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Sequence 266Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Students apply their… |
Sequence 276Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Science Introduction… |
Sequence 277Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years The project-based… |
Sequence 278Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Earth and space… |
Sequence 286Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sncteen Years Timelines are used and… |
Sequence 291Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Bibliography Dewey, J… |
Sequence 293Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years on meringue made from… |
Sequence 294Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Second Period of the… |
Sequence 1NEW RELEASES This journal includes two articles written in 2012 and emerging from Hershey Montessori Schools Adolescent… |
Sequence 2MONTESSORI' s PLAN OF w ORK AND STUDY: AN EXPLICATION by Laurie Ewert-Kroeker The slim essays on Erdkinder in the… |
Sequence 3In the spirit of these tasks, and in an effort to serve communities who feel compelled or inspired to provide environments for… |
Sequence 5An adolescent is forming new ideas and new ways to think that are not easily explained. 1t helps parents and educators to know… |
Sequence 7This is why art as self-expression makes sense in a Montessori context, and why self-expression is more significant in an… |
Sequence 8A Montessori approach to adolescent education preserves those opportunities, nurtures those tendencies, encourages and offers… |
Sequence 9Human beings have always been artists. Personal expression is a fundamental human need. The raw and primitive sculpting of a… |
Sequence 10It was the core of Montessoris work to make it possible for the psychic life of the child to be protected so that the child… |
Sequence 11to provide both a momentary focus on diplomacy and appropriate vocabulary for acceptable social behaviours and responses to… |
Sequence 13section, "Self-Expression" is an intrinsic need of the human being who is shaping a conscious seH with an… |
Sequence 14The first two parts, nature and supranature, have historical aspects: natural history and the evo- lution of the physical… |
Sequence 15Montessori focuses not on the evils or the threats created by science and technology (though we know she felt them deeply-as… |
Sequence 16Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 2REVOLUTIONS IN CURRICULUM: TENTH GRADE AS A TURNING POINT AND A CHALLENGE AT MONTESSORI HIGH SCHOOL Regina M. Feldman… |
Sequence 3MONTESSORl'S CONCEPTION OF EDUCATION FOR ADOLESCENCE The chief symptom of adolescence is a state of expectation, a… |
Sequence 4Education for the adolescent thus needs to be holistic, just as it needs to be for earlier stages of development, and at the… |
Sequence 9Jn Ed11cntio11 and Peace, Montessori writes, Young people can become passionately involved in doing calm, serene, beautiful… |
Sequence 14connections, as experiences of shared humanjty. These moments carve deeply into our emotional land- scape; they take hold of… |
Sequence 16EDUCATION AND PEACE RECONSIDERED Rereading Education and Peace [in March of 2011] with the junior class as part of a study of… |
Sequence 17The new child, she said, must show us how to make all mankind aware of its unity. That human being is different from us and… |
Sequence 18Montessori's path for a science of peace is clear and radical and so optimistic that the junior class is doubtful it can… |
Sequence 19Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 21APPENDIX 2: MISSION AND V!SlON STATEMENT OF MONTESSORI PEACE Now Mission Statement We seek to create a model curriculum that… |
Sequence 1MONTESSORI HISTORY IN SEARCH OF A SOUL by David Kahn I realize only too well thnt l nm losing my faith i11 the possibility… |
Sequence 2and future human activity. Montessori also searched for a spiritual thread that links events in history into a culminating… |
Sequence 5REFERCNC[S Cavaletti, Sophia. L1r•i11g Lil11rg11: Ele111c11/nry Refl1•c/io11s. Chicago: Liturgy Training Publication<… |
Sequence 3So let us see what Dr. Montessori says about the first-plane child: Every baby has the same appearance; he is motionless,… |
Sequence 5the environment in which I was born (India) several decades ago. In those first years of my life, I absorbed the ways of my… |
Sequence 8Figure 5a • • I I ,t T I I' T 1 # l .,., .... ,, .. " ....... , ..... . • 14 • .. •#••t•ll.-it ♦ ,_C.AT… |
Sequence 9The Role of the Mneme Dr. Montessori uses the word 11111eme when talking about the special kind of memory of the young child… |
Sequence 11Shaping Human History We know that human history has not all been positive. If we understand the role of the first-plane… |
Sequence 12to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the child… |
Sequence 14of that community. His interactions in this community then provide context and meaning to this creative development. In our… |
Sequence 4rons is most dense around 2 years of age, after which the pruning begins (figure 2). This pruning is the result of experiences… |
Sequence 15being than from the actions that stem from our conscious selves. And as Montessorians, we can make this happen! THE… |
Sequence 18of self-observation, of looking first to ourselves when we observe certain behaviors in the environment is essential to our… |
Sequence 2the capacity for reason. As Montessori said, "A mind that can think, hands that can work, and a heart that can love.… |
Sequence 3Each time a human life enters this earth, an orientation to its environment occurs on two domains: orientation to place-one… |
Sequence 7ORIGINS The study of geography and history, from a Montessori perspec- tive, starts at the very beginning. The study of… |
Sequence 8Housnc When considered from a systems design perspective, the Mon- tessori pedagogy follows a top-down, holistic approach. We… |
Sequence 9ln Montessori, we offer the young child tbe world and work down to its divisions. We do this to support the creation of a con… |
Sequence 10child as the agent of change. In The Discovery of the Child (67), Montes- sori writes of a British family who lived in India… |
Sequence 15universe. With the story of humans placed in its proper context, children can more consciously begin to define the cosmic role… |
Sequence 17to our past will only work if we k11ow our past and if we recognize our ancestors as the foundation of our knowledge. Our… |
Sequence 1MORAL AND SOCIAL EDUCATION by Maria Montessori Montessori speaks about ti,e dyna111ic of moral and social, because stu-… |
Sequence 13Religious life is an attitude that permeates the whole of ones personality and the whole of one's life, but it also needs… |
Sequence 17words (John 7:16): "Every catechist should be able to apply to one- self the mysterious words of Jesus: 'My… |
Sequence 19In contrast to defil1itio11s, which claim to define, and thereby limit their content, biblical-liturgical language knows that… |
Sequence 32Docu111c11/s, ed. Austin Flannery, op (New York: Costello Publishing Company, 1975), p. 917. 12. Maria Montessori, I… |
Sequence 1the house of children lecture, KodaiKanal, 1944 by Maria Montessori This article vividly describes the indoor and outdoor… |
Sequence 313 Montessori • The House of Children Greek art, the temples are round and the pillars are fluted in structure. In royal… |
Sequence 414 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 one for a library, one for a kitchen, another for a laboratory, and so… |
Sequence 616 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the open air, so that the child gets the benefit of the fresh air.… |
Sequence 919 Montessori • The House of Children Copyright © 1944 Montessori-Pierson Publishing Company. NAMTA would like to express its… |
Sequence 1nature in education by Maria Montessori This piece of writing addresses the “boundless” garden created through the web of… |
Sequence 1nature in education by Maria Montessori This piece of writing addresses the “boundless” garden created through the web of… |
Sequence 727 Montessori • Nature in Education Reprinted from The Discovery of the Child, pages 69-77, copyright © 1988 by Montessori-… |
Sequence 727 Montessori • Nature in Education Reprinted from The Discovery of the Child, pages 69-77, copyright © 1988 by Montessori-… |
Sequence 937 Peller • The Children’s House Outdoor Equipment. As mentioned before, the playground should be directly connected with… |
Sequence 341 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness open in the woods for a child is the one… |
Sequence 543 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness a question for schools as we have more and… |
Sequence 1351 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness Louise Chawla is a professor in the College… |
Sequence 658 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 HouseofChildren,3–6years Elementary,6–12years 6.Gymnastics:jumping,… |
Sequence 1Montessori sPecial education and nature’s PlayGround by Nimal Vaz Nimal Vaz takes us to the essentials of Montessori as an… |
Sequence 272 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 develop (defectives) with those who have not yet had time to develop (… |
Sequence 373 Vaz • Montessori Special Education and Nature’s Playground ancestors said to me, this we know. The Earth does not belong… |
Sequence 474 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 has included The Pleasure of Finding Things Out by Richard P. Feynman (… |
Sequence 676 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to understand that this environment had to be made up of three parts:… |
Sequence 777 Vaz • Montessori Special Education and Nature’s Playground the sensorial Materials and nature Let us talk about the… |
Sequence 979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
Sequence 284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 385 Kahn-Wikramaratne Interview • The Kodaikanal Experience students used to go away after the lecture; I would run up there… |
Sequence 486 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Working outside, Allahabad, India, 1928 the Theosophical Society had… |
Sequence 587 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 688 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 890 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN… |
Sequence 991 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 294 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 wanted to show the children the possibilities of survival within a… |
Sequence 395 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with… |
Sequence 496 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with… |
Sequence 3101 Sillick • Sowing the Seeds of the Sciences: Our Gift to the Future Biology, set within an ecological framework, includes… |
Sequence 4102 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 For language to be meaningful, it must capture the child’s experience.… |
Sequence 5103 Sillick • Sowing the Seeds of the Sciences: Our Gift to the Future known.” The creative imagination of the child is not… |
Sequence 6104 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 ter their natural environment, grow both outward by exploration and… |
Sequence 2108 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Incidentally, at this point we can understand that, unlike what many… |
Sequence 3109 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education also the rocks and the earth or soil), the… |
Sequence 4110 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 unceasing toil of these agents explain so many of the phenomena with… |
Sequence 5111 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education And what about the earthworm? It sinks… |
Sequence 8114 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 contact between groups has varied from peaceful trade and exchange right… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 10116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Montessori, Maria, “Educazione cosmica,” 8. manuscript published in the… |