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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 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 8The adolescents may choose to design the garden for community ser- vice: to beautify the city; to provide flowers to nursing… |
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 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 4he thinks he can go anywhere, and the urge to explore and discover his world has to be limited rather than pushed. Motivation… |
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 11this idea on its head, she once commented at a gathering to honor her, "The highest honor and the deepest gratitude… |
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 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 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 4ables him to grow, teaches him to speak, and thus perfects him" (The Secret of Childhood 36). It was Betty… |
Sequence 6In this book we shall consider the different stages of human de- velopment and try to understand their significance with the… |
Sequence 68. Prepare yourself for the birthi11g of your child. You may want to consider taking a birthing class and think about your… |
Sequence 13cent Springs). Schools often provide a list of local resources and referrals for evaluation. 10. Sometimes a student can be… |
Sequence 1HELPING MONTESSORI EDUCATORS REACH ALL KINDS OF MINDS by Mary Jo Dunnington Schools Attuned is one of a suite of… |
Sequence 1INCLUSION: A PREPARATION FOR LIFE by Pam Shanks Rai11tree Montessori Sc1too/ is a model that deserves front and center… |
Sequence 17Linda Davis began her Montessori work in 1971. She has an AMI Elementary diploma a11d has worked with children from ages three… |
Sequence 3ln our classical elementary curriculum, there is a lot of biology, but of course, very Ii ttle of modern biology. Modern… |
Sequence 11on gaining self-knowledge, and literature is a great tool for self- discovery. An excerpt from Sherwood Anderson's… |
Sequence 43Rota, Gian-Carlo, & Fabrizio Palombi. /11discrete Thoughts. Basel, Switzerland: Birkhauser, 2008. Steen, Lynn Arthur… |
Sequence 7knowledge and intelligence. At risk of oversimplification, our ancestors shared stories around the fire. Fire was a… |
Sequence 5to produce our own towers with nothing more than rulers, pencils, scissors, construction paper, some sguares of cardboard (for… |
Sequence 22Emphasizing what I saw that was good, I was able to give talks to these teachers, but after all these years of internal… |
Sequence 6We need to 111ake it clear to tlte children that there is so 111uclt left to discover. In this world of immediate information… |
Sequence 26Pink writes: Ultimately, [intrinsically motivated] behavior depends on three nutrients: autonomy, mastery, and purpose. [This… |
Sequence 5Historical preparation allows for great latitude, the sine qua non of which is a broad concept of the basic outline of the… |
Sequence 14Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 27Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
Sequence 2THE STUDY OF THE EARTH AND LIVING NATURE by Jacqui Miller Apart from 1/lerely nlludi11g to tlte biologicnl sciences, Jacqui… |
Sequence 10processes of observation, comparison, reasoning, knowledge, and socialization, without overlooking emotional development. In… |
Sequence 3MONTESSORl'S CONCEPTION OF EDUCATION FOR ADOLESCENCE The chief symptom of adolescence is a state of expectation, a… |
Sequence 13In addition, closer partnership with local middle schools offers a path to develop an aspect of the high school that is at… |
Sequence 18Montessori's path for a science of peace is clear and radical and so optimistic that the junior class is doubtful it can… |
Sequence 10child as the agent of change. In The Discovery of the Child (67), Montes- sori writes of a British family who lived in India… |
Sequence 11humanity. It is this latter part, culture, that which represents the study to be carried out in the schools, the universal… |
Sequence 4sis of the Good Shepherd, that propelling force, as we said, which has carried forward almost a half-century of catechesis, is… |
Sequence 9143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 10162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 1ePiloGue: the child and the environMent by Molly O’Shaughnessy Molly wrote this article thirteen years ago. It is a fitting… |
Sequence 1ePiloGue: the child and the environMent by Molly O’Shaughnessy Molly wrote this article thirteen years ago. It is a fitting… |
Sequence 19155 Lillard • Playful Learning and Montessori Education Some child-development specialists maintained that pretend- ing… |
Sequence 16158 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 The issue of adaptability looms. The adolescent becomes the skater,… |
Sequence 1toWard the ultimate goal of Peace: hoW a montessori education at the high school level suPPorts moral develoPment through… |
Sequence 15211 Sackett • “The Lines That Make the Clouds” sary experience to create precedents in a mind that is then prepared to act… |
Sequence 5221 Verschuur • Reflections lessons learned from forTY-Plus Years in The classroom Dr. Montessori saw education as an aid to… |
Sequence 1074 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 was assigned an experienced national Montessori coordinator to assist me… |
Sequence 1coMMunicaTing WiTh The faMily for The chilD’s BesT chance for success by Joachim Dattke Joachim Dattke describes a holistic… |
Sequence 2172 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Rather than a particular language, children inherit the potential for… |
Sequence 1The RevelaTion of The UniveRsal Child by Lynne Lawrence Lynne Lawrence puts forward the solemn belief that each child is… |
Sequence 1212 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 and allows us to understand reality more precisely (“the hand is the… |
Sequence 14126 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 It is important to understand that Dr. Montessori did not advocate that… |
Sequence 4110 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 breakfast, lunch, a nap, and goes late into the afternoon beyond the… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
Sequence 1868 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 about the way the world works and the way that we work as human beings… |
Sequence 14146 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Other times, the word secret is strongly implied. Here’s an example of… |
Sequence 21153 MacDonald • Becoming a Scientific Observer wOrk In The Advanced Montessori Method, Montessori includes a section titled… |
Sequence 1214 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 terruption or interference and without judgment. Until the child is… |
Sequence 1315 Andrews • The Myth of the “Perfect” Child child just started taking as many cylinders as she could and putting them in… |
Sequence 12110 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 inTeresT and choice There are questions that come to mind. In the… |
Sequence 12274 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Importance of External Objects The external object is the gymnasium on… |
Sequence 7136 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 singing, the wind rustling the trees, rain falling, or the hum of the… |
Sequence 18172 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 172 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 The Montessori… |
Sequence 2Her own personality seemed to embody a certain self actualizing force to such intensi- ty that certain critics dismissed the… |
Sequence 2educational experience. Their activities include large group discussion-encounters (we call them pow-wows) which were started… |
Sequence 1Editorial Report: Help A.M.I. Shape the Montessori Future: Notes on Amsterdam-1979 by David Kahn The Dutch Montessori… |
Sequence 1Reminiscences and Thoughts About Montessori Day Care By Margaret Elizabeth Stephenson A reprint from a 1975 NAMTA Quarterly,… |
Sequence 232 The very heights of the hills, the tall pines and blue gum trees (Eucalyptus), the meandering lake - an artificial… |