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Sequence 4made with the invention of writing, but even so, the accumulation of knowledge remained painfully slow over centuries of time… |
Sequence 9Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 25Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 4HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 23HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 184Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 209made with the invention of writing, but even so, the accumulation of knowledge remained painfully slow over centuries of time… |
Sequence 32• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 33Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 18with the gifts of its mission of free- dom, its colorful history of different peoples, its art and literature that tell that… |
Sequence 12If you play a drum, the skin vibrates in waves. If you could get very close to it and slow things down considerably, you would… |
Sequence 5explores the whys and the wherefores of the universe, using the keys given with the elementary environment and employing his… |
Sequence 6Q:To what degree can you take the philosophical realizations of Cosmic Education that take place in the second plane (the… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 33Montessori, Maria. What You Should Know about Your Child. 1948. Adyar, Madras, India: Kalakshetra, 1966. Montessori, Mario.… |
Sequence 23REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 12herself how a moment's insight is captured in the seventeen syllables of haiku, translated from the Japanese. As with… |
Sequence 5symbol employed to convey formally the experience of time, change, and motion-all three synthesized in a word simply named the… |
Sequence 1PART II The observation of nature has not only a side that is philosophical and scientific, it has also a side of social… |
Sequence 19you are not good at waiting. How can you be? We are, in Europe, suffering from the defects of old age, and that is why we… |
Sequence 1Joosten: You say that the first-year children may not be able to manage more than four and a half days. You also are a mother… |
Sequence 8A difficulty, certainly felt in Europe-but in this country too-is the anxiety related to curriculum: that students might not… |
Sequence 24intellectually and culturally accountable (tiichtig). They were to "think clearly, experience deeply, and desire… |
Sequence 28techniques of gardening. These courses eventually developed into multi-week excursions to the country, where fire-building,… |
Sequence 29ideas of Erdkinder out of this milieu is the thesis that the documenta- tion in this paper seeks to demonstrate. She as much… |
Sequence 18ence, and material overabundance. The nature of human nature being what it is, we would quickly, as Nietzsche said, sink into… |
Sequence 8HUMANITIES PROJECTS 2000-2001 Study of the Maya I. Study of Living Things II. Technology and the Building Up of Civilization… |
Sequence 2"Life at the Farm" as a theme for their dance. But an interesting thing happened that we didn't expect… |
Sequence 3lives. This Duke was good at what he did. Very good. He was also my father. He had everything, except a wife. She died when I… |
Sequence 4Church, and I wanted a change. The castle walls were like cages: cold, dark, and dull. He gathered his armies and I gathered… |
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 21A). As I said, most drugs tend to fall into Category C, which basically relieves the drug company of responsibility. Still,… |
Sequence 15they know all the people don't care anyway, so they can do what they want or maybe give token attention to that little… |
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 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 6with agriculture, it was possible now for some people to say, "OK, I don't have to farm,I don't have to… |
Sequence 12learn 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 9REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
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 15other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
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 4only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
Sequence 16Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 18environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 15evolution is the unity of mankind. In the psychosphere there should now only be one civilization. (Unpublished proceedings)… |
Sequence 16And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 14Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 3the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 9The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 1OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 8OBITUARY: GIANNA GOBBI by Camillo Grazzini On January 29, in her eighty-third year, Gianna Gobbi suddenly, unexpectedly,… |
Sequence 15The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 45the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 70Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 84Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 86And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 87evolution is the unity of mankind. In the psychosphere there should now only be one civilization. (Unpublished proceedings)… |
Sequence 103environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 122Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 134only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
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 163other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
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 10going to have a hard time with the financial side sometimes. They're at odds. There is absolutely no question that they… |
Sequence 16REFERENCES Brazelton, T. Berry, & Stanley I. Greenspan. The Irreducible Needs of Children: What Every Child Must Have… |
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 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 18uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 6Maria Montessori shares in The Discovery of the Child: Thus the children from their tenderest infancy live, one might say, in… |
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 16CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of… |
Sequence 1The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 3social conceptions, and was interned by the British just as she was. As a professor and later chancellor of the university, he… |
Sequence 6able 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 7House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 14opened a small school, where she began working with four children and eventually, together with other Indian women, cared for… |
Sequence 17attempts I made to dig out information about Maria Montessori's stay and work in Koda i. My inquiries were frequent! y… |
Sequence 21introduction to her thoughts on the theory and practice of cosmic education; another was the fact that this was the first… |
Sequence 24All of this indicates how comprehensively Maria Montessori herself saw the concept of cosmic education and how seriously she… |
Sequence 29Kramer, Rita. Maria Montessori: A Biography. New York: Putnam's, 1976. Krishnaswamy, S. "George Sydney Arundale… |
Sequence 10REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 12Then,ofcourse, you think: butwhatabout theadolescents?Where are they going to get their vision of the whole? From the… |
Sequence 15interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 14REFERENCES Covey, Stephen R. The Seven Habits of Highly Effective People. New York: Simon & Schuster, 1989. Dyer,… |
Sequence 13• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 14Conference Proceedings, July 19-24, 1994, Washington, DC]. Rochester, NY: AMI/USA, 1995. 117-130. Lakoff, George. "… |
Sequence 17to 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 18Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 24Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 1THE MONTESSORI CENTURY CONCEPT: A CONTINUING PROCESS IN REALITY by David Kahn When we look back to the origins of the… |