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Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 8prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 5Just as the understanding of the growth and development of the child in our complex society continues to build in the… |
Sequence 1THE ROLE OF THE PRACTICAL LIFE EXERCISES IN THE DEVELOPMENT OF EQIDLIBRIUM by M. Shannon Branner Ms. Branner's… |
Sequence 4builds from the concrete to the abstract. Suzuki method teachers paral- lel this approach in their ordering of the pieces… |
Sequence 14We are not always successful in achieving our objectives of parent involvement and in using the strategies 9f participation… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 3(1936/1975, 1949/1961, 1949/1975). When the developmental pro- cess proceeds normally, normalization occurs, and all four of… |
Sequence 183(1936/1975, 1949/1961, 1949/1975). When the developmental pro- cess proceeds normally, normalization occurs, and all four of… |
Sequence 1WORLD MONTESSORI: RENEWAL THROUGH COOPERATION by David Kahn What is the task confronting education? It is above all the task… |
Sequence 3perhaps had not yet suffered enough. Of this period we may well quote the ancient prophet who said: "We supported… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 1THE VERBAL/LINGUISTIC AND VISUAL/ SPATIAL INTELLIGENCES by Rita Schaefer Zener Dr. Zener aligns Gardner's verbal/… |
Sequence 2THE PERSONAL INTELLIGENCES: LINKING GARDNER TO MONTESSORI by Silvia C. Dubovoy In discussing the personal intelligences, Dr… |
Sequence 1MovEMENT, Music, AND LEARNING: THE MUSICAL AND BoDILY/KINESTHETIC INTELLIGENCES by Audrey Sillick Audrey Sillick' sin… |
Sequence 2THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker… |
Sequence 1THE CASA OF SEVRES, FRANCE by Margot Waltuch Margot Waltuch's pictorial documentation and personal description of her… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 6outer world we have altered our inner world. A barren Earth will be mirrored in the depths of the human soul (1992, p. 249).… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 5To provide for the education of young children is a luxury, however. Almost every government, while sympathizing with the… |
Sequence 2THE MONTESSORI FAMILY AND ME by Margot W altuch This beautiful vignette of Margot Waltuch' s connection to the… |
Sequence 4participants in environmental issues in their own communities. We need them to think as well as act locally while also being… |
Sequence 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 20Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 2DEVELOPING A POSITIVE VISION FOR THE WHOLE SCHOOL by Sharon L. Dubble Dr. Dubble features one of the pivotal methodologies… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 4unearthed what Montessori saw as optimal developmental outcomes along social, moral, cognitive, and emotional dimensions. 1… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 1IN THE SERVICE OF CREATION by Renilde Montessori Renilde Montessori's evocative call to protect, nurture, and aid life… |
Sequence 8some segment of Montessori consciousness. Another such crystalliza- tion point, for example, was Mario Montessori' s 1956… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 5should exist side by side: the first belongs to the inner life of man, the second to his life in society. (102) In their own… |
Sequence 3Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass, 1998. Rathunde, Kevin. "Adolescent Engagement… |
Sequence 4A working girl-no family money This caught me up short. I don't think of Dr. Montessori as a vagrant-and you probably… |
Sequence 15some locations, the project has involved eight through eighteen year olds. All of us believe that younger children can be… |
Sequence 14Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 4extremely valuable and will have these larger social and political effects. With that, let me begin to talk about the topic… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 5measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 10REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 4for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 40Nichols, J ., & R. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational… |
Sequence 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 15evolution is the unity of mankind. In the psychosphere there should now only be one civilization. (Unpublished proceedings)… |
Sequence 87evolution is the unity of mankind. In the psychosphere there should now only be one civilization. (Unpublished proceedings)… |
Sequence 102Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff One should not address the concept of… |
Sequence 8objects and exercises, which one might l.ook for in vain at a later age. (cited in Standing 120) We might ask ourselves,… |
Sequence 10homes and health clinics, our early childhood centers and classrooms, America's schools and human service institu- tions… |
Sequence 3life, and I have had several opportunities throughout these years to work in this area. In one occasion, during the time that… |
Sequence 4as this has given me the opportunity to connect with other people with the same vision. AMI is an affiliated nongovernmental… |
Sequence 11consequence of the daily Montessori book study and friendly dia- logue, the group attending this gathering participated in a… |
Sequence 12minds and our efforts in making this world a better world for the children. Millennium Goals of the United Nations: 1.… |
Sequence 10Rathunde, Kevin. "Montessori Education and Optimal Experience: A Framework for New Research." The NAMTA… |
Sequence 10environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 2To KNow THE PLACE FOR THE FIRST TIME: WHY THE YOUNG ADOLESCENT BENEFITS FROM THE DEVELOPMENT OF THE PEDAGOGY FOR THE OLDER… |
Sequence 14enlarges this picture to the great array of grazing and browsing animals all over the planet-the deer, the antelope, the bison… |
Sequence 18Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 4This article represents my progress thus far in understanding how flow theory and Montessori philosophy help to reveal the… |
Sequence 34Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |
Sequence 55The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
Sequence 62The Early Days of Montessori Education in Berlin Multiplication work, Berlin Montessori class, I 92 7 Children's House… |
Sequence 187Another Viennese Montessorian and Holocaust survivor who made a significant contribution in the United States was Lena Gitter… |
Sequence 6Montessori does a bit of mixing of metaphors as she explains the socialization of the child from zero to twelve. While I might… |
Sequence 20I'll give a little narrative on economics that r give at great length in The Real Wealt/1 of Nations, and I will tell you… |
Sequence 4nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 5In 1950, Mario Montessori wrote about the celebration of his mother's eightieth birthday: "UNESCO gave a… |
Sequence 6about the work of the UN by mirroring its activities and cul- tivating important life skills such as negotiation and con-… |
Sequence 7more than that. In order for a delegation to be successful at a confer- ence, the work must start months in advance. Each… |
Sequence 8mission: "The next generation of leaders will come from this program. Soon they will be sitting here, and it will. be… |
Sequence 9they can also experience the participatory excitement of learning how the UN works. During the conference, our students,… |
Sequence 5school teacher. Dr. Evans, who has consulted in hundreds of private and public schools throughout the U.S. and internationally… |
Sequence 30Experience." Applied Develop111e11ta/ Science 5 (2001): 158- 171. Rathunde, K. "Family Context and Talented… |
Sequence 65Binocular Vision Working Group. "The Use of Tinted Lenses and Colored Overlays for the Treatment of Dyslexia and… |
Sequence 2We are asked to make conscious and dear all that is small and infinite, linear and turning, the music and the dance, and the… |
Sequence 16Bojaxhiu (Mother Teresa), Shirley Smith, Archbishop Oscar Romero, Wangari Maathai, and Jaime Lerner. A number of these stories… |
Sequence 4now find it critical to re-establish their mission and/or values, the process of including appropriate stakeholders, pursuing… |
Sequence 5adolescents, have to absorb that reality. Peace requires not only an emotional relationship, it requires a change, a social… |
Sequence 4Renilde Montessori challenges us to look more deeply at this term Montessori used to describe her pedagogy: Seldom, if ever,… |
Sequence 13Fukatsu, Takako. "Commitment to Wider Community: The Global Child, an Example from Southeast Asia."… |
Sequence 8and there are 192 countries that are members of the United Nations (UN). But that's not the end of the issue. There are… |
Sequence 7for places in college and the work force. The term "chalk and talk" is used to describe the methods whereby… |
Sequence 6so much for information and intellectual knowledge as for social understanding. On the verge of entering adulthood, the… |
Sequence 23and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 21Morf, Carolyn. C. & Mischel, Walter. "Epilogue: Self- Regulation, Vulnerability, and Implications for Mental… |
Sequence 191Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years The study of the world Study of… |
Sequence 21APPENDIX 2: MISSION AND V!SlON STATEMENT OF MONTESSORI PEACE Now Mission Statement We seek to create a model curriculum that… |
Sequence 7141 Leonard • Deepening Cosmic Education of everything from a tiny molecule of glucose to the work of bacteria, bats, oak… |
Sequence 2202 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 let’s look at the big picture. As our new century unfolds, one of the… |
Sequence 2274 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 beyond Monocultures From Chipko, I learned about biodiversity and… |
Sequence 896 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 shoulder are a trinity in themselves. The hand is related to the nervous… |
Sequence 17105 Ludick • The Work of the Hand its immense physical and intellectual development, is a miracle standing in front of us. (… |