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Sequence 232incorporate are not mutually exclusive but mutually enriching. Conse- quently, our understanding of the four planes of… |
Sequence 233a mind so different to ours that Montessori calls it the absorbent mind. Thus, in The Formation of Man, Montessori writes: It… |
Sequence 234full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her… |
Sequence 235ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,… |
Sequence 236tary school, secondary school, university. Thus, in her 1951 lecture, Montessori says, "The school, as we see it in… |
Sequence 237other grades. No secondary school teacher is concerned about the methods employed in preschool, let alone about those… |
Sequence 238were to eliminate not only the term 'method' but also its common conception, things would become much clearer. We… |
Sequence 239MARIA MONTESSORI ANO PROGRESSIVE EDUCATION During the two decades between the first publication of The Montessori Method 18 (… |
Sequence 241The Italian government did not join the IBE and thereby indirectly favored the dominating influence of the Geneva group of… |
Sequence 242willing to compromise. 23 As far as she was concerned, selecting some aspects of the method and excluding others meant… |
Sequence 243nature of the method. 24 The final result was that, as Montessori herself writes: "The world of official education… |
Sequence 244Nature for human development; the emphasis is found at the begin- ning of development, that is to say at birth and the first… |
Sequence 245Mon te.:;sori has drawn in the middle of her chart, between the drawing above and that below, between "nature&… |
Sequence 246In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant… |
Sequence 249NAMTA RECEIVES CONTINUED FUNDING FROM THE HERSHEY fOUNDA TION FOR NEW PROJECTS The Hershey Foundation has been providing… |
Sequence 250The NAMTA Board is a tightly woven working group with a collective understanding of how NAMTA interfaces with a variety of… |
Sequence 252The North American Montessori Teachers' Association In cooperation with the Montessori Teacher Education Collaborative… |
Sequence 254Montessori Administration Sharon L. Dubble, PhD, and David Kahn Week One (July 8-12), 9:00 a.m. to 5:00 p.m. daily… |
Sequence 255Specific approaches to independence and care of the classroom will be emphasized in a comprehensive view of preschool class… |
Sequence 257the Latin presented in the Keepers of Alexandria grammar component. In the end, however, the goal of the course is to instill… |
Sequence 263faculty comes from diverse back- grounds and we strive to maintain a diverse student population. The school has a supportive… |
Sequence 265Montessori School of Lake Forest has served the North Shore for 30 years. It is located near Lake Michigan in a lovely… |
Sequence 266program for the 1996-97 school year. The school is located on 22 beautiful acres, sections of which are forested. Thriving… |
Sequence 269Weare dedicated toA.M.I. Montessori and have maintained an excellent reputation in the area. We have alJ A.M.l. teachers. We… |
Sequence 271rural community near Chesapeake Bay. AMS or AMI certification re- quired. Experience required. Call Carol Frieden 804/693-… |
Sequence 273Late Addition PROGRAM ASSIST ANT FOR MONTESSORI EDUCATION Loyola College in Maryland is seeking an individual to assist with… |
Sequence 276The MONTESSORI INSTITUTE OFATIANTA Primary Teacher Training Course certified by the ASSOCIATION MONTESSORI INTERNATIONALE… |
Sequence 277e Montesson· Institute OF MILWAUKEE, INC. 3195 S. Superior St.• Suite L 428 • Milwaukee, WI 53207 414-481-5050 • (Fax) 414-… |
Sequence 280i I I ZI Nienhuis Montessori ... on the cutting edge of Educational Reform. ml = =- = -- en Educational reform? No… |
Sequence 1Vol. 21, No. 3 Summer 1996 Rediscovering the All-Day Montessori Community AD-Day Montes..orl: Notes on the HJstory of the… |
Sequence 6ALL-DAY MONTESSORI: NOTES ON THE HISTORY OF THE EXPERIMENT by David Kahn The catch phrase "all-day Montessori&… |
Sequence 7natural birthright which is a lovingly prepared environment in a secluded private home with the tender care of two loving… |
Sequence 8their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 9gently received in "a kind of 'getting-them-up."' Emphasis was on "a human beginning to… |
Sequence 11What is the contemporary context for Montessori all-day care? Certainly there is a new level of societal demand for higher and… |
Sequence 12most of their waking day, provide further incentive for Montessori to integrate pedagogy and life, time and space into an… |
Sequence 48THE CASA OF SEVRES, FRANCE by Margot Waltuch Margot Waltuch's pictorial documentation and personal description of her… |
Sequence 58SENSORIAL COMBINATIONS: CREATIVITY AND INDIVIDUALITY Left free to follow natural impulses in an environment rich in colors,… |
Sequence 62ALL-DAY MONTESSORI: MAKING IT WORK by Mary B. Verschuur Man; Verschuur' s seasoned view of the Montessori all-day… |
Sequence 63a way any Montessorian would be pleased to observe and commend. This happened because the Montessori directress was there to… |
Sequence 67as learning how to count or to read. Knowing how to handle down time, or transition time, is a skill which must be acquired by… |
Sequence 72matters like eating and resting during the course of the day must be addressed. Should lunch be prepared by the children on… |
Sequence 73importance of modelling appropriate behavior not merely for the children but for their parents as well! REFERENCES Corbett,… |
Sequence 76NORTHWOODS MONTESSORI FULL-DAY PROGRAM by Laura Morris Laura Morris honestly describes the trial-and-error approach of the… |
Sequence 77Our long-range planning committee developed a task force to study full-day programs. The task force was comprised of all the… |
Sequence 78externally imposed transitions; their sense of order and their need for belonging were not fully realized. Dr. Montessori… |
Sequence 102OUTDOOR SETTINGS FOR PLAYING AND LEARNING: DESIGNING SCHOOL GROUNDS TO MEET THE NEEDS OF THE WHOLE CHILD AND WHOLE… |
Sequence 128REFLECTIONS FROM THE FARM by Patricia Ludick As a precursor to Erdkinder, 13-and 14-year-olds at Ruffing Montessori School… |
Sequence 130As I attempt to share highlights of the students' observations with you, I am reminded of a chapter from Montessori'… |
Sequence 144The days are flying by. In two days I'll be home away from this place I can freely calJ home. Away from my house, my… |
Sequence 145SOCRATIC PRACTICE: INTELLECTUAL ENGAGEMENT AS THE GOAL OF CLASSROOM CONVERSATION by Mike Strong Going beyond Paideia and… |
Sequence 147Although there is no genealogical link to the Montessori world, several Montessori educators, including David Kahn, executive… |
Sequence 152attention most naturally? How can I capitalize on the natural interests of the student to draw her or him ever more deeply… |
Sequence 154more appropriate path. Both programs provide specific behavioral suggestions for leaders that may provide helpful scaffolding… |
Sequence 158MONTESSORI SCHOOLS BY CHOICE MILWAUKEE, WISCONSIN NOVEMBER 1-3, 1996 Featuring Donald Waldrip, Rexford Brown, and Paula… |
Sequence 163puters; and excellent oral and written communication skills. Competitive salary and benefits. Letter and resume to B.… |
Sequence 164Full benefit package and salary com- mensurate with experience. Applicants should fax or send resume to: TURNING POINT… |
Sequence 167compensation for 5-day, overnight el- ementary trips. Salaries are commen- surate with living expenses in an exciting, big… |
Sequence 168Ohio. We will be starting our 3rd year with 45 students from age 2½ through 10. We will eventually grow to include8th grade… |
Sequence 169sive 8-week summer study program on meeting the needs of early adoles- cents; creating responsive learning en- vironments… |
Sequence 170England The South London Montessori School. Head Teacher Required. An AMI trained (age 3-12) Montessori Head Teacher… |
Sequence 173The MONTESSORI INSTfl'UTE OFATI.ANTA Primary Teacher Training Course certified by the ASSOCIATION MONTESSORI… |
Sequence 175Nienhuis Montessori ... on the cutting edge of Educational Reform. z ml = =- = -- en Educational reform? No easy task!… |
Sequence 5EDITORIAL: p ATHWAYS TO MATURITY by David Kahn As the new year is underway and we approach the twenty-first century with… |
Sequence 6In order to support an Erdkinder, however, the intellectual foundations must be fully established at the elementary level.… |
Sequence 7America were developed to imitate the solidity of traditional schools. Although they included multi-age groups, prepared… |
Sequence 8unified vision will need to be explicitly defined, after Erdkinder is explored and after schools determine how they can expand… |
Sequence 12something or get some assistance in a store, I am reminded of this. It seems that adults think that if teenagers are in a… |
Sequence 19When Maria Montessori set up her first class environment in San Lorenzo in 1907, there were many educational scholars who… |
Sequence 21Development" 1 and more detail in From Childhood to Adolescence (French first edition 1948). What were the… |
Sequence 23We may summarize this list by speaking of the harmonizing of the child's personality. Any With the Erdkinder model we… |
Sequence 27UNIFYING THE URBAN CONTRIBUTION: MOVING TOWARD ERDKINDER by David Kahn This article suggests that the Erdkinder is a… |
Sequence 28appendices of the book From Childhood to Adolescence: Appendix A, "Erdkinder," and Appendix B, "… |
Sequence 29human intellect" (p. 92)-that is to say, the Great Lessons. The experience of social life in the second plane, then,… |
Sequence 30human functioning. The goal is adaptation-preparing the adoles- cent not for a particular task or post, but to be able to… |
Sequence 32school operation as a whole, maintained by a young family. Thus the Erdkinder is teeming with so many opportunities for work… |
Sequence 45misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 46COSMIC EDUCATION IN THE FORM OF A CONCRETE IMAGE I think that everyone, during the course of their lives, has experienced at… |
Sequence 50is try or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 51For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 58"IN Mv SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth… |
Sequence 59the Italian fascist experience was well and truly finished, and fascism had been definitively defeated five years earlier. In… |
Sequence 60answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 61Each individual, each one of us, has a body made up of billions of cells (50 thousand billion, to be ex- act) and, from the… |
Sequence 63beings, the exploration of this aspect of human society, we usually identify as economic geography in our courses. Montessori… |
Sequence 64In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 66profound existence of these bonds of interdependence and social solidarity between the peoples of the whole world."… |
Sequence 123EVOLUTION AND FLOW by Mihaly Csikszentmihalyi Dr. Csikszentmihalyi presents his theory of "flow" in the… |
Sequence 154EVOLUTION AS PHILOSOPHY AND ACTION by Judith Cunningham-Scott Judith Cunningham-Scott's survey of the spiritual and… |
Sequence 156functioning earth (Gaia) are the geosphere, hydrosphere, atmo- sphere, biosphere, and noosphere (mindsphere) ( cited in Berry… |
Sequence 158Thomas Berry hopes that the next geological era of evolution following the Cenozoic will be the Ecozoic Era (eco-, "… |
Sequence 159outer world we have altered our inner world. A barren Earth will be mirrored in the depths of the human soul (1992, p. 249).… |
Sequence 163GROWING SCHOOLS FOR HUMAN GROWTH by Sharon Dubble Sharon Dubble' s philosophy of developing schools incorporates a… |
Sequence 164Yet here we are, coming together to talk about schools-how to build whole schools. And we are drawn to learn together as a… |
Sequence 166was a secure knowledge of the needs of the children, and that became my basis for decisions. In the face of a total lack of… |
Sequence 167Montessori pedagogy may not also be essential to the unique entity which is a Montessori school. I had an opportunity to… |
Sequence 168I must repeat that it is not that l first proposed these principles and then shaped my educational method around them. To the… |
Sequence 169Human development is not merely continuous, progressing in a steady and incremental manner. Rather, it is discontinuous-charac… |
Sequence 173all seen the negative results in school communities where teachers operate separate classrooms like small fiefdoms. And so,… |
Sequence 174evolve agreements and shared consensus about program, curricu- lum, methods, and-yes-policies and procedures, which make… |