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Sequence 17Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 19(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 27clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 21children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 2BRINGING THE MONTESSORI THREE-YEAR MULTI-AGE GROUP TO THE ADOLESCENT by David Kahn Speaking from direct experience at The… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 9REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 1CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 2• The sequences of teacher training unfold step by step, showing how theory shapes methodology and methodology requires the… |
Sequence 3My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 1BERGAMO HARVEST "Tit is is our destiny to sow! To sow everywhere, wit/tout ceasing, never to harvest." -… |
Sequence 2So we went to Bergamo, so we remember well, the soul of all humanity, the flow of civilization, the song of God Who Has No… |
Sequence 9context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 10In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 11Mario had "pearls," which still today remain inaccessible and incomplete. One such item was "an… |
Sequence 12Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 18from the perspective of the details, which lend a depth of understand- ing to the whole. This threefold integration ensures… |
Sequence 4only because it is presented in the Bergamo courses. The second chart, the second pictorial representation devised by Maria… |
Sequence 34matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 5methodology and specifically of the methodology of mathematics. So, as I have written in the past: ... the great figure is… |
Sequence 15other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 2ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 11This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 7differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 1INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 16Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 11And in a lecture given at Cambridge, Montessori says that "Cul- ture becomes identifiable with the construction of… |
Sequence 18environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 2A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 3the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 4with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 5Especially during the first fifteen years of the center's existence, Mario Montessori often stayed for lengthy periods in… |
Sequence 7In the same AMI Communications cited earlier, I read an interesting article by Professor P. Krishna. In his article, "… |
Sequence 10EXAMPLES INVOLVING ARITHMETIC One example for arithmetic is the work with rational and irratio- nal numbers using the insets… |
Sequence 12Figure 5. A quadratic equation: its geometric representation. Bergamo, 1965. The interesting thing is that with Maria's… |
Sequence 14We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 2MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 1BERGAMO, ITALY: TWENTY YEARS OF MONTESSORI ACTIVITY by Camillo Grazzini The origins of the "Maria Montessori School… |
Sequence 2in the heart of the town a proper building, responding to the require- ments of the children, in which to house a pilot… |
Sequence 3Thus the Montessori School of Bergamo offers an educational and scholastic approach that extends over a span of twelve years.… |
Sequence 2Thus the Montessori School of Bergamo offers an educational and scholastic approach that extends over a span of twelve years.… |
Sequence 3in the heart of the town a proper building, responding to the require- ments of the children, in which to house a pilot… |
Sequence 4BERGAMO, ITALY: TWENTY YEARS OF MONTESSORI ACTIVITY by Camillo Grazzini The origins of the "Maria Montessori School… |
Sequence 22MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 26We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 28Figure 5. A quadratic equation: its geometric representation. Bergamo, 1965. The interesting thing is that with Maria's… |
Sequence 30EXAMPLES INVOLVING ARITHMETIC One example for arithmetic is the work with rational and irratio- nal numbers using the insets… |
Sequence 33In the same AMI Communications cited earlier, I read an interesting article by Professor P. Krishna. In his article, "… |
Sequence 35Especially during the first fifteen years of the center's existence, Mario Montessori often stayed for lengthy periods in… |
Sequence 36with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 45the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 82A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 84Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 103environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 110And in a lecture given at Cambridge, Montessori says that "Cul- ture becomes identifiable with the construction of… |
Sequence 122Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 142INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 143differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 151This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 160ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 163other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 173methodology and specifically of the methodology of mathematics. So, as I have written in the past: ... the great figure is… |
Sequence 19327th Advanced Montessori Training Course, Bergamo, Italy, 1987 62 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 196matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 226only because it is presented in the Bergamo courses. The second chart, the second pictorial representation devised by Maria… |
Sequence 230from the perspective of the details, which lend a depth of understand- ing to the whole. This threefold integration ensures… |
Sequence 236Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 237Mario had "pearls," which still today remain inaccessible and incomplete. One such item was "an… |
Sequence 238In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 239context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 248Piazza Vecchia, Bergamo, Italy The NAMTA Journal 7 |
Sequence 249So we went to Bergamo, so we remember well, the soul of all humanity, the flow of civilization, the song of God Who Has No… |
Sequence 250BERGAMO HARVEST "Tit is is our destiny to sow! To sow everywhere, wit/tout ceasing, never to harvest." -… |
Sequence 252My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 253• The sequences of teacher training unfold step by step, showing how theory shapes methodology and methodology requires the… |
Sequence 254CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 255Bergamo, Italy |
Sequence 1GOODBYE CAMILLO GRAZZINI J ANDARY 26, 2004 When I trained in Bergamo in 1971 I saw Camillo Grazzini as a character out of a… |
Sequence 2was not afraid to innovate, but authority that was firmly planted in years of Montessori tradition. These last months Camillo… |
Sequence 20normal surroundings and thus something that satisfies the spirit. That is all. It is not so much what is in the children, it… |
Sequence 6The key that again opened my spiritual vision quest here was the role of "calling" within me, the teacher (… |
Sequence 2MODERN MONTESSORI IN SEARCH OF A Sout: A TRIBUTE TO SOFIA CAvALLETTI by David Kahn David Kahn's tribute to Sofia… |
Sequence 16REFERENCES Brazelton, T. Berry, & Stanley I. Greenspan. The Irreducible Needs of Children: What Every Child Must Have… |
Sequence 2SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |
Sequence 17treat your souls. So I will leave you with this: Be strong and moral young men and women, and as you face the world before… |
Sequence 2MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 2THE ELEMENTARY CHILD' s PLACE IN THE NATURAL WORLD by Phoebe Allen Phoebe Allen's article speaks for the early… |
Sequence 2THE GREAT RIVER by Baiba Krumins Grazzini The Great River is sometimes referred to as a metaphor for human unity, which has… |
Sequence 2It is ironic that parents call other schools "real" schools, when in fact Montessori's whole reason to… |
Sequence 4THE CHILD IN THE FAMILY: THE JOURNEY CONNECTS WITH FAMILY LIFE Back from Bergamo training in America, my wife and I met our… |
Sequence 18uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 9the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 16in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 14Montessori, Maria. The Child, Society and the World: Unpub- lished Speeches and Writings. 1979. Trans. Caroline Juler &… |
Sequence 1The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |