Search Inside Documents
Displaying results 1 - 100 of 184
Sequence 10cent Colloquium (see the timeline of Montessori secondary programs in "The Development of a Montessori High School as… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 15THE DEVELOPMENT OF A MONTESSORI HIGH SCHOOL AS AN EXTENSION OF THE FARM SCHOOL by David Kahn and Ron Stewart This very… |
Sequence 19(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 20farm's natural and human-made environment asan optimal environ- ment in which adolescents assume various roles that… |
Sequence 17REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from… |
Sequence 10programs supported by experience, a long-term experience. We will establish guidelines only through a natural process that… |
Sequence 2dents in the equivalent of ninth through twelfth grade, but the school has since expanded to two adjacent campuses. The Farm… |
Sequence 6dable task. The need for facilities, general funding, staffing, and the increasing demands of the post-secondary community all… |
Sequence 2THE MONTESSORI HIGH SCHOOL FOR THE STUDY OF NATURE AND SOCIETY A PROPOSAL by David Kahn David Kahn presents a high school… |
Sequence 4In October, 2005, NAMT A sponsored the third international Ado- lescent Colloquium, a gathering of eminent Montessori… |
Sequence 13• a formal connection to a place of higher learning • an historic or actual connection to farming or other kinds of harvest… |
Sequence 17and historical anthropology explore the /11111,an past, i11c/11d ing the pasts of people who have left 110 written record of… |
Sequence 2MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 2 by Christopher Kjaer… |
Sequence 2HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 2Whole formative synthesis, because it represents the total of the disciplines that translates into to the "… |
Sequence 16Figure 3. Striding Man, Alberto Giacometti, 1960. In his Montessori High School mathematics curriculum frame- work,… |
Sequence 17If we were to take the largest box to be cosmology, the second, astronomy, followed by physics, chemistry, geol- ogy, biology… |
Sequence 18world." We have to face the real problems of the world. We have to go to the communities and learn what is happen-… |
Sequence 19REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 2intense, self-motivated work arising out ofoptimal engagement), not of the individual alone, but a collective maximum effort… |
Sequence 3logical capacities for information storage and retrieval, the stu- dents are equipped, trained, and encouraged to utilize… |
Sequence 8approach that puts the hu- man into the center super- seding the web (e.g., in biology, we view the human not as the… |
Sequence 9mental Systems and Societies to become the crux of our students' scientific experience, the synthesis of scien- tific… |
Sequence 13IMl'LEMENTING WHOLE FORMATIVE SYNTHESIS IN THE HUMANITIES When Montessori alludes to both "scientific and… |
Sequence 22inflt1enced by the tendencies of their societies. The use of these ideals has also played a prominent role in the devel-… |
Sequence 24REFERENCES Adler, Mortimer)., Robert Hutchins, et al., eds. Great Books of the Western World. 54 vols. Chicago: Encyclopredia… |
Sequence 2"new child," the "spiritual embryo," endowed with inner wisdom, independence, dignity,… |
Sequence 3At Montessori High School, peace, a synthetic shortcut to Montessori philosophy, weaves through the strands of juxtaposed… |
Sequence 4be left behind. This truly synthetic endeavor implies a drive forward towards a higher and spiritual goal, a better world,… |
Sequence 5courses in the constant back and forth between self and other, in the dynamics of going out for ex- ploration and coming… |
Sequence 1THE DISCIPLINES: THEIR EVOLVING ROLES FROM CHILDHOOD TO ADOLESCENCE by David Kahn Looking at elementary progmms from the… |
Sequence 20consortium of educational institutions with the ability to extend the disciplines (See Figure 5). Nine libraries, five long-… |
Sequence 23ply strengthening one's confidence and adapting to different groups and environments. These metacognitive (thinking-about… |
Sequence 24personal. I think that a great work is the most outstanding action or task that one can achieve and has had an effect on at… |
Sequence 36ROAD MAP EIGHT PEDAGOGY Of PLACE FOR THE OLDER ADOLESCENT JAMES MOUDRY James Moudry poi11ts 011t !,ow large tfte prepared… |
Sequence 371 ! I .Ii .d r J .. ~:·::.u ,~;::i ~o,~1~::::!1;:~;-:::-;=••· .......... - ·= ,.. ,.. lt… |
Sequence 38what's immediately available, and then it grows to be maps of the neighborhood, maps of your house, maps of favorite… |
Sequence 43Rota, Gian-Carlo, & Fabrizio Palombi. /11discrete Thoughts. Basel, Switzerland: Birkhauser, 2008. Steen, Lynn Arthur… |
Sequence 1ENVIRONMENTAL SYSTEMS AND SOCIETIES MoNTEssoRr-lB FRAMEWORK by Christopher Kjaer COURSE DESCRIPTION We live in an… |
Sequence 2course must begin, because, without understanding this concept, we cannot begin to get a grasp of imbalance. Humanity's… |
Sequence 3was done because it allows our students to see things twice, be it something as simple as the progression of the seasons, or… |
Sequence 10ASSESSMENT In addition to the I BO-required assessments, students enrolled in Environmental Systems and Society will be… |
Sequence 13Science Scientific A111erica11 Sierra S111it/1s011ia11 Wired ADDITIONAL COURSE INFORMATION The term "laboratory… |
Sequence 2MATHEMATICS MoNTESSORI-1B FRAMEWORK by Michael Waski BACKGROUND AND METHODOLOGY Each plane of development has its own… |
Sequence 9Montessori children do grow up with a great desire to change the world. Tf you want to see a group of such students gathered… |
Sequence 1EDITORIAL: PEACE Now by David Kahn The Montessori Centenary in 2009 revealed to us a count of nearly 20,000 Montessori… |
Sequence 2FORMATIVE EDUCATION: FOUNDATIONS FOR CHARACTER DEVELOPMENT by Pat Ludick and Michael Waski A meditation on the inner life of… |
Sequence 1NEW RELEASES This journal includes two articles written in 2012 and emerging from Hershey Montessori Schools Adolescent… |
Sequence 2REVOLUTIONS IN CURRICULUM: TENTH GRADE AS A TURNING POINT AND A CHALLENGE AT MONTESSORI HIGH SCHOOL Regina M. Feldman… |
Sequence 15and reflective piece of writing, in combination with other measures such as greater reflection in the faculty on processing of… |
Sequence 3167 Swimme • The Resurgence of Cosmic Storytellers Story forced its way still further into physics when, in recent decades,… |
Sequence 3245 Mazzetti • The Ecology of the Mind and care for an environment. You know what it means to watch for the smallest detail… |
Sequence 3275 Shiva • Everything I Need to Know I Learned in the Forest the dead earth worldview The war against the earth began with… |
Sequence 1toWard the ultimate goal of Peace: hoW a montessori education at the high school level suPPorts moral develoPment through… |
Sequence 3163 Henke • Toward the Ultimate Goal of Peace and outer peace throughout the developmental continuum. It is our task, as… |
Sequence 5165 Henke • Toward the Ultimate Goal of Peace that result in experiences of valorization. The organizing principles of the… |
Sequence 11171 Henke • Toward the Ultimate Goal of Peace their own. By studying another culture, students begin to question what is… |
Sequence 13173 Henke • Toward the Ultimate Goal of Peace covering the organizing principles of the universe, the sciences also open up… |
Sequence 23183 Henke • Toward the Ultimate Goal of Peace must be exposed so the students can meet them. This extends be- yond material… |
Sequence 27187 Henke • Toward the Ultimate Goal of Peace aPPendix the montessori institute for the science of Peace adolescent… |
Sequence 28188 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 is the sequence of phases in perspective-taking, and the insight that… |
Sequence 30190 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 progression and digression, but also see their role in transforming the… |
Sequence 31191 Henke • Toward the Ultimate Goal of Peace reform issues of our time. These student groups form the backbone of peace… |
Sequence 5133 Montessori • Man and SuperNature 21Another lost chart. Courtesy of Montessori High School at University Circle tended… |
Sequence 418 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 graduate school at the University of Chicago so I could study flow… |
Sequence 1024 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 interruption. Based on my experience in the Montessori commu- nity for… |
Sequence 9101 Abbott • Battling for the Soul of Education Even when we have the whole picture nothing can be achieved without a… |
Sequence 1globAl science And sociAl sysTeMs: The essenTiAls oF MonTessori educATion And peAce FrAMeworks From Childhood to Adolescence… |
Sequence 2359 Kahn • Global Science and Social Systems awareness wherever there is a Montessori adolescent program. This is a need for… |
Sequence 1577 Norris • Biodiversity and Peace Finally, it’s really only during the last or third period of the experience when we start… |
Sequence 8106 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 sensorial avenues have been explored by the children, and exhausted.… |
Sequence 9181 Davis • What Are We Observing and How? I read this list to the mother of a thirteen-year-old yesterday. When I looked up… |
Sequence 1How tHe matHematical minD of tHe aDolescent DeveloPs from early aDolescence to late aDolescence by Michael Waski “It is… |
Sequence 1moral DeveloPment: from cosmic eDucation to aDolescent action by Elizabeth Henke “The most essential component to offering… |
Sequence 1tHe water molecule: How montessori HigH scHool, international baccalaureate, anD university circle bonD to form a… |
Sequence 250 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Here is an essential principle of education: to teach de- tails is to… |
Sequence 553 Doerr, Good, and Waski • The Water Molecule Water is made up of two elements: hydrogen and oxygen. In From Childhood to… |
Sequence 654 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 Montessori is our oxygen and the International Baccalaureate (IB) and… |
Sequence 1664 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 important to the student as an individual. A relatively new emphasis on… |
Sequence 1NAMTA–AMI LEGACY: WINDOWS OF CHANGE 1975-2020 _______________________________________________________________________ David… |
Sequence 9Kahn • NAMTA - AMI Legacy 163 least Maria Montessori thinks so. She indicates that what might be considered “to be rooted”… |
Sequence 20174 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 174 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Emily Dickinson… |
Sequence 3facilities for those students desiring it. This will allow youth who live beyond convenient commute distance to benefit from… |
Sequence 186Proposed Specialized Breakouts (afternoons): Math, Science, Technology ♦ John McNamara Geometry: From Pure Abstraction to… |
Sequence 18cent Colloquium (see the timeline of Montessori secondary programs in "The Development of a Montessori High School as… |
Sequence 21that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 575THE DEVELOPMENT OF A MONTESSORI HIGH SCHOOL AS AN EXTENSION OF THE FARM SCHOOL by David Kahn and Ron Stewart This very… |
Sequence 579(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 580farm's natural and human-made environment asan optimal environ- ment in which adolescents assume various roles that… |
Sequence 587resources through the use of ur- ban educational, cultural, and business institutions. At the same time, The Montessori High… |
Sequence 588Whereas the "occupations" of the Farm School were limited in scope to roles on the farm and nearby small… |
Sequence 590• Opportunities for social, athletic, and artistic participation that are creative and individual; and • Progressive opening… |
Sequence 593The Montessori High School will be developed under the auspices of Montessori Development Partnerships (MOP) for the planning… |
Sequence 595• Begin site and facilities development work • Begin student recruitment • Finalize staff, drawing in part from the advisory… |
Sequence 53REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from… |
Sequence 74programs supported by experience, a long-term experience. We will establish guidelines only through a natural process that… |
Sequence 340dents in the equivalent of ninth through twelfth grade, but the school has since expanded to two adjacent campuses. The Farm… |
Sequence 344dable task. The need for facilities, general funding, staffing, and the increasing demands of the post-secondary community all… |
Sequence 411THE MONTESSORI HIGH SCHOOL FOR THE STUDY OF NATURE AND SOCIETY A PROPOSAL by David Kahn David Kahn presents a high school… |