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Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, uwhat is the point of all this?" We… |
Sequence 1OF ROOTS AND WINGS by David Kahn A philosophical outlook on the parent's role in Montessm-i, educa- tion, this article… |
Sequence 7I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 3scale, another time computing the relative distances between the plan- ets to a scale that would fit in the classroom. The… |
Sequence 1INTRODUCING LUCIANO MAZZETTI Luciano Mazzetti Dr. uuciano Mazzetti is the president of the International Montes- sori Center… |
Sequence 9The Montessori idea is unfinished by design. Some complain that the curriculum presented in Montessori training is incomplete… |
Sequence 1RESPONSE TO GENEROUS UNDERSTANDING: KNOWING OURSELVES AND EACH OTHER by Charles Torranova I want to thank David Kahn for… |
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 8whether it can be done on a sufficient scale under present conditions? And the best guess is, probably not. That is why so… |
Sequence 19Ass~MEN'f AND REFORM by Ramsay Selden The "right kind of assessment, " asserts Ramsay Selden, can… |
Sequence 9S. I Hiyakawa, who was my president out at San Francisco State, is a wonderful person. When Dr. Hiyakawa was running for… |
Sequence 5Although externally her life was affected by political forces, within she remained detached as this statement indicates: Not… |
Sequence 11&location must be considered as most imponant; for as diseases in the world of bodies are extremely contagious, so, in… |
Sequence 14this principle in this way will surely make a difference in our world. In The Promulgation of Universal Peace, 'Abdu… |
Sequence 3Maybe, as I came to be more at home in the world, understanding more of what's really in it and how it works, the dark… |
Sequence 8The adolescents may choose to design the garden for community ser- vice: to beautify the city; to provide flowers to nursing… |
Sequence 12danced. That is the one group of stories in which you should change your normal voice; tell them quickly and keep the rhythm.… |
Sequence 10PROGRAM DESCRIPTION SAMPLER 7bese pragmattc descriptions of adolescent program components which provide an operational view… |
Sequence 14NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 2concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 10Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 2It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 166It is complex-not simply taught, but demanding continuous study and investigation of all aspects of life. It is complex… |
Sequence 176Teachers have to know strategies that concern their own move- ments. "The teacher should study her own movements, to… |
Sequence 184concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 5To the Montessori "bleachers" the serving of the luncheon of milk and crackers is the most interesting part… |
Sequence 3misery as it does in prosperity, in oppression as in freedom, in war as in peace, and that he did not really know what life is… |
Sequence 12At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain… |
Sequence 10You want them to get busy with all the things I saw out here in the exhibits. You want them to see a banquet out there. You… |
Sequence 15If you're a Bell Curve thinker, you think that a quarter of the people don't even have intel- lect and most of… |
Sequence 7"potentialities which determine his development"; "there exists within this inert being a global… |
Sequence 21full control of all one's energies, which is the result of the maturation that has been reached. The Four Planes In her… |
Sequence 22ergies that are repressed lead to inferiority complexes, the weakening of personality, lack of responsibility, listlessness,… |
Sequence 32Mon te.:;sori has drawn in the middle of her chart, between the drawing above and that below, between "nature&… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&… |
Sequence 17In any case, I remind the students, their job is not to retell Homer word for word, but rather to present the story in their… |
Sequence 19If you're getting kias to do good stuff in order to please you, With• out a sticker in sight, you have a problem. If… |
Sequence 4he thinks he can go anywhere, and the urge to explore and discover his world has to be limited rather than pushed. Motivation… |
Sequence 3It set me on a path of discovery, I guess, because I'm attracted to people who are what I call great teachers. I usually… |
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 20own culture. We're better people than that"-not to say, "Oh, don't do that. We've got to go… |
Sequence 18have to go down to Chile to find that. The answer, then, that I am suggesting is again the material appetite-the reason why… |
Sequence 1Introduction MARIO MONTESSORI: IN SEARCH OF A DEEPER FREEDOM A LIFE 1 S JOURNEY OF EDUCATIONAL IDEAS by David Kahn When… |
Sequence 3where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was… |
Sequence 8Critical Thinking as a Form of Creative Expression Oftentimes in school children are asked to memorize and repeat. What is… |
Sequence 9--------------------------------~-- But memorize-and-repeat leads to a narrow kind of learning. This approach all too often… |
Sequence 40--------------------------------~-- But memorize-and-repeat leads to a narrow kind of learning. This approach all too often… |
Sequence 41Critical Thinking as a Form of Creative Expression Oftentimes in school children are asked to memorize and repeat. What is… |
Sequence 2COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 23excitement in Jiving. Those who contemplate the beauty of the earth find reserves of strength that will endure as long as… |
Sequence 11this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude… |
Sequence 7with the soul-space in the surrounding world. Knowledge is a pres- ence of two beings in a single psychic space. One of the… |
Sequence 34assuming they're in a normal language environment. It really does show how good their little brains are at learning the… |
Sequence 8primary and elementary classes. Dr. Montessori attempted to show us that in the child we are dealing with a human being and… |
Sequence 9Afterward: Extending beyond the six weeks was continued work on refining their mission statements in preparation for… |
Sequence 8Everything about the children ment clearly urges middle schools to has a history, and if the stu- transform the fundamental… |
Sequence 6have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 2Erdkinder Atlanta: Danish? Joosten: Yes, there are some schools there. But these are for prestige, not yet for education.… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 1The Montessori Erd- The Montessori Erdkinder, insofar as it kinder concept is far from a is a home away from home for the… |
Sequence 5For all that, I thought it must be possible to apply certain funda- mental principles of the Montessori method to secondary… |
Sequence 32from fairly affluent families who ran away from home for the thrill of becoming street musicians and earnjng a few pennies on… |
Sequence 12to follow an indigenous Aztec pattern of development. That's a very cruel thing to say, but it's absolutely true.… |
Sequence 5Criticism of democracy has ea used the biggest trouble in my own life-not only in reviews but also after lectures-and some… |
Sequence 3Appropriately enough, although Dan was almost certain and a few of us suspected that our data might be off, we did not fully… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 7Do they love them? Yes, they do. Do they want to do those little fasteners? Yes, they do. My granddaughter, at seventeen… |
Sequence 9A: Flipping up and down-I don't know ifl' d recommend flipping up and down with toddlers, because they'll try… |
Sequence 17At this same school, the children in the early school care program would come to one building to have their breakfast and do… |
Sequence 1LIFETIME DEVELOPMENT AS SEEN THROUGH THE FIRST THREE YEARS OF LIFE by Judi Orion Early development shapes one's… |
Sequence 6before you can be really sure that they're never going to have a lapse in toileting. And, of course, given the conditions… |
Sequence 7fails to challenge children from an infant community, who, you re- member, have been actively involved in practical life… |
Sequence 8child said, "Well, I think the people in Kosovo and Croatia need the light to stop fighting. And other people need… |
Sequence 13Prepare the environment for the child's interest. And then after preparing the environment and after introducing all… |
Sequence 32the room, we find it's information that we've heard before. And it's nice to be validated as teachers to know… |
Sequence 11that division of labor also made possible the exploitation of labor. Hunter-gatherers could not really exploit each other.… |
Sequence 4nism. This red-baiting took its toll on our new teacher, who felt personally attacked and resigned just before school started… |
Sequence 7our school, unbeknownst to me, was relationships between the school director (me) and the teachers. "Oh, yes, she… |
Sequence 10they did it with ninety-eight percent efficiency. The spacecraft would be headed to the moon, but it wasn't quite on… |
Sequence 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 11each of the sounds that we use when we speak has a picture of itself, just like the photograph we can have of ourselves. In so… |
Sequence 17it 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 6We have had a rule for the past two years: Any fiction reading done in or for school must be a classic. This fall a new… |
Sequence 15We must be quick because our species, homo sapiens, having at- tained a certain level of intelligence, is now, in the words of… |
Sequence 9the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 15Aura: The learning that I received from this project is that everyone needs a guide for the different labors that there are… |
Sequence 2COMMUNITY, FREEDOM, AND DISCIPLINE IN A CARING CLASSROOM by John McNamara John McNamara characterizes adolescents through… |
Sequence 9they would guide the younger adolescents. All the objections I heard about having the fifteen- to eighteen-year-olds, had to… |
Sequence 22Let us begin with the microcosm, the baby who listens, even in utero, to the sounds about him or her. She absorbs these sounds… |
Sequence 15belong to the human nation, to humanity, if you keep hearing how horrible and disgusting human beings are? We want the… |
Sequence 7Now 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 11work with their hands; but also, because of those special minds, they learned to satisfy their needs indifferent ways over… |
Sequence 14have the power to create you also have the power to destroy-but they couldn't have carried out that role, they couldn… |
Sequence 8Aura: The learning that I received from this project is that everyone needs a guide for the different labors that there are… |
Sequence 2LIBERTY: SPIRITUAL FREEDOM AND MORAL RESPONSIBILITY by Eduardo J. Cuevas Mr. Cuevas' universal article about freedom,… |
Sequence 32kids will blink like you must not be very swift. Well, we're doing it because Ms. Brandt told us we're supposed to… |
Sequence 28• [ will seek to be more observant and encourage my children to explain what they do rather than to tell them what to do. • I… |