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Sequence 15Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 22c) S11111u 2, Chap. :J. Cunents and Countel' Curl'ents in Medical Sdencc. Rep1·intecl in Cltild mul F11111i/!f. 1:~:… |
Sequence 3sudden seriousness when those in thrall to the Wicked Witch of the West are freed from bondage. While in The Final Alice, a… |
Sequence 3Baylol", Byrd: I don't remembel' which book l found fil'st, but since then, it's become an… |
Sequence 1MURIEL DWYER: ON THE WAY TO THE AIRPORT by David Kahn Although Ms. Dwyer has written a short pamphlet entitled Key to… |
Sequence 10ape-like primates, waddling reptiles, jawless fishes, worm-like inverte- brates, and other creatures deemed even lower or more… |
Sequence 5ful reproduction; ironically, to the degree that those immigrant families who were working in the sweat shops were having more… |
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 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 6to the discovery of the value of motifs and symbols in intensifying the meaning of that remarkable story. The story fits… |
Sequence 7satisfying relationships and of passing on that ability to their children. But in unstable homes, where parents, often single… |
Sequence 3These families all have something in common - they are outside of the mainstream of their communities and have little, if any… |
Sequence 1about change effectively. In making the change process explicit, I want to make it clear chat I'm not talking about… |
Sequence 2systems. And of course, another irony is that those who preach change always preach how someone else should go about change,… |
Sequence 7teachers in a position to say how they are going co go about pursuing this goal, this change that they want to do. Will we use… |
Sequence 2the common experience for fashioning questions in the right way to reveal what they know, rather than just revealing… |
Sequence 9S. I Hiyakawa, who was my president out at San Francisco State, is a wonderful person. When Dr. Hiyakawa was running for… |
Sequence 12The Struggle to Restructure This, chen, brings me to my ninth point. It seems to me chat at the fundamental levd, school… |
Sequence 2GL. How best do you see us helping children, especially the adolescents who are moving towards taking their place in the… |
Sequence 6which is trying to become a self-sustaining community in relationship with the plants, the animals, the landscape, the humans… |
Sequence 7difficulties. Now there is a tendency to do away with tensions by eliminating difference rather than harmonizing difference… |
Sequence 20viduals and social organizations to deal with complexity and change in ways which are both adaptive and creative. The emerging… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 36Goody, J. (1977). The domestica1ion of the savage mind. New York: Cambridge University Press. Goody, J. ( I 987). The… |
Sequence 12This will always stick in my mind: two men, talking about two black, disabled soldiers who had not been shot by the enemy but… |
Sequence 6it. Here are the symbols for the ~ansitive and the intransitive, the infinitive, and the verb to be for auxiliary use. Of… |
Sequence 9at you!te show- • fs you're showing the child with this work is not only the ability to parse-to recognize the parts… |
Sequence 17The other type is contagious magic, which says that things once in contact are always in contact. Now, that is at the root of… |
Sequence 11peer modeling and peer support to the new people. Another way to elicit parental cooperation is to get a first child started… |
Sequence 6rule must be introduced at a time when it is essential; it must be explained, it must be enforced consistently, and it will… |
Sequence 20References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary… |
Sequence 12The children spent most of !heir time in teacher-directed large- group activities, and ... most of their language behavior was… |
Sequence 17Miller, J. B. 0 976). Toward a new psychology of women. Boston: Beacon. Montagu, A. (1986, August 7). Qtd. in Woodstock Times… |
Sequence 19Hellbrugge, T. 0979, Spring). Early social development and proficiency in later life. Tbe NAMTA Q11arter(y, 4<.2), 6-14… |
Sequence 18If Luria was correct about inner speech being the mechanism that "feeds" the development of the frontal… |
Sequence 7gentlemanlike conduct in the late twentieth century is radically differ- ent from what it was in the eighteenth. Let us look… |
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 53gentlemanlike conduct in the late twentieth century is radically differ- ent from what it was in the eighteenth. Let us look… |
Sequence 136If Luria was correct about inner speech being the mechanism that "feeds" the development of the frontal… |
Sequence 10Froebe}, F. (1887). The education of man (Trans. W.M. Hailman). New York: Appleton. (Original work published 1886) Hart, R… |
Sequence 4that distinguishes bluntly between dumb and smart. It's who we are. It's a quarter inch below the surface all the… |
Sequence 15Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. Montessori, M. (1994). The absorbent mind. Oxford: Clio… |
Sequence 17and needs, then you have to create the environment. Even if it's not necessary to get a job at IBM, that's okay; if… |
Sequence 3WHY NoT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Answering possible objections and citing his own personal experiences,… |
Sequence 9with her husband. She was also a vet. The students who worked with her went early in the morning to help her with the hard,… |
Sequence 14bility. What is it? We do not know, but we must hasten to find out. It must be the child who reveals to us what happens during… |
Sequence 2The characteristics we came up with were described from a student's point of view. For example, the first one is: A… |
Sequence 10Here is how another skater describes the utter absorption when one feels that a performance is going well: It was just one of… |
Sequence 12Rock climbers are particularly eloquent on this score: "It's a pleasant feeling of total involvement. You become… |
Sequence 4Wall, and he finally got to what now is Beijing and took over. When the pager went off, the teacher wrote down that this was… |
Sequence 7But before we do that, let me talk a little bit about what these activities are like. After I did these original interviews,… |
Sequence 12little defensive self, but you are part of something bigger, larger. If you sing in a choir or play with a group, a symphony… |
Sequence 17with friends, social situations, or reading for pleasure. Worry and anxiety happen a lot in school; they happen a lot on the… |
Sequence 31A: That's really difficult because you find, for instance, there have been very good studies that show that if you get a… |
Sequence 32A: It's true that it's very difficult to be in flow all the time. Nobody that I know can be in flow all the time.… |
Sequence 4Many people can be in extremely stimulating situations-in a ski re- sort, with an tndoor swimming pool, and cilll kinds of… |
Sequence 9And I said, "Well, don't worry. Just go out and stop people in the street and within half an hour you will find… |
Sequence 14forms of life, makes us able to do a lot of different things. It makes us able, for instance, to think of ourselves as a… |
Sequence 20every day and some once a week; some say, "I had one experience like that 20 years ago and that's it."… |
Sequence 22clergymen from England who started visiting the Alps and wrote up how beautiful and majestic these things were, and they… |
Sequence 16QUESTIONS ANO ANSWERS Q: As Montessorians, how can we can get our work selected by the culture? A: Obviously, if I had a… |
Sequence 18A: Gatekeepers usually develop historically in very funny ways. You don't know exactly who will be entitled to be a… |
Sequence 25interesting is a list distilled from the study of these hundred people. Of course, the first one is familiar; we talked about… |
Sequence 28Every one of the people we interviewed has the same rhythm. It may be a daily rhythm, that is, they work alone from 7 in the… |
Sequence 29But in their private life, it is amazing how bourgeois these people are; they are not taking chances and being different just… |
Sequence 34the kind of hardship, the feeling that you conquered it, you survived it. It's really sad that you can't do that. Q… |
Sequence 4adult and the children, as these expressions of the spirit pour out of their daily experiences of togetherness-their oneness… |
Sequence 3feelings. Coles tells the story of an eight-year-old girl who refused to participate in a spelling bee, despite her teacher… |
Sequence 6of the intellect for its own sake. The reasoning mind has a much grander task: The work of humanity that always loves more,… |
Sequence 4BEYOND BRIBES AND THREATS: How NoT TO GET CONTROL OF THE CLASSROOM by Alfie Kohn In an effort to clarify the basic… |
Sequence 11here's what I'm going to do to you," or I say, "Do this and you'll get that," I am… |
Sequence 15was giving them to do and with my mistaken assumptions about learning and what a good teacher was. It took me a long time to… |
Sequence 29"Do this and you'll get that." Ultimately, that feels punitive. Analo- gously, I don't have… |
Sequence 31than limiting the number available, but not as good as moving away from the reward and punishment approach altogether. There… |
Sequence 32But the fact that young children are so hungry for our approval-are they not?-puts an enormous burden on our shoulders not to… |
Sequence 38And isn't more motivation what we want? If this were true, it would make perfect sense to follow the Pizza Hut executives… |
Sequence 47approve of what you've done. You've met my standards." What you're doing is merely helping her experi… |
Sequence 54But in this second-grade class, the kids were into this. One kid came up, when it was her turn to speak, and talked about… |
Sequence 55develop self-discipline, what they mean is to get the child to introject, to use the psychoanalytic language, or swallow whole… |
Sequence 11We will come to realize that each child has artistic potential and each child will relish the deep satisfaction derived from… |
Sequence 7which caused Suzuki to place heavy emphasis on environment over intelligence, and that's why, to be a Suzuki student, he… |
Sequence 11that-and I emphasize the i-n-g, do-ing that-not can do that-it's always doing that. The brain is in a constant search for… |
Sequence 14'I don't want to do that anymore. I don't want to pay attention to that anymore.' That's what this is… |
Sequence 5evolution is the environment. That is, there are common persistent features in the environment which will decide whether the… |
Sequence 11Iii e both integrated erentlat . , children are both 0 " de- • the om- reci- ien~ aln1 we all use. If you… |
Sequence 12spend the next hour talking about complexity in the development of the human being and complexity at the psychological level.… |
Sequence 18economy, is one that privileges differentiation. But it's very bad at integration. Many other cultures, including the… |
Sequence 19Q: Since we've been at a conference that has discussed ultimacy, that is, the destiny of the universe and the destiny of… |
Sequence 22For instance, let me just give one little piece of data from this study. One is that we asked these children, whenever the… |
Sequence 23, o man peor>.le, suggests the more complicatecJ, se simplicity actually plex t~an a complf. plicatecf Idea or a et… |
Sequence 24particular case, the teacher was talking about the invasion of China by Genghis Khan in 1213 and how Genghis Khan moved down… |
Sequence 30is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to… |
Sequence 20own culture. We're better people than that"-not to say, "Oh, don't do that. We've got to go… |
Sequence 5var, and you mix the two and combine the best of human and natural possibilities. I'll give you an example of what I… |
Sequence 10I said, "That's just a law. It's a canon. You can't escape it. It's always going to be true.… |
Sequence 10studied, the experience of working with the earth and connecting it to curriculum only enhanced the learning. Despite the… |
Sequence 17us listen to the words of Maria Montessori, for she is reminding us that if we can do what we have just been saying, We find… |
Sequence 15With that vision, however, Maria Montessori joins the ranks of the great educational philosophers of all time and gains the… |
Sequence 16It is important for us not to change the vision of Dr. Montessori by creating a reductive attitude to what we do, by focusing… |