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Sequence 2Pwn7>kin Moonshine. Tudor, Tasha. Henry Z. Walck, David McKay, New York, 1938. Scmu, 's Favo1·ite Story. Aoki,… |
Sequence 2imposed on Dr. Montessori who was considered an enemy alien. Being under restrictions himself, he could do nothing to have… |
Sequence 8motivation and became self-directed learners. They were readily obedient and respectful of reasonable authority, strongly… |
Sequence 8The materials became a means through which inner motivation could be carried our. The phenomenon of concentration was central… |
Sequence 9(2) Class position. Making students into numbers and segregat- ing them in classes trains them to stay in their place. (3)… |
Sequence 11What Tolstoy and Montessori saw so clearly and worked so hard to eradicate were the barriers which tra- ditional… |
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 29What Tolstoy and Montessori saw so clearly and worked so hard to eradicate were the barriers which tra- ditional… |
Sequence 31(2) Class position. Making students into numbers and segregat- ing them in classes trains them to stay in their place. (3)… |
Sequence 1~------------------ Mo NT ES SOR I: COLLABORATION AS A WAY OF LIFE by David Kahn Maria Montessori's visionary pedagogy… |
Sequence 3The change of behavior surprised not only Dr. Montessori but the visitors who flocked from all parts of the world to witness… |
Sequence 10courageous, generous habit of existence, free from the pull of fashion, money, and power, driven by a relentless curiosity in… |
Sequence 11In Montessori's time also stood a major figure in European and British intellectual life: W. Somerset Maugham. He was… |
Sequence 14the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 9Or there is the chilljng evolutionary thought that Ignorance is essential for the human race to function and to survive,… |
Sequence 28of earning one's mind. Earning one's freedom. Or so it seems in those ancient texts. Should a realizable curriculum… |
Sequence 33it has never been tried (37). Why not? But what does succeed in the character education of a human being, indeed, if "… |
Sequence 73Tolstoy, Leo. A111rn Knre11111n. l'W York: Viking Penguin, 2000. Viii on, rran~ois. Th!' Poems of Mn,ta Frn11rois… |
Sequence 3AMI Journal 2017 - 2018 page 47 1. Confusion. Disconnecting and unrelating everything results in an incoherent understanding… |
Sequence 7AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 118AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 122AMI Journal 2017 - 2018 page 47 1. Confusion. Disconnecting and unrelating everything results in an incoherent understanding… |
Sequence 119AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 123AMI Journal 2017 - 2018 page 47 1. Confusion. Disconnecting and unrelating everything results in an incoherent understanding… |
Sequence 2must be identifiable to the child. Whether fantastic tales or true life adventures, these books should concern questions the… |
Sequence 22 the education world today. In it, she explains the ideas and methods that first brought her acclaim and, more recently,… |
Sequence 22 the education world today. In it, she explains the ideas and methods that first brought her acclaim and, more recently,… |
Sequence 22 the education world today. In it, she explains the ideas and methods that first brought her acclaim and, more recently,… |
Sequence 22 the education world today. In it, she explains the ideas and methods that first brought her acclaim and, more recently,… |
Sequence 22 the education world today. In it, she explains the ideas and methods that first brought her acclaim and, more recently,… |
Sequence 22 the education world today. In it, she explains the ideas and methods that first brought her acclaim and, more recently,… |
Sequence 22 the education world today. In it, she explains the ideas and methods that first brought her acclaim and, more recently,… |
Sequence 42Ballard, Hartin. (1973). The old, old story of the "New Education--2" Teacher, 70, 142-49, (7). 43 Banta… |
Sequence 48Revesz, Geza. (1925). Progressive education. The Call of Education, 2 71-73, (3). Rogers, George W. (1977). Maria… |
Sequence 7273 Montessori, Mario. (1972). Voices from the past and the present. Communications,_!, 2-4, (3). Montessori, Mario, Jr… |
Sequence 1Montessori Syntopican: Proposal Abstract b} Mary Boehnlein and David Kahn To date there is no definitive chronicle of… |
Sequence 100Pwn7>kin Moonshine. Tudor, Tasha. Henry Z. Walck, David McKay, New York, 1938. Scmu, 's Favo1·ite Story. Aoki,… |
Sequence 45imposed on Dr. Montessori who was considered an enemy alien. Being under restrictions himself, he could do nothing to have… |
Sequence 53motivation and became self-directed learners. They were readily obedient and respectful of reasonable authority, strongly… |
Sequence 32The materials became a means through which inner motivation could be carried our. The phenomenon of concentration was central… |
Sequence 171(2) Class position. Making students into numbers and segregat- ing them in classes trains them to stay in their place. (3)… |
Sequence 173What Tolstoy and Montessori saw so clearly and worked so hard to eradicate were the barriers which tra- ditional… |
Sequence 181Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.… |
Sequence 6~------------------ Mo NT ES SOR I: COLLABORATION AS A WAY OF LIFE by David Kahn Maria Montessori's visionary pedagogy… |
Sequence 108The change of behavior surprised not only Dr. Montessori but the visitors who flocked from all parts of the world to witness… |
Sequence 76courageous, generous habit of existence, free from the pull of fashion, money, and power, driven by a relentless curiosity in… |
Sequence 77In Montessori's time also stood a major figure in European and British intellectual life: W. Somerset Maugham. He was… |
Sequence 80the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 138Or there is the chilljng evolutionary thought that Ignorance is essential for the human race to function and to survive,… |
Sequence 157of earning one's mind. Earning one's freedom. Or so it seems in those ancient texts. Should a realizable curriculum… |
Sequence 162it has never been tried (37). Why not? But what does succeed in the character education of a human being, indeed, if "… |
Sequence 202Tolstoy, Leo. A111rn Knre11111n. l'W York: Viking Penguin, 2000. Viii on, rran~ois. Th!' Poems of Mn,ta Frn11rois… |
Sequence 48AMI Journal 2017 - 2018 page 47 1. Confusion. Disconnecting and unrelating everything results in an incoherent understanding… |
Sequence 52AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 35must be identifiable to the child. Whether fantastic tales or true life adventures, these books should concern questions the… |
Sequence 62 the education world today. In it, she explains the ideas and methods that first brought her acclaim and, more recently,… |
Sequence 50Ballard, Hartin. (1973). The old, old story of the "New Education--2" Teacher, 70, 142-49, (7). 43 Banta… |
Sequence 56Revesz, Geza. (1925). Progressive education. The Call of Education, 2 71-73, (3). Rogers, George W. (1977). Maria… |
Sequence 8073 Montessori, Mario. (1972). Voices from the past and the present. Communications,_!, 2-4, (3). Montessori, Mario, Jr… |
Sequence 64N.A.M.T.A. News: NAMTA FURTHERS RFSEARCH EFFORT NAMT A in partnership with Cleveland State University is expanding its… |
Sequence 55Montessori Syntopican: Proposal Abstract b} Mary Boehnlein and David Kahn To date there is no definitive chronicle of… |
Sequence 4AMI Journal — Archival Treasure Publication, 2016 p. 4 we had to lengthen the school hours, beginning at eight and finishing… |