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Sequence 10100 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Weaving through all of the prepared environments of Montessori schools… |
Sequence 11101 Leonard • The Montessori Classroom I began today telling a little of the story of Seattle because it is first of all… |
Sequence 12102 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 A wise, global citizen loves his home, his land, and his own people and… |
Sequence 13103 Leonard • The Montessori Classroom years the students were asked to list the course that most pushed their knowledge… |
Sequence 19109 Leonard • The Montessori Classroom humanity connects us; these are classroom essentials when we educate for peace. One… |
Sequence 1The soCial RooTs of a GloBal CommUniTy by Polli Soholt Polli Soholt points to normalization in the first plane as leading to… |
Sequence 2114 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 with academic information. Dr. Montessori envisioned a different kind of… |
Sequence 3115 Soholt • The Social Roots of a Global Community able to develop along her natural path without obstacles will reach a… |
Sequence 13125 Soholt • The Social Roots of a Global Community long as desired. This allows the children to immerse themselves in work… |
Sequence 14126 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 It is important to understand that Dr. Montessori did not advocate that… |
Sequence 1man and sUpeRnaTURe leCTURe 12, sepTemBeR 27, 1946 by Maria Montessori “Man and SuperNature” is a lyrical chapter in the… |
Sequence 7135 Montessori • Man and SuperNature Look at humanity here at the top of the plan I have drawn. Does he have a cosmic task… |
Sequence 1pRomoTinG WoRld CiTizenship: a CRUCial aRea of sTUdy by Barbara L. Hacker This article probes the vicissitudes of racism and… |
Sequence 2140 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 learning and its potential for peace was shared by my classmates and… |
Sequence 2152 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 The term cosmic task refers to a way for a human being to find a… |
Sequence 6156 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Social scientists today are well aware of the fact that the stan- dard… |
Sequence 13163 Stephenson • Cosmic Education we can and must do is undertake the construction of an environment that will provide the… |
Sequence 1pRofile of a GRoWinG URBan sChool: The lUmin expeRienCe by Terry Ford This fairytale-come-true began with an idealistic… |
Sequence 3167 Ford • Profile of a Growing Urban School: The Lumin Experience supervised place for their kids to play safely, so the… |
Sequence 6170 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 man being he is. This kind of diversity gives us hard, hard work that is… |
Sequence 8172 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 In closing, I have two things that I want you to think about. First, we… |
Sequence 9173 Ford • Profile of a Growing Urban School: The Lumin Experience If you know of someone who would be excited about working… |
Sequence 2176 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 for my answer, I also understood that for her, every day held the… |
Sequence 3177 Rogers • Stumble into Grace this “vital force” the “horme” and said that it was the source of en- ergy and joy in… |
Sequence 410 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 have been trained to know and be aware of: the characteristics and needs… |
Sequence 216 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 development in middle adulthood. In addition, the thoughts presented… |
Sequence 317 Rathunde • Creating a Context for Flow I did not become fully aware of the parallels between flow theory and Montessori… |
Sequence 519 Rathunde • Creating a Context for Flow why exPerIencIng flow Is IMPortant for PreParIng an envIronMent While putting… |
Sequence 620 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 ment, and Maslow’s (1968) seminal work on self-actualization. In both… |
Sequence 721 Rathunde • Creating a Context for Flow adults, therefore, Montessori thought that experiencing flow and deep… |
Sequence 1024 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 interruption. Based on my experience in the Montessori commu- nity for… |
Sequence 1165 McNees • Exploring the Adolescent’s Creative Pathways psychic personality ends and another begins (The Absorbent Mind).… |
Sequence 2074 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Landy, R. J. Persona and Performance: The Meaning of Role in Drama,… |
Sequence 1PractIcal lIfe froM the second Plane to thIrd Plane: orIentatIon to hIstory and socIal organIzatIon by James Webster In… |
Sequence 480 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 something: cautionary tales of a fallen kingdom or hubris punished. If… |
Sequence 581 Webster • Practical Life from the Second Plane to Third Plane tongue extended, mysteriously facilitating focus, an entire… |
Sequence 783 Webster • Practical Life from the Second Plane to Third Plane rebalancing, remembering from where they have come, and from… |
Sequence 1288 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 their muscles, in their beating hearts, on their fingertips, that history… |
Sequence 1591 Webster • Practical Life from the Second Plane to Third Plane references Barlow, T. “Americans Cook the Least, Eat the… |
Sequence 1MontessorI all day, all year by Connie Black and Liza Davis Introducing real community into the Children’s House goes back to… |
Sequence 2108 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Montessori all day: just what is that? What exactly is the difference… |
Sequence 3109 Black and Davis • Montessori All Day, All Year that to our Montessori practice rather than applying our Montessori… |
Sequence 4110 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 breakfast, lunch, a nap, and goes late into the afternoon beyond the… |
Sequence 5111 Black and Davis • Montessori All Day, All Year our perception of reality, but we hold faith in the possibility that… |
Sequence 14120 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 the children. There are expectations for how each member of the team… |
Sequence 15121 Black and Davis • Montessori All Day, All Year of an environment that fully supports the child’s development, we provide… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
Sequence 1248 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 of the world has a link with the puzzle maps. Other items that have been… |
Sequence 454 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 But let us take one step away from oral storytelling and think more… |
Sequence 1868 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 about the way the world works and the way that we work as human beings… |
Sequence 119th international montessori training Course, london leCture 29 17 noVemBer 1933 by Maria Montessori Followers of Maria… |
Sequence 373 Montessori • 19th International Montessori Training Course, London Dante, a very dramatic canto on the Inferno where a… |
Sequence 575 Montessori • 19th International Montessori Training Course, London discovered that we had been there 2 ½ or 3 ½ hours. And… |
Sequence 777 Montessori • 19th International Montessori Training Course, London distinguish them. It is interesting to see the same… |
Sequence 979 Montessori • 19th International Montessori Training Course, London pictures taken of the children in the scenes which they… |
Sequence 1the hungry mind: from the first to the seCond plane of deVelopment by Baiba Krumins Grazzini Baiba Krumins Grazzini has… |
Sequence 494 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 The teeth also change, as Montessori points out. At around the age of… |
Sequence 595 Krumins Grazzini • The Hungry Mind but many things taught in the succeeding secondary school period. (Creative… |
Sequence 1The scienTisT in The clAssrooM: The MonTessori TeAcher As scienTisT by Ginni Sackett Ginni Sackett shares insights ignited… |
Sequence 26 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 as being characterized by “experiment, observation, evidence, rec-… |
Sequence 37 Sackett • The Scientist in the Classroom world or grow to destroy the world. It is in this context that he concluded his… |
Sequence 59 Sackett • The Scientist in the Classroom in the classroom. Our legacy as practitioners of Montessori educa- tion is not… |
Sequence 610 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Her next major work is occasionally known in English by the title… |
Sequence 711 Sackett • The Scientist in the Classroom What can we conclude from this remarkable section of Montes- sori’s remarkable… |
Sequence 812 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 experiments, constant experiments with each child who crosses the… |
Sequence 913 Sackett • The Scientist in the Classroom of a particular child, the truth of our children. And then–because we are not… |
Sequence 1014 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 person I heard use the phrase “recreating the experiment.” Every… |
Sequence 1418 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Some discoveries might cause us to question our legacy of information… |
Sequence 1The scienTisT in The cAsA: The child As scienTisT in The MAking by Ginni Sackett If a parent were to ask what science and… |
Sequence 426 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 imagination. They incorporate the mind by cultivating clear judg- ment.… |
Sequence 527 Sackett • The Scientist in the Casa knowledge for the very practical purpose of supporting optimal development in young… |
Sequence 1032 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 of the areas of the Casa. From this concrete experience they will be… |
Sequence 1335 Sackett • The Scientist in the Casa And finally, this quote emphasizes the vital importance of culti- vating the mind… |
Sequence 339 Kahn • Global Science and Social Systems The MonTessori eleMenTAry inFrAsTrucTure The Interdependencies: The Abstract… |
Sequence 440 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 in the interests of the harmony of creation, which is achieved by the… |
Sequence 642 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 This is the Montessori big picture constituting “networks of the mind” (… |
Sequence 1147 Kahn • Global Science and Social Systems The knowledge demanded is not a subject to be covered, but rather knowledge to… |
Sequence 1854 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 sense of justice and life will blossom tranquilly under ordered labour… |
Sequence 1955 Kahn • Global Science and Social Systems and of activity. If during the period of adolescence that interest in the… |
Sequence 2056 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 an ability to identify the significant components of • a problem, a… |
Sequence 2258 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Complex global issues are a compelling and developmentally appropriate… |
Sequence 2561 Kahn • Global Science and Social Systems all stages of the child’s self-construction, widening like the spider web is the… |
Sequence 466 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 gies in the prepared environment is not necessarily new. At lunch our… |
Sequence 668 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Figure 1. a) Shows the distribution of Costa Rica’s 12 different life… |
Sequence 1779 Norris • Biodiversity and Peace Eisenberger, M. & Norris, J. Biodiversity and Peace: An Inquiry-Based Rainforest… |
Sequence 1880 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 McNamara, J. (2016). “How the Montessori Upper Elemen- tary and… |
Sequence 284 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 I want to begin with two stories that have had a huge impact on my… |
Sequence 385 McNamara • Naturally Integrates Science, Mathematics, Technology uses a similar expression: “Forced growth weakens the… |
Sequence 1092 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 not to replace the mathematical or science discovery. Unfortunately, I… |
Sequence 1597 McNamara • Naturally Integrates Science, Mathematics, Technology bibliogrAphy Grazzini, Camillo. “An Interview with… |
Sequence 1Technology in The MonTessori clAssrooM: beneFiTs, hAzArds And prepArATion For liFe by Greg MacDonald Greg MacDonald cites… |
Sequence 5103 MacDonald • Technology in the Montessori Classroom is easy to measure (How many minutes did the child sit in front of the… |
Sequence 6104 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 that sixth graders who did not even glance at a screen for five days… |
Sequence 7105 MacDonald • Technology in the Montessori Classroom approach and through the elementary Going Out program, and so are… |
Sequence 8106 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 sensorial avenues have been explored by the children, and exhausted.… |
Sequence 1Technology, TogeTherness, And AdolescenTs: creATing A MeAningFul AdolescenT leArning coMMuniTy in The digiTAl Age by Ben… |
Sequence 2110 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 revolution by calling iPhones “iSolators” and calling the proliferation… |
Sequence 6114 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 a minute or less, from their son or daughter at any moment during the… |
Sequence 8116 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 mission, vision, and values. As with any policy, consistency is criti-… |
Sequence 11119 Moudry • Technology, Togetherness, and Adolescents with friends. For this reason, young adults need regular instruction… |