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Sequence 177Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford, England: Clio, 1994. Montessori, Maria.… |
Sequence 142Light Expanding, Radiant Rushing, Giving, Receiving It burns in all of us, The Giver REFERENCES Cajete, Greg. Look to the… |
Sequence 111For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
Sequence 148Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 61• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 62Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 115with the gifts of its mission of free- dom, its colorful history of different peoples, its art and literature that tell that… |
Sequence 59impulse towards work." 1 She had noticed that impulse in the work of that first group of children she was asked to… |
Sequence 94Q:To what degree can you take the philosophical realizations of Cosmic Education that take place in the second plane (the… |
Sequence 104life of a group and to live it for himself, no longer so closely attached to and dependent upon his own family. The child… |
Sequence 14Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 47Montessori, Maria. What You Should Know about Your Child. 1948. Adyar, Madras, India: Kalakshetra, 1966. Montessori, Mario.… |
Sequence 98REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 79herself how a moment's insight is captured in the seventeen syllables of haiku, translated from the Japanese. As with… |
Sequence 81she brought them to analyze the words into sounds; (b) to relate the symbols of the alphabet with these sounds (not with the… |
Sequence 51It is amazing how wise teenagers can be. It came as a revelation to me how sensitive they could be to and how aware they could… |
Sequence 62• The lessons in grace and courtesy: Here the young one incarnates respect and the practice of his culture in its most… |
Sequence 65connected with economics or service or maintenance of the Erd kinder setting. Movement for the grow- ing young person is a… |
Sequence 476So according to Montessori, the task of the educator is to "prepare an environment" with scientifically… |
Sequence 232what their child has received until they have moved into the elemen- tary school arena and they see the results in their… |
Sequence 130self. A well-developed will and a clear sense of belonging enable the adolescent to create a polite forum for debate and… |
Sequence 181clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 17Houses. This is not a snobby attitude. If we take in too many children who cannot follow their healthy inner urges, then we… |
Sequence 44children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 158Kirkby, Mary Ann. "Nature as Refuge in Children's Envi- ronments." Children's Environments… |
Sequence 64"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 84REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 35developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 66matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 67Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 98materials, and the latter is essential if we are to devise appropriate presentations for children in the future. • To pass… |
Sequence 99other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 108These further developments were subsumed under sensorial, lan- guage, and arithmetic/math (the existing areas) wherever… |
Sequence 110language in all its various aspects or all of the math, and how the fifth album with its old identity tag was simply a working… |
Sequence 111This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 119differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 121Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 134Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 136Figure 7. World Map Showing the Main Peninsulas of the World. Etymologies The teacher or children can research the stories or… |
Sequence 140Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 159environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 178Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 26It must be stressed that this stage is of the utmost importance both for the young children and for those who emer school at… |
Sequence 45REFERENCES Brazelton, T. Berry, & Stanley I. Greenspan. The Irreducible Needs of Children: What Every Child Must Have… |
Sequence 63treat 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 127is necessary within the limits of the farm for the adolescent to understand the potential joint venture between nature and… |
Sequence 132uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 159the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 178in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 196Montessori, Maria. The Child, Society and the World: Unpub- lished Speeches and Writings. 1979. Trans. Caroline Juler &… |
Sequence 199The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 201social conceptions, and was interned by the British just as she was. As a professor and later chancellor of the university, he… |
Sequence 204able to choose freely which groups of students and teachers I wished to observe and listen to; I was able to join any group as… |
Sequence 205House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 212opened a small school, where she began working with four children and eventually, together with other Indian women, cared for… |
Sequence 219introduction to her thoughts on the theory and practice of cosmic education; another was the fact that this was the first… |
Sequence 227Kramer, Rita. Maria Montessori: A Biography. New York: Putnam's, 1976. Krishnaswamy, S. "George Sydney Arundale… |
Sequence 167REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 176the abstraction of it on a large scale to be convincing and comprehen- sible. A culture of responsibility toward one another… |
Sequence 282music and art, on the one hand, and totally ignoring the fact that there are children who are interested in exploring physics… |
Sequence 292Then,ofcourse, you think: butwhatabout theadolescents?Where are they going to get their vision of the whole? From the… |
Sequence 361interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 38REFERENCES Covey, Stephen R. The Seven Habits of Highly Effective People. New York: Simon & Schuster, 1989. Dyer,… |
Sequence 51• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 52Conference Proceedings, July 19-24, 1994, Washington, DC]. Rochester, NY: AMI/USA, 1995. 117-130. Lakoff, George. "… |
Sequence 139to hold in our hearts and minds the big picture, and for the love of our children and the future, to keep our own fire of hope… |
Sequence 140Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 166Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 1Volume32 Number 1 Winter2007 N·A·M·T·A J 0 u The Montessori Century Concept: A Continuing Process in Reality R N A The… |
Sequence 28THE LIGHT OF THE CHILD by Dr. Maria Montessori First published in 1957 by AMT inn special booklet com111e111orating fifty… |
Sequence 116extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 176MONTESSORI EDUCATION IN EXILED TIBETAN CHILDREN'S VILLAGES by Ela Eckert translated by Sue Irwin Resenrc/rer £In… |
Sequence 177these schools are run privately; Montessori is seldom found in the regular school system. Setting up a Montessori class is… |
Sequence 188Englishwoman Annie Besant in Paris, who was at that time president of the International Theosophical Society. Besant had lived… |
Sequence 189In the late 1930s, Mahatma Gandhi gave her the name Umadevi2, which she subsequently used either together with her original… |
Sequence 190She helped the Tibetans in many ways. She started by collecting clothes and appealing for donations from friends in fndia and… |
Sequence 191refugee children with a path to a successful future, whether in their adopted country oflndia or in their old home of Tibet.… |
Sequence 192broad public with these almost forgotten forms of art. Even before they visited Adyar, there was already a Montessori children… |
Sequence 198• Around sixteen thousand children are taken care of in Tibetan Children's Villages. Between two thousand and three thou… |
Sequence 94Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 97Movemen~ concentration, and balance, Sophio College, Bombay, around 1942 Bombay, /939-1949 Bombay, I 939-/ 949 Maria… |
Sequence 98An Auspicious Beginning Small images from top to bottom: Dr. Montessori meeting children in Kotohena with the first… |
Sequence 168India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1691948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 170Books Published by Maria Montessori Mario Monressori, /roly, 191 2 __ during Her Lifetim_e _____ _ 1909. II Metodo de/Ja… |
Sequence 1711946. Education for a New World. Adyar, Madras, India: Kalakshetra. 1948. De J'enfant a /'adolescent (From… |
Sequence 22On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 89Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
Sequence 26We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 106many teachers and schools simply do not want to work with the chi.ldren that we label "special needs" chil… |
Sequence 42Figure 3 Figure 4 decomposing and recomposing actual geometrica I objects. This starts in the Children's House, where… |
Sequence 213My training is primary, and my work before adolescent was in the Children's House. As Chris Kjaer was saying, "… |
Sequence 176morning Professor Benedetto Scoppola introduced us to the excit- ing content of the Psico-Aritmetica and Psico-Geo111etrfa,… |
Sequence 189When J think about Dr. Montessori and what manifests itself as her greatest genius, l believe it is her insight into the power… |
Sequence 153things and then perhaps discuss and question his observation. This was one way of developing intelligence, his ability to find… |
Sequence 162picture) on the wall and a short list of words from the picture to be placed next to it. [t is wise to remember that creative… |
Sequence 177Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 215USING PEACE STORIES AND TIMELINES AS FOUNDATIONS FOR INTERDISCIPLINARY WORK WITH UPPER ELEMENTARY AND ADOLESCENT MONTESSORI… |
Sequence 277ing with this journey. It is one in harmony with the preparation for adult life Dr. Montessori speaks about in the educational… |
Sequence 305time, it's the people in it, it's how they relate to the place, it's how they relate to each other. And in the… |