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Sequence 1A MONTESSORI VISION OF ADOLESCENCE by Lawrence Schaefer Dr. Schaefer's deve/,opmental outlook for the adolescent arises… |
Sequence 2This interdisciplinary approach to the study of the humanities makes full use of the characteristics of young adolescents to… |
Sequence 8d) exercises in sensory geometry and numbers. Three additional objec- tives were included in the Montessori curriculum: a)… |
Sequence 1d) exercises in sensory geometry and numbers. Three additional objec- tives were included in the Montessori curriculum: a)… |
Sequence 2Maria Montessori was well versed in philosophy. Her footnotes include allusions to Sequin, Tolstoi, Froebal, Pascal, Poincare… |
Sequence 3The Montessorian, in reading Socrates' Theaet,et:us, may begin to describe the Montessori vision with new vocabulary and… |
Sequence 1Humanities HUMAMITIES AND THE ART OF INQUIRY by Edwin J. Delattre Dr. Delattre's incisive summary of the role of… |
Sequence 3for human beings," "the studies that make people fully human," and so on. Beware of such… |
Sequence 4His work brings to life the idea of inquiry as dialogue-the shared and cooperative pursuit of truth among people of knowledge… |
Sequence 5What holds for listening and speaking holds, too, for reading and writ- ing. For those who have difficulty engaging in… |
Sequence 7in the l:,ook changed. How did circumstances lead them to alter their beliefs, attitudes, or behavior? Lee wrote a paper… |
Sequence 8government should be constituted-as seriously as anyone I have read or met. His many volumes of correspondence are laced with… |
Sequence 9questions in the inquiry of political theory makes that inquiry durable and permanent. It is grist for the intelligence of all… |
Sequence 12violence. They understand nothing of the nature of dignity that is a rightful part of their heritage, and they live in a… |
Sequence 13Lupus is an exhausting disease, but Flannery O'Connor was none- theless to make herself into one of the great writers of… |
Sequence 14passes for an education in this day and time, but I am not deceived by it." She was deceived by very little; she was… |
Sequence 8Let me however choose just a few that I think you would agree would be helpful in any view of class discussion. They may apply… |
Sequence 10Elements of the Definition of Class Discussion I. An interchange between students, not primarily between stu- dents and… |
Sequence 2learn is not enough; stimulation is not teaching. Since whatever can be learned by instruction must necessarily have been… |
Sequence 4learning; nor can his superior skill in learning provide the learner with the help he needs in the process of discovery. The… |
Sequence 6The Greek Educational Analogue We look to the classics at this point, not to suggest that a study of the ancient culture… |
Sequence 2impulses that even now throb in thine own little selfish heart. Lift up thy eyes, behold that life, and then tum away, and… |
Sequence 9MORE: I thought we said friendship .... The Dean of St. Paul's offers you a post; with a house, a servant and fifty… |
Sequence 11Sawyer so graphically lacked it. Ifwe are attentive to our own experience and that of others, ifwe have the kind of humility… |
Sequence 3immediately oversee the development of these arts in the relations between the student discussants, while simultaneously… |
Sequence 4if he establishes this alleged superiority by making evident that those who claim wisdom (politicians, poets and artisans)… |
Sequence 5to discourse daily about virtue and self-examination. But he finally proposes a small money offering· guaranteed by his… |
Sequence 6perfectly normal thing to do. Ms. A: Yes, I think that's what I mean. Mr. B: Well, aren't some strange behaviors… |
Sequence 7feelings of others. Why couldn't he pursue his mission and still be accepted by others? Seems to me he'd have a… |
Sequence 8Mr. C: Well, I can accept that. But I still don't think that money, power and fame are evils, as Socrates says. Mr. B: I… |
Sequence 9Ms. A: Yes, that's why oratory would fail too. Even a speech in a grand style would fail where experience and feelings… |
Sequence 10Ms. A: Well, man does some things that don't require a body. Leader: Such as ... Ms. A: We think. And therefore thinking… |
Sequence 11Mr. B: But conscience urges us to do right, not just to keep from doing wrong. Mr. C: Well, maybe we really don't need… |
Sequence 12Passive listening to an external authority is replaced by an active search for the best means of expression and communication… |
Sequence 1314. A tight logical argument is implied here. Socrates could convince only a person of virtue. But the jurors were not… |
Sequence 14seeking martyrdom by not saving himself? Or is there a real opposition between surviving in Athens and obeying the gods? In… |
Sequence 2present, the oriental peoples were tied to the past and it was therefore called "education by recapitulation.&… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 3Paideia is not a fixed curriculum, it is determined on site by the teachers involved according co the observed needs of the… |
Sequence 8builds thought, language, and concepts. And this need for integration aero~ the curriculum guides the organization of time,… |
Sequence 1COAUTION OF ~ENTIAL SCHOOLS by Michael Goldman In straight-forward language, Michael Goldman challenges the conference to… |
Sequence 19But I think that these more basic issues of working on collaboration, working on redefining the role of the teacher, on… |
Sequence 9BU. If so, then it seems co me char a good deal of today's talk about enhancing "self-esteem" in… |
Sequence 12University of California Press, 1980), pp. 395-435. 31 Plato Apology 29e. 32 See, e.g., Plato Protagoras 360d: courage is… |
Sequence 11References Eisley, Loren. (1964). The unexpected universe. New York. Harcou re, Brace, and World, Inc. Lorenz, Konrad. (1990… |
Sequence 17tive tests and focused interviews about how they had changed in their minds, relarionships, values, and self-attitudes, I… |
Sequence 17attempts to pinpoint the causes and character of this sense of participation in nature display a conviction that, despite… |
Sequence 15The group read and reread books and essays already assigned to their students, such as Ibsen 's An Enemy of the People… |
Sequence 10others treat them. Much inner-city violence, many acts of violence committed everywhere, are com- mitted because children… |
Sequence 9• c:: I,) 0 ;·; I,) • ... ,, c:: ·- QI 0• QI .. a. CII .: . .c= c.,•- • .ii: OCI) (J .. .... • .ii: c:: • o… |
Sequence 4of the word, in the sense of Socrates and Plato, the master or majenta who recognizes that in every child and perhaps in every… |
Sequence 11Maclean, P. D. 0985b). The triune brain in conflict. Fam.if;y, Play, and the Separation Call, 12. Maturana, H. R., &… |
Sequence 15sex and postponed marriage age into the late twenties, it opted for the one- child family. Had China consulted me on its… |
Sequence 17You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 19Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 21Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 169You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 6Once a decision has been made to enroll a child, additional steps are taken to firmly initiate this partnership with parents… |
Sequence 14Assessment (1992, p. 7), and the future of testing in America depends on issues of equity and the improvement of opportunities… |
Sequence 1MARIA MONTESSORI: w ORLD PEACE THROUGH THE CHILD by E. Mortimer Standing E. Mortimer Standing's remarks concerning… |
Sequence 4that we are now faced with a crisis of global proportions. This situation takes the form of a crisis in energy, food, ecology… |
Sequence 14REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria… |
Sequence 1How ARE You SMART?: MULTIPLE INTELLIGENCES AND CLASSROOM PRACTICES by Bruce Torff The question "How are you smart… |
Sequence 14When something is amiss in our classroom, in our school, among the parents, or within ourselves, why not take Montessori'… |
Sequence 26MARIA MONTESSORI ANO PROGRESSIVE EDUCATION During the two decades between the first publication of The Montessori Method 18 (… |
Sequence 27John Dewey's American pedagogy and William Heard Kilpatrick's realization of this (Project-Method, 1918); Carleton… |
Sequence 28The Italian government did not join the IBE and thereby indirectly favored the dominating influence of the Geneva group of… |
Sequence 29willing to compromise. 23 As far as she was concerned, selecting some aspects of the method and excluding others meant… |
Sequence 7space is not very large, but it allows the children access to the outdoors at any time. We use this space all year long for… |
Sequence 19Montessori, Maria. The Montessori Method. Trans. A. George. 1912. New York: Schocken, 1962. Montessori, Maria. The Secret of… |
Sequence 25Orr, D. W. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: SUNY, 1992. Piaget,J. TheGtild… |
Sequence 3Howard Gardner's work and the present state of his Theory of Multiple Intelligences, which debunks traditional notions of… |
Sequence 4What does the Meno tell us? The Meno tells us about Socrates' visit to his friend Menon. On this visit, he has a… |
Sequence 4center of our efforts to insure, in Gianna Gobbi's words, "healthy psychic life and [to pave] the way for human… |
Sequence 2ogy and Semitic culture and history. Over the years, I slowly became aware that, in addition to Italian and Hebrew, Sofia… |
Sequence 5phers from Socrates, in the Apology, referring to himself as a midwife; through the early Medi- eval period, beginning… |
Sequence 20Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford, England: Clio, 1994. Montessori, Maria.… |
Sequence 12Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 10to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 2to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 227Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 34Standing, E.M. Maria Montessori: Her Life and Work. 1957. Rev. ed. New York: New American Library, 1984. Sternberg, R. &… |
Sequence 8HUMANITIES PROJECTS 2000-2001 Study of the Maya I. Study of Living Things II. Technology and the Building Up of Civilization… |
Sequence 13Montessori, Maria. The Secret of Childhood. 1936. Calcutta: Orient Longmans, 1966. Standing, E.M. Maria Montessori: Her Life… |
Sequence 30In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |
Sequence 1My followers will surely continue without me. I just hope that they do not become victims of Epicureanism. As for the Stoics… |
Sequence 10Hopefully this weekend has given you a little renewal of this vision. I want to give you two quotes. One is from E.M. Standing… |
Sequence 10Montessori, Maria. The Secret of Clrildlrood. 1936. Trans. M. Joseph Costelloe. Notre Dame, IN: Fides, 1966. Standing, E.M.… |
Sequence 4erything in the beginning, but he or she directs every particle's behav- ior at any moment in time. This directing is… |
Sequence 25Montessori, Maria. The Secret of Childhood. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1936. Montessori, Maria… |
Sequence 27Philosophy of the Winnetka Curriculum, 1926); and those of two of Montessori's pupils: Makinden (Individual Work System)… |
Sequence 281929); Edouard Claparede (with "individualized" education, 1921); Roger Cousin et (with the teamwork method… |
Sequence 29The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |
Sequence 30of the method and excluding others meant distorting the very nature of the method. 10 The final result was that, as Montessori… |
Sequence 16And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 86And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 200of the method and excluding others meant distorting the very nature of the method. 10 The final result was that, as Montessori… |
Sequence 201The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |
Sequence 2021929); Edouard Claparede (with "individualized" education, 1921); Roger Cousin et (with the teamwork method… |
Sequence 203Philosophy of the Winnetka Curriculum, 1926); and those of two of Montessori's pupils: Makinden (Individual Work System)… |