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Sequence 368He said, "Oh, no." I said, "That's just a law. It's a canon. You can't escape it. It… |
Sequence 433But cynicism will not save humanity. The adolescent-who rep- resents the future "man in society"-must have… |
Sequence 42find another way of nurturing. Nursing is not the only way to nurture a child. So, we do this gradual process. When we… |
Sequence 45refuel. "I just come back and check to see if it's OK if I run away from you. Is it OK if I leave you?"… |
Sequence 47a time of maturation before they can support the psychological body. This happens between walking and saying I. This is the… |
Sequence 76perspective, every day is a good day. We're the ones that say, "Oh, are you having a bad day today?"… |
Sequence 87the apron, puts on the baker's hat, gets everything out, and mixes it all up. However it is, it gets mixed. Then they… |
Sequence 142place within two or three days before or twenty-four hours after ovulation, there will not be successful fertilization. The… |
Sequence 144If the neural pore on the anterior or head end fails to close proper I y, we have a defect known as anencephaly. Literally the… |
Sequence 146estimated to raise the average woman's consumption of folic acid by about one hundred micrograms per day. So it helps,… |
Sequence 156about three drinks per day throughout pregnancy, there is an effect on cognition and behavior that is not morphological-you… |
Sequence 168it to the fetus, it's another ten percent chance that the fetus will be permanently harmed as a result. So it's not… |
Sequence 173LIFETIME DEVELOPMENT AS SEEN THROUGH THE FIRST THREE YEARS OF LIFE by Judi Orion Early development shapes one's… |
Sequence 196Obviously, we first had to get the parents on board because I was going to be dealing with the physical anatomy of the human… |
Sequence 205That's the program that we did in a capsule. So what I'm interested in doing now is some dialogue about how that… |
Sequence 213with adolescents who didn't go through this program who were doing internships. I tried to give them some idea of where… |
Sequence 217A: How interesting. Q: I have to agree with the scientific approach because not all families have that love. It would be… |
Sequence 24Goliath. We might recognize God's intention to do away with this monster, but in our world model there is no option for… |
Sequence 26in nature itself. Maybe our everyday experience of nature has led us to conceive of a model which is just a window. Partially… |
Sequence 83All kids should have an understanding of this. In fact, it should be the basis of all education. The first thing a child… |
Sequence 109mony and peace were very much on her mind. She did a lotoflectures on the subject. After all, she had lived through the entire… |
Sequence 117they know all the people don't care anyway, so they can do what they want or maybe give token attention to that little… |
Sequence 167education and for children too. That's what I mean when I say, "Heed the social context." I think we… |
Sequence 172it's a move from biological to cultural fulfillment, it's also a move from a certain degree of introversion in the… |
Sequence 174don't even see themselves at all; they are the world, essentially. And so the world exists as an extension of themselves-… |
Sequence 192thousand years ago is almost incomprehensible. I mean think about ten thousand years into the future-it's not even… |
Sequence 199So I tried to write a book that covered all of this stuff in a way that was warm, non-technical, and filled with narrative and… |
Sequence 205do you contemplate four billion years or ten thousand years if not through story, if not through music, if not through art?… |
Sequence 209ment so people can confront that. Even if you believe in God, you still have to confront the coldness and the darkness along… |
Sequence 141ENCHANTMENT WITH THE WORLD Let's begin with enchantment with the world. I want to emphasize this because I think that,… |
Sequence 144We also know children have a special attraction to the natural world because when you involve them in design projects they… |
Sequence 192A. We have a different situation here because we started like this, with this problem, but then we became a foundation. We met… |
Sequence 196copy it, but to hold it up as a mirror of a different approach with similar goals and opportunities. I think it would be very… |
Sequence 217geographer, historian, artist, etc. Each discipline represents a particu- lar way of looking at the world. Significantly,… |
Sequence 95hunters in the Kalahari could be said to be "working" about three hours a day. That's about how much… |
Sequence 99she meets on the way, about the rocks, about the animals she sees, the birds. She lives in a universe that is familiar and… |
Sequence 100Now we are probably entering a kind of fourth period, which is defined as the pe- riod of the knowledge worker, where we can… |
Sequence 104Now we are probably entering a kind of fourth period, which is defined as the period of the knowledge worker, where we can… |
Sequence 106feel-you know, how happy they are, how cheerful, how concentrated. In this particular study, the one with teenagers, we asked… |
Sequence 109never called work anything that they themselves originated. That is the typical way in which kids learn about what's work… |
Sequence 112Q. In Montessori we talk about the uninterrupted work time and we recognize that the adolescent needs time for self-reflection… |
Sequence 125learn and do a lot, but of course most farm kids don't expect to be farmers. They want to go so mew here else, so even… |
Sequence 70the child's natural sensitivity has not been interfered with, Montessori says, he absorbs written language "in… |
Sequence 72So it's still not grammar, at least not the way it is thought of traditionally in schools. We are interesting the child… |
Sequence 88Now, you know that we usually have two object boxes: One is totally phonetic, like dog or hat, and one contains sounds that… |
Sequence 91it does depend on you. If you try to make it something formal, I do not think it will happen. You just have to either have the… |
Sequence 93a correction as much as a discussion with the child about the different words. You can say, "You know, when you are… |
Sequence 200We have a lot of fun with our outside stakeholders, too-our customers. They have a lot of fun. All of our ads are uniquely… |
Sequence 201using business to inspire and implement solutions to environmental crises. It doesn't mean that you try, in Michael… |
Sequence 203us, it was a good decision, too. Now we're differentiated, and our customers are even more loyal to us. When you talk… |
Sequence 108pressed. If, in terms of abilities within the class, a child has come to understand that some people have more ability in math… |
Sequence 135The infant needs an environment that offers physical protection. Not restriction, but protection. The adolescent also… |
Sequence 161unica," readers should refer to Camillo Grazzini's article "Cosmic Education at the Elementary Level… |
Sequence 163Do you know where this river that flows in secret can be found? Can you guess where you can find this strange nation? Would… |
Sequence 32want to restrain them. The school should become the place where the child can live in freedom. To concretize this, I will say… |
Sequence 36the things that children need to learn from early on. They need to work and play with other children, to be socialized, and to… |
Sequence 39child, it could be that a friend is acting strangely or it could be that your parents are giving you a hard time, or as a… |
Sequence 42become worse at, there are other things that you may become better at. So what you want to do is capitalize on the things you… |
Sequence 43taught by Spanish speakers and given to Spanish speakers in a Spanish-speaking country, so I decided I needed to learn Spanish… |
Sequence 46designing, inventing things, imagining what could be, supposing things. Three of these things are selective encoding,… |
Sequence 47practical. It's important to teach children to be good thinkers, not just in a classroom, but also in their everyday… |
Sequence 54and that is about the obstacles you face if you're going to be creative. It's not an easy path, but it's a… |
Sequence 56learning. Assessment also should involve analytical, creative, and practical, as well as memory components. You make the… |
Sequence 60world stuff like fish racks, which they use in their lives, they learned better (Sternberg, Lipka, et al.). So we've done… |
Sequence 80When the question becomes "How are you smart?," a lot more gets changed than just the word order. "… |
Sequence 25university or to pass the examinations required to obtain diplomas" (124). It is here that the Colloquium turns to a… |
Sequence 26Krumins Grazzini continues to describe the revolutionary nature of integration of the disciplines, which begins in the… |
Sequence 28elementary children, it seems to me quite natural that specialists then become the residents for the adolescents .... What… |
Sequence 40discoveries as regards work, because what creates tiredness is work- ing without interest or indeed not working. As a matter… |
Sequence 55and biking and hiking and all of those possible ways of being active in the world with your body and exploring a healthy… |
Sequence 62between manual work and what they called academic work. They said, "We like to have a lesson first thing in the… |
Sequence 84------------------------------- ----- ment is connected with all parts of learning. A student wrote to me when she was in… |
Sequence 140than the family" (69), provides opportunities for a young person to take initiative, assume responsibility, and even… |
Sequence 186I THE A PLANES OF DEVELOPMENT! I THE <BULB> I ~~ ,flNALlTYI 1ai l~~~ mi ~ ~ MAE!] coc:9 ,.MQ,t;Hf~SORI)… |
Sequence 232all the other things that I mentioned. We have to know what's valid for all the planes as well as what changes from one… |
Sequence 235is organized, and really, if you think about it, that has to be so. Firstly, ·because they' re looking for mental… |
Sequence 239greatest whole and we pass from one whole to another; in other words, we find wholes within wholes. This sequencing must not… |
Sequence 244convinced when they saw some sugar transform itself into a fuming mass of the blackest coal under their eyes, after sulfuric… |
Sequence 250question they are asking is 'Who am I? Where do I fit in ?111 The "Who am I?" question needs to be… |
Sequence 251difficult to be conscious. Literally, from zero to three, it's not possible, at first. I'm not sure it's always… |
Sequence 288adolescents are being prepared for entry into society, it's not enough to have teachers-do you know what I mean? They… |
Sequence 289be in residence, and the specialists must always be the ones that come in from outside. I understand that there's a… |
Sequence 347HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 348from these Montessori sources, and he concludes the latter section as follows: Indeed, Montessori goes so far as to say:… |
Sequence 351umph of universal peace, telling them that "history is the teacher of life." (4) ("History is the… |
Sequence 353Now what about humanity itself? As we know, at a certain point in the story, we focus on that very. special form of life to… |
Sequence 192researchers to document and validate the evidence of nature's healing power, but until then, as Montessorians, we have… |
Sequence 7this f 011 rnnl issue embodies one part of the fire of her continuing sparks that mature into flames, and then regress as… |
Sequence 33in which case, perhaps, I will drop a seed to invite you to think about those ideas, not merely to sell ideas that are already… |
Sequence 38"forcible isolation of young children" but instead is called by a lovely euphemism, time out-teach kids to… |
Sequence 44that a book I wrote on this topic more than a dozen years ago called Punished by Rewards is probably the first book in history… |
Sequence 57helps me to see that they might not be so easy to reconcile. And the third kind of challenge is that 1 have this theory,… |
Sequence 59Here's what I think makes sense in a school, and I think many of you wiJI agree with this, and then Twill proceed to some… |
Sequence 60We do not teach fractions because kids are going to need to know about that next year, or because it's on our lesson… |
Sequence 66now I've been mentioning that at schools all over the place and some of them have picked up on it. Take it, steal it-they… |
Sequence 67In one of my own books, called The Schools Our Children Deserve, I took all the research and stuffed it at the end of the book… |
Sequence 72is given to kids on a regular basis? Should I skip this entirely, then, or would it be helpful, as with the other stuff, to… |
Sequence 78kids-if you were primarily interested in sorting people into winners and losers. If you were interested in the quality of… |
Sequence 95don't always put directions by them; it depends on the material. Some of them just say "explore";… |
Sequence 98WHvTwo DAvs? When I came back to the Barbara Gordon Montessori School ten years ago, I was dumbfounded to find that they had… |