded in a kiss, or perhaps a slight graze of the hand, creating… |
Sequence 33The School of Athens. Plato is pointing up, indicating his philosophy that truth is knowable through pure ideas and… |
Sequence 36disparate writers, one the sixth century BC Greek philosopher Hera- clitus who said, "You can't step in the same… |
Sequence 1VIJ Publisher's Note Every time I have heard Paola Trabalzini speak, her precise scholar- ship and careful selection of… |
Sequence 2X observation, Maria Montessori made a fundamental contribution to educators and, as I already said, her method is still… |
Sequence 1XI Preface "One day, from the heart of a great poet came the mystical question: 'Who is man? Where does he… |
Sequence 2XII Bambini (The Method of Scient(fic Pedagogy as applied lo child education in the Children's Houses) is explained by… |
Sequence 1xv Acknowledgements This book would not have been possible without the contribution made by institutions, scholars,… |
Sequence 13 Chapter I From Childhood to Youth 1.1 Before// Metodo de/la Pedagogia Scientijica "The time in which woman was… |
Sequence 46 Part One - Toward the Children's House: The Formation Years social problems linked to demands for better work and… |
Sequence 5From Childhood to Youth 7 most and she constantly supported her. In her own family, Renilde had admired the scholarly,… |
Sequence 68 Part One - Toward the Children ·s House: The Formation Years plays, improvise topics; I strengthened garments and scenes. I… |
Sequence 7From Childhood to Youth 9 mathematics section of the technical school with the intention of continuing her studies at the… |
Sequence 8I O Part One - Toll'ard the Children's /-louse: The Formation Years managed to move him so much that the good friar… |
Sequence 9From Childhood to Youth 11 letter she sent to her friend Clara in 1896, in which she expressed all her anxiety and dismay… |
Sequence 1012 Part One - Toll'ard the Children's I louse: The Formation Years Her decision to do a thesis on antagonistic… |
Sequence 11From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 1214 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 13From Childhood 10 Yowh 15 observation as the method for understanding the patient's mental world. and made moral… |
Sequence 116 Chapter II Science and Society: Phrenasthenic Children II. I Civil commitment and scientific research Berlin, 22… |
Sequence 2Science and Socie~1•: Phrenasthenic Children l7 an aspect which would also characterize her speech in the London congress of… |
Sequence 318 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
Sequence 4Science and Society: Phrenasthenic Children 19 juvenile delinquency. These responsibilities were found in the lack of care… |
Sequence 520 Part One - Toward the Children's House: The Formation Years pedagogical methods tailored to their needs and through… |
Sequence 6Science and Society: Phrenasthenic Children 21 all those people who wanted to take children away from the streets or from… |
Sequence 722 Part One - Toward the Children's House: The Formation Years and the suitable education methods for each case. The… |
Sequence 8Science and Society: Phrenasthenic Children 23 society so that civil progress did not come about to the detriment of one… |
Sequence 924 Part One - Toward the Children's House: The Formation Years based on four fundamental types - moral madness,… |
Sequence 10Science and Society: Phrenasthenic Children 25 ' Jean M. G. ltard ( 1775-1838) !,rraduated in medicine and decided to… |
Sequence 126 Chapter III Science and Society: The Woman Question 111.1 Scientists and not science are against woman 1 Between the… |
Sequence 2Science and Society: The Woman Question 27 How to deal with claims of woman's inferiority? By abandoning the reasons of… |
Sequence 328 Part One - Toll'ard the Children ·s !louse: The Forma1io11 Years social and cultural sensibility, that is a coming… |
Sequence 4Science and Society: The Woman Q11es1io11 29 effective action that everywhere honored women's industriousness and left… |
Sequence 530 Part One - Toward the Children's /louse: The Formation Years wages of their male colleagues - and intellectually,… |
Sequence 6Science and Sociely: The Woman Question 31 of the nineteenth century (Kramer believes that Montessori and Besant actually… |
Sequence 732 Part One - Toll'ard the Children ·s /louse: The Formation Years which was often fatal to health, and give with the… |
Sequence 8Science and Socie~)': The Woman Queslion 33 lll.4 "Women everywhe,·e, arise!" Montessori 's… |
Sequence 934 Part One - To1rnrd the Children's I louse: The Formation Years of the pro-vote committee, and she - along with other… |
Sequence 10Science and Socie~y: The Woman Question 35 new moral and educational principles. In her speech, she related sex education… |
Sequence 1136 Part One - Toward the Children ·s House: The Formation Years alcoholism. cnvironmcn1al conditions and race. The… |
Sequence 12Science and Society: The Woman Question 37 11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
Sequence 139 Chapter IV Anthropology in School IV. l Studies of philosophy and anthropology "Enrolled at university as a… |
Sequence 3A11thropology in School 41 is possible that Montessori did not perceive science and religion as opposing one another, also… |
Sequence 442 Par/ One - Toward /he Children's House: The Forma/ion Years did the school system do in the face of such biological… |
Sequence 5Anthropology in School 43 anthropological data were supplemented for pedagogical purposes. Her study of regional ethnic… |
Sequence 644 Part One - Toward the Children ·s llouse: The Formation Years ' Luigi Crcdaro ( 1860-1939) relined his s1Udies in… |
Sequence 246 Part One - Toward the Children ·s House: The Formation Years What was meant to be a great investment and profitable… |
Sequence 650 Part One - Toward the Children's I louse: The Formation Years House, and others followed in Via dei Campani and in… |
Sequence 7Proposal for a Scientific Pedagogy 51 Parents did not pay anything to send their children to the "House",… |
Sequence 852 Part One - Toward the Children's House: The Formation Years Montessori accepted the job also because she had a… |
Sequence 9Proposal for a Scientific Pedagogy 53 these restructured buildings. ln the Children's Houses, Montessori introduced… |
Sequence 1054 Part One - Toward the Children ·s House: The FonnaIio11 Years These observations made her change the furniture: low… |
Sequence 11Proposal for a Scientific Pedagogy 55 respects, may still be considered valid today: limiting condiments, not using butter… |
Sequence 13Proposal.for a Scientific Pedagogy 57 Houses - and visiting and admiring them is all one and the same. I saw ladies who… |
Sequence 15Proposal for a Scientific Pedagogv 59 builds himself. Freedom is thus creativity and operativity. Montessori is well aware… |
Sequence 1660 Part One - Toward the Children ·s House: The For111alio11 Years measurement-based science and of an exasperated technicism… |
Sequence 17Proposal for a Scientific Pedagogy 61 The scientist-teacher must also proceed to experiment: the individual lesson, so that… |
Sequence 1862 Part One - Toward the Children's House: The Formation Years the "most admirable attempts of experimental… |
Sequence 19Proposal/or a Scientlfic Pedagogy 63 Hence, a scientific pedagogy that promoted a new culture of the child and of his rights… |
Sequence 2064 Par/ One - To1rnrd 1he Children's House: The Formation Years liberty in pedagogy but then left out from the third… |
Sequence 21Proposal for a Scientific Pedagogy 65 'religious conscience"' 34 (the name was removed from the third… |
Sequence 2266 Part One - Toward the Children's I louse: The Formation Years such as the Vita N11ova, of which she quoted some… |
Sequence 23Proposal.for a Scientific Pedagogy 67 Activities in nature are impo1tant also for the education and coordination of movement… |
Sequence 25Proposal.for a Sciemific Pedagogy 7 M. Montessori,// Me1odo de/la Pedagogia Scienlijica. Ecli=ione cri1ica. p.159. K Ibid. p.… |
Sequence 2670 Par/ One - Toward the Children ·s House: The Formation Years experimental study of the sense of touch and devised the… |
Sequence 27Proposal for a Scientific Pedagogy 71 Randone was also a biological designer at the University of Rome. where Montessori may… |
Sequence 274 Maria Montessori Through the Seasons of the "Method" lllustrntion 2: Teacher~ and student\ of the Scuolu… |
Sequence 476 Maria Montessori Through the Seasons of the "Method" I r ' I I I I I I I fllu~lrntiou, 5 and 6… |
Sequence 880 Maria Montessori Through the Seasons of the "Me1hod" Illustration 12: ;\lovable alphabet. lllustnuion… |
Sequence 1082 Maria Montessori Through the Seasons of the "Method" Illustration IS: '·Children's House of Mr… |
Sequence 1284 Maria Montessori Through the Seasons of the "Method" Illustrations 19: ''Admiration and… |
Sequence 1486 Maria Montessori Through the Seasons of the "Method" Illustration 23: ~Happ) l.inship ,\ilh nature (a… |
Sequence 15Jllustrations Illustration 25: "In the em·ironment there is widespread educational power ... ".… |
Sequence 1688 Maria Montessori Through the Seasons of the "Method" Illustration 27: "Vienna: a corner of the… |
Sequence 2092 Maria Montessori Through the Seasons of the "Method" Illustration 34: Maria Montessori in Rome's… |
Sequence 2294 Maria Montessori Through the Seasons of the "Method" Illustration 38: Didactic e~hibition: the baby… |
Sequence 2698 Maria Montessori Through the Seasons of the "Method" Illustration 44: "The globe is a source of… |
Sequence 27Illustrations Illustration 45: ·'Exercises of practical life (Montessori school, India), Performed with great precision… |