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Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 1OF ROOTS AND WINGS by David Kahn A philosophical outlook on the parent's role in Montessm-i, educa- tion, this article… |
Sequence 7I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 3scale, another time computing the relative distances between the plan- ets to a scale that would fit in the classroom. The… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 9The Montessori idea is unfinished by design. Some complain that the curriculum presented in Montessori training is incomplete… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Charles Torranova I want to thank David Kahn for… |
Sequence 5Although externally her life was affected by political forces, within she remained detached as this statement indicates: Not… |
Sequence 11&location must be considered as most imponant; for as diseases in the world of bodies are extremely contagious, so, in… |
Sequence 14this principle in this way will surely make a difference in our world. In The Promulgation of Universal Peace, 'Abdu… |
Sequence 8The adolescents may choose to design the garden for community ser- vice: to beautify the city; to provide flowers to nursing… |
Sequence 10PROGRAM DESCRIPTION SAMPLER 7bese pragmattc descriptions of adolescent program components which provide an operational view… |
Sequence 14NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 2concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 10Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 2It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 166It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 176Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 184concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 5To the Montessori "bleachers" the serving of the luncheon of milk and crackers is the most interesting part… |
Sequence 3misery as it does in prosperity, in oppression as in freedom, in war as in peace, and that he did not really know what life is… |
Sequence 12At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain… |
Sequence 15If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 7"potentialities which determine his development"; "there exists within this inert being a global… |
Sequence 21full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her… |
Sequence 22ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,… |
Sequence 32Mon te.:;sori has drawn in the middle of her chart, between the drawing above and that below, between "nature&… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&… |
Sequence 4he thinks he can go anywhere, and the urge to explore and discover his world has to be limited rather than pushed. Motivation… |
Sequence 1Introduction MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM A LIFE 1 S JOURNEY OF EDUCATIONAL IDEAS by David Kahn When… |
Sequence 3where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was… |
Sequence 11this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude… |
Sequence 9Afterward: Extending beyond the six weeks was continued work on refining their mission statements in preparation for… |
Sequence 8Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 1The Montessori Erd- The Montessori Erdkinder, insofar as it kinder concept is far from a is a home away from home for the… |
Sequence 5For all that, I thought it must be possible to apply certain funda- mental principles of the Montessori method to secondary… |
Sequence 32from fairly affluent families who ran away from home for the thrill of becoming street musicians and earnjng a few pennies on… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 6In this book we shall consider the different stages of human de- velopment and try to understand their significance with the… |
Sequence 68. Prepare yourself for the birthi11g of your child. You may want to consider taking a birthing class and think about your… |
Sequence 13cent Springs). Schools often provide a list of local resources and referrals for evaluation. 10. Sometimes a student can be… |
Sequence 1HELPING MONTESSORI EDUCATORS REACH ALL KINDS OF MINDS by Mary Jo Dunnington Schools Attuned is one of a suite of… |
Sequence 1INCLUSION: A PREPARATION FOR LIFE by Pam Shanks Rai11tree Montessori Sc1too/ is a model that deserves front and center… |
Sequence 17Linda Davis began her Montessori work in 1971. She has an AMI Elementary diploma a11d has worked with children from ages three… |
Sequence 3ln our classical elementary curriculum, there is a lot of biology, but of course, very Ii ttle of modern biology. Modern… |
Sequence 11on gaining self-knowledge, and literature is a great tool for self- discovery. An excerpt from Sherwood Anderson's… |
Sequence 43Rota, Gian-Carlo, & Fabrizio Palombi. /11discrete Thoughts. Basel, Switzerland: Birkhauser, 2008. Steen, Lynn Arthur… |
Sequence 7knowledge and intelligence. At risk of oversimplification, our ancestors shared stories around the fire. Fire was a… |
Sequence 5to produce our own towers with nothing more than rulers, pencils, scissors, construction paper, some sguares of cardboard (for… |
Sequence 22Emphasizing what I saw that was good, I was able to give talks to these teachers, but after all these years of internal… |
Sequence 9Each one of us comes into the teaching profession with a unique temperament, a unique style, a personal history. It is… |
Sequence 1Annabeth Jensen 58 The NA MTA Journal • Vol. 36, No. I • Winter 20 I I |
Sequence 5We Teach Science to Sow the Seeds of Culture We talk a lot about sowing the seeds; planting seeds we may never see germinate… |
Sequence 6We need to 111ake it clear to tlte children that there is so 111uclt left to discover. In this world of immediate information… |
Sequence 23and service to the earth itself. When students work in service of something larger than themselves, they feel connected. This… |
Sequence 3new future. He had remarked to a friend not long before, "I am not satisfied with the work I have done so far. From… |
Sequence 5institutional oppression, and competing visions of education as the conscious imposition of a culture or the more traditional… |
Sequence 7an abstract idea but an embodied way of life embedded in a specific culture that, again, provides both its meaning and purpose… |
Sequence 15Symphonic form and sonata form are just two of the many musi- cal forms available. Here are a few others worth exploring: •… |
Sequence 21the child is actually revealing to us. The circle of ironies is then com- plete, because it is precisely through Dr.… |
Sequence 26Pink writes: Ultimately, [intrinsically motivated] behavior depends on three nutrients: autonomy, mastery, and purpose. [This… |
Sequence 27Beethoven the structure of the Classical symphony within which he was able to innovate and express what could not have… |
Sequence 11The third period of the child's work may be observed in the "aha" reaction. A light bulb goes on. The… |
Sequence 3jacked and reinvented the three-period lesson for use with students in the third plane of development. When we started this… |
Sequence 5to those lessons look like? What do we expect the adolescents to do once they have received those lessons? As an elementary… |
Sequence 9concept that is so essential to understanding the knowledge at hand that it opens the door to understanding, providing the… |
Sequence 13In addition, Dr. Montessori reminds us that the role of the adult is to connect the child to the materials and the environment… |
Sequence 15"Meaningful work" for the adolescent translates into learning for the sake of contributing to the social… |
Sequence 19Yes, there is, and neuroscientists who are publishing results of studies warn us against that. Yet the more studies you look… |
Sequence 1Jean Peters 176 The NA MTA Journal • Vol. 36, No. I • Winter 20 I I |
Sequence 1Kathleen Lloyd 184 The NA MTA Journal • Vol. 36, No. I • Winter 201 I |
Sequence 5the tremendous impact self-regulation has on the child's social and cognitive development, as well as on the health of… |
Sequence 13My dissertation examined normalization in relation to emerging research on self-regulation and current developmental theories… |
Sequence 3It's true that knowledge gives students something to thjnk about, but a reading of the research literature from cognitive… |
Sequence 11extra support for slower students), the student with overall lower aptitude will still be behind the student with higher… |
Sequence 17Hall, V. C. & Edmondson, B. (1992). "Relative Importance of Aptitude and Prior Domain Knowledge on Immediate… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 5Historical preparation allows for great latitude, the sine qua non of which is a broad concept of the basic outline of the… |
Sequence 7Julius Ceasar assassination site What difference, we ask, might it have made in the fortune and fate of Rome had Caesar lived… |
Sequence 9Clearly ancient Rome, far beyond any other place, epitomized the classical world, but within Rome's walls there is also… |
Sequence 11of Roman Civilization is first on the list because it contains a visual, archaeological record of Rome's evolution laid… |
Sequence 14Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 27Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
Sequence 35remains of an earlier fourth-century church of San Clemente. Below this church are the remnants of a Roman apartment house,… |
Sequence 11From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 2468 Part One - Toward the Children's House: The Formation Years She also cited her own works, mainly Antropo!ogia… |
Sequence 4husband Dave would stuff with cheese and herbs and then saute as a late summer appetizer. And for a third thing, one year we… |
Sequence 8One of the things that I hope the zumpkin story did for us was to establish me as a narrator with some likable qualities. In… |
Sequence 16the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 20tive, that we use narrative structures to think with. The wonder- fully dense book describes how we collect and classify all… |
Sequence 26ence. It gives the patients a way to share who they are when other ways of communicating that sense of self are compromised by… |
Sequence 30These items sell better. According to Chris Speed4, principle researcher at Totem, the organization running some of these&… |
Sequence 2When I set up these centers, I want young learners to explore materials with all their senses, to ask questions, to use… |
Sequence 8her heart wonder about how to make friends because she just did not know how to do it. I wonder about how do you make friends… |