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Sequence 4At the same time, there's an emphasis on the children understanding their relationship to society. There is a respect for… |
Sequence 22What's interesting to me about this logical match-up is how many classrooms I've been in where there's a… |
Sequence 5culture, not because it failed, but because it succeeded beyond their wildest dreams. In other words, using the old Platonic… |
Sequence 12Let me now tum to the last part of my morning lecture: the cultural ramifications of this economic Renaissance. Farmers were… |
Sequence 12technology offered? But our family got together and said, "It's just like that orchard out there. There's… |
Sequence 18ence, and material overabundance. The nature of human nature being what it is, we would quickly, as Nietzsche said, sink into… |
Sequence 5Classical culture did not create pyramids; it did not create great houses for mummi- fied remains of leaders. Most of the… |
Sequence 27There always must be this knowledge in a young person about the tragic nature, what the Greeks called the ephemeral existence… |
Sequence 3students and their families, neighbors, local volunteers, teachers and administrators from other schools, people who saw the… |
Sequence 19a slightly increased risk of miscarriage among flight attendants. (But some researchers believe it is more a matter of job… |
Sequence 11There are different ways to look at cosmic education and at the cosmic vision. One that Montessori talks about is how we… |
Sequence 8There's another great story for life and how it developed that leads into the wonderful timeline of natural history. Then… |
Sequence 16featured quite prominently in this conference. There's a gentleman whose name is David Sobel who's written a number… |
Sequence 23do you contemplate four billion years or ten thousand years if not through story, if not through music, if not through art?… |
Sequence 14the natural world. Then they talk also, again and again, about some special person who showed the value of natural places (… |
Sequence 9Of course, all of these three need to be done with joy and engage- ment. You know, if the kids don't enjoy doing it, if… |
Sequence 5People here are having fun; teachers learn from you and you learn from the teachers. We can come to them [teachers] with… |
Sequence 16make any adjustments to your language work there? Or did it follow exactly what we do here? A. Really and truly, Lilian, no,… |
Sequence 13out your whole life span. You can improve your teaching throughout your whole life span. The biggest problem we all face is… |
Sequence 4• Ongoing care of each other. The Montessori School of Lake Forest also creates a social commu- nity by working with an… |
Sequence 4premise: Socialization is central to who we are as human beings. It's the reason for our big brains. My second premise… |
Sequence 7through all these activities?" So then we have the third period: "Why did we go through this? What's… |
Sequence 10The reason that most parents are not good at judging "normal" is pretty clear: Most parents know one or two… |
Sequence 32locations, other places you go to visit, are viewed. But you have to Practical life, going out-these know your place first.… |
Sequence 7The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 9that both parents must work. They cannot survive in the economic world without two incomes or welfare. They don't make… |
Sequence 16inexperienced teachers don't walk into a new classroom helpless. Better yet, why doesn't the course manufac- ture… |
Sequence 160At the same time, there's an emphasis on the children understanding their relationship to society. There is a respect for… |
Sequence 30What's interesting to me about this logical match-up is how many classrooms I've been in where there's a… |
Sequence 244culture, not because it failed, but because it succeeded beyond their wildest dreams. In other words, using the old Platonic… |
Sequence 251Let me now tum to the last part of my morning lecture: the cultural ramifications of this economic Renaissance. Farmers were… |
Sequence 273technology offered? But our family got together and said, "It's just like that orchard out there. There's… |
Sequence 341ence, and material overabundance. The nature of human nature being what it is, we would quickly, as Nietzsche said, sink into… |
Sequence 348Classical culture did not create pyramids; it did not create great houses for mummi- fied remains of leaders. Most of the… |
Sequence 370There always must be this knowledge in a young person about the tragic nature, what the Greeks called the ephemeral existence… |
Sequence 403students and their families, neighbors, local volunteers, teachers and administrators from other schools, people who saw the… |
Sequence 158a slightly increased risk of miscarriage among flight attendants. (But some researchers believe it is more a matter of job… |
Sequence 57There are different ways to look at cosmic education and at the cosmic vision. One that Montessori talks about is how we… |
Sequence 110There's another great story for life and how it developed that leads into the wonderful timeline of natural history. Then… |
Sequence 170featured quite prominently in this conference. There's a gentleman whose name is David Sobel who's written a number… |
Sequence 205do you contemplate four billion years or ten thousand years if not through story, if not through music, if not through art?… |
Sequence 149the natural world. Then they talk also, again and again, about some special person who showed the value of natural places (… |
Sequence 122Of course, all of these three need to be done with joy and engage- ment. You know, if the kids don't enjoy doing it, if… |
Sequence 62People here are having fun; teachers learn from you and you learn from the teachers. We can come to them [teachers] with… |
Sequence 90make any adjustments to your language work there? Or did it follow exactly what we do here? A. Really and truly, Lilian, no,… |
Sequence 41out your whole life span. You can improve your teaching throughout your whole life span. The biggest problem we all face is… |
Sequence 12• Ongoing care of each other. The Montessori School of Lake Forest also creates a social commu- nity by working with an… |
Sequence 119premise: Socialization is central to who we are as human beings. It's the reason for our big brains. My second premise… |
Sequence 177through all these activities?" So then we have the third period: "Why did we go through this? What's… |
Sequence 89The reason that most parents are not good at judging "normal" is pretty clear: Most parents know one or two… |
Sequence 304locations, other places you go to visit, are viewed. But you have to Practical life, going out-these know your place first.… |
Sequence 49The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 45that both parents must work. They cannot survive in the economic world without two incomes or welfare. They don't make… |
Sequence 24the other would answer, "Well, my baby ate chicken, what did your baby eat?" Steak!" For these… |
Sequence 27I • can do for your children in the development of the emotional framework of the child, you mothers, particularly, can,… |
Sequence 34inexperienced teachers don't walk into a new classroom helpless. Better yet, why doesn't the course manufac- ture… |