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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 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 26child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 154Th is observation experiment, although traumatic for some, opens the door to self-observation and discovery. It allows us to… |
Sequence 155Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 172Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 187sense, regardless of how it turns out" (Havel 181). Optimism cannot be commanded, as Frankl observes, but hope can be… |
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 131them through and onward, or at the very least, lie in wait until a fertile time when the memory of what they experienced with… |
Sequence 158Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 212growing, young central MN com- munity. Send resume to: Swan River Montessori Charter School P.O. Box 876 Monticello, MN… |
Sequence 62ourselves when we make mistakes. We want our politicians and industrial leaders to learn from their mistakes. We all should do… |
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 277New York 42 year established school 3-6, 6- 12, Junior High. Seeking 0-3 guide and a qualified school administra- tor.… |
Sequence 57directress to set up primary class- room. Music, Latin, language im- mersion, parent library. Very supportive O to 3 trained… |
Sequence 33AlsoNAMTAis pleased to acknowledge its Journal editorial team, in particular Renee Pendleton and Katherine Wilson, for their… |
Sequence 45You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 75Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New York: Schocken… |
Sequence 85environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 167REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
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 386Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 409Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 433Montessori saw peace as more than the absence of war; war, she said, destroys the constructive impulses in us. The aura,… |
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 199have the sensorial experience of those relationships in nature and in supranature. So it follows logically that they must be… |
Sequence 214Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 43paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 44Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
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 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 214Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 247As an occupational therapist, it has been an honor to serve as consultant to the Montessori classroom. It is always a delight… |
Sequence 275The NAMTA Centenary Exhibit A Montessori Journey 1907-2007 an Unprecedented Montessori Event----- Upcoming stops include:… |
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 129Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 200Esenin, Segey. Tl,e Heritage of R11ssia11 Verse. Ed. D. Obolensky. Bloomington: Indiana UP, 1962. £very111a11. Medieval Drama… |
Sequence 201Menzel, Emil W., Jr. Preface. Deception: Perspectives 011 H11111n11 n11d Nonl111111n11 Deceit. Ed. Robert W. Mitchell &… |
Sequence 215Marlowe's Or. Fn11st11s, Mary Shelley's Frnnkenstei11, Melville's Moby Dick, and the book of Ecclesiastes. They… |
Sequence 255THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 280Montes~ori, Man.1. The S1•cret of Cl1ildho<1d. 1936. Tr.1ns. \I. Joseph C.ostelloc. c" York: Ballantine, 1992… |
Sequence 301APPENDIX A "EVIDENCE-BASED" CURRICULUM AND PROGRAMMATIC EFFORTS THAT SUPPORT SEEAE • Center for the… |
Sequence 317"What Is a Social Entrepreneur?" Ashoka. July 29, 2005 <http://ashoka.org/social_entrepreneur>… |
Sequence 362Email: andriel.dt•cs@ wmitchell.t-du (preferred method for receiving resumes) Sunn) Hollow Monh.•..,son Altn: Search… |
Sequence 26We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 58Gopnik, Alison, Andrew l\. Mdtzoff, & P,1trici,1 K Kuhl. The Sctl'lllisl i11 lhl' Crib: /\fords, Brains,… |
Sequence 103accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 147The next time a big cousin walked by tire child, kicked him, and hurled insults at him, he pulled his twisted body 11p as… |
Sequence 217Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 218Lakoff, G., & M. Johnson. P/11/()sol'hY i11 //,c I Jes!,. Nrw York: B,1sic8ooks, 1999. Leder, D. The A/1~1•111… |
Sequence 9What is it? A mystery. Just as the newborn's mind is a mystery, so is the social newborn a mystery. Each time we find… |
Sequence 21artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 102Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 148We haveourworkcutoutforus. We have to keep our minds sharp. We have to keep our observations as free from personal agenda as… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 27Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 28Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 77Books RESOURCES Chance, Paul. First Course /11 Applied Beh11vior A1wlysis. Pacific Grove, CA: Brooks/Cole Publishing, 1998… |
Sequence 78Howlin, Patricia. CJ,i/dre11 wit!, A11tis111 and Asperger Syn- dro11,e: A C11ide for Practitioners and Carers. New York:… |
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 209JUST THE FACTS: INFORMATION PROVIDED BY THE INTERNATIONAL DYSLEXIA ASSOCIATION Tlte International Dyslexia Association… |
Sequence 219Suggested Readings Moats, L.C., & K. E. Dakin. Basic Facts about Dyslexia and Other Rending Proble,ns. Baltimore: The… |
Sequence 224phrase meanings (semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragma ties).… |
Sequence 34certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 46We may well find that future discoveries will argue for modification of transition methods at other interfaces. This is an… |
Sequence 144a time there was a child, and the child asked why, and we told the story of why. And once upon a time there was an adolescent… |
Sequence 145Montessori, Maria. Tlte Cltild, Society a11d tlte World: Unpub- lished Speeches n11d Writings. 1979. Trans. Caroline Juler… |