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Displaying results 1 - 100 of 585

NAMTA Journal 12/2 14 Feature: One World, One Drum

Sequence 1
ONE WORLD, ONE DRUM by Tom Sipes My first teaching assignment was in a Catholic seminary in East Africa, in the town of…

NAMTA Journal 13/1 12 Muriel Dwyer: On the Way to the Airport (Interview conducted by David Kahn)

Sequence 2
Dwye1·: Well, yes of course it does relate to being able to decode; some call that reading, although it is only a small part…

NAMTA Journal 13/1 13 Impressions and Reflections from the Soviet Union: Education and People

Sequence 4
involved. It was based on diffel'enth1tion and individuation which is a holis- tic pl'ocess. It was not just a…

NAMTA Journal 13/2 09 Darwinism Defined: The Difference between Fact and Theory

Sequence 5
misunderstood by non-professionals who view evolution as a simple ladder of progress, and therefore expect a linear array of…

NAMTA Journal 13/2 12 Tribute to Linda Soule Preston

Sequence 3
touching remembrance of a visit to Hiroshima. She spoke of her own dedication to peace and education and managed to dig a hole…

NAMTA Journal 14/1 07 Montessori: The Humanities Connection—Minneapolis, March 2-4 1989 (Conference)

Sequence 3
The Montessorian, in reading Socrates' Theaet,et:us, may begin to describe the Montessori vision with new vocabulary and…

NAMTA Journal 14/1 10 The Meaning of Ritual and the Child

Sequence 2
society. "Rituals are considered to represent only a negative dead- weight from the past." Margaret Mead…

NAMTA Journal 14/2 02 The Art of Inquiry

Sequence 14
passes for an education in this day and time, but I am not deceived by it." She was deceived by very little; she was…

NAMTA Journal 15/1 05 Evolution and the Pre-College Curriculum, Part I—The Human Place in Nature

Sequence 9
behavior by males is absolutely unknown in the animal kingdom except in chimps and humans. So if one is interested in the…

NAMTA Journal 15/2 08 Multicultural Dimensions of Montessori: Philosophy and Method

Sequence 6
can see it - North America, South America, Europe, Asia, Africa, Australia." As she named the continents her hand…

NAMTA Journal 15/2 13 Evolution and the Pre-College Curriculum, Part I: The Human Place in Nature (Summary)

Sequence 4
mth regard w hominid evolution, apparently tlie sequential lineage of hominids i.s cmnpletely wrong; f<YUr very…

NAMTA Journal 15/2 14 Evolution and the Pre-College Curriculum, Part II: Human Nature and Human Culture Hunter-Gatherers Past…

Sequence 1
mth regard w hominid evolution, apparently tlie sequential lineage of hominids i.s cmnpletely wrong; f<YUr very…

NAMTA Journal 16/2 18 Multi-Cultural Perspectives and School Reform

Sequence 2
the common experience for fashioning questions in the right way to reveal what they know, rather than just revealing…

NAMTA Journal 16/3 05 Montessori and the Bahá'í Faith

Sequence 10
of President Wilson. Montessori lectured in cities in South America, and, of course, conducted many courses in India during…

NAMTA Journal 17/1 05 All-Day Montessori: The Human Concern

Sequence 8
• Outdoor Sports and Games: For the younger ones-simple balance beams, climbing structures, jump rope, hopscotch, and ball…

NAMTA Journal 17/1 08 The Montessori Adolescent: Frameworks for Invention

Sequence 1
THE MONTESSORI ADOLESCENT: FRAMEWORKS FOR INVENTION by David Kahn Extrapolating from the primary and elementary curriculum…

NAMTA Journal 18/1 04 The Sciences and the Humanities

Sequence 5
... he showed me a picture of the night sky taken with the big telescope. There were tens of thousands of stars and…

NAMTA Journal 18/2 07 Folk Tales, Fairy Tales and History: Uses and Classification

Sequence 11
have been traced, and seventeen Robin Hoods. This snowballing happens because there are so few names. Even in England-…

NAMTA Journal 19/1 04 The Pedagogy of Time

Sequence 11
An exceptional example of vertical history was the Columbus Quincentennary Exhibit at the National Gallery of Art nearly two…

NAMTA Journal 19/1 05 The Keepers of Alexandria: A Missing Link for Montessori History? An Introduction.

Sequence 6
Alexander the Great, another Greek, was also a great traveller, founding Alexandria in Egypt, and many other towns named…

NAMTA Journal 19/1 06 The Great Story of Alexandria

Sequence 2
People came from the ends of the earth to live in Alexandria. Everyone entered through the Gate of the Sun and left through…

NAMTA Journal 19/1 12 Breakthrough in Evolution: Toward a Partnership Future

Sequence 11
unpaid, or at best low paid, productive activities are systematically exploited. As the United Nations State of the World…

NAMTA Journal 19/2 05 Dr. Maria Montessori and the Child

Sequence 10
were in a Catholic country, so it can be ascribed to the Catholic religion. But it happens in India, it happens in Africa, it…

NAMTA Journal 19/3 01 Survey of Montessori Adolescent Programs: Interpretive Commentary

Sequence 4
II little real knowledge of it. Instead, it is lo those three essays, and in particular Lo "The Erdkinder,&quot…
Sequence 12
old were eliminated from the.sample. With this correction, the median size is 25 students (n=19). In other words, eliminating…
Sequence 18
particularly in maLh, science, and writing, but also of note were history, foreign languages, geography, and grammar. Thinking…

NAMTA Journal 20/1 11 Equal Opportunity and the Montessori Magnet School

Sequence 19
Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.…

NAMTA Journal 20/1 14 In Memoriam: Nancy McCormick Rambusch 1927-1994

Sequence 21
Bremer, J. (1985, Fall). Education as peace. The NAMTA Quar- terly, 11(1), 21-40. Capra, F. (1993). The turning of the tide.…

NAMTA Journal 20/3 08 Commitment to Peace

Sequence 2
The thought of so condemning greed and ambition seems alien for a society apparently rooted in greed and ambition, although…

NAMTA Journal 20/3 11 Do Not Bequeath a Shamble—The Child in the Twenty-First Century: Innocent Hostage to Mindless Oppression…

Sequence 3
another of a Euro-American provincialism, as though a majority of the world's population and their historical…

NAMTA Journal 21/2 10 Why Not Consider Erdkinder?

Sequence 3
WHY NoT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Answering possible objections and citing his own personal experiences,…

NAMTA Journal 23/1 06 To Touch The Spirit of The Child: A Multicultural Perspective

Sequence 5
the same elements that you see in Montessori and Sylvia Ashton Warner. For example, in all of these approaches is a deep…
Sequence 8
requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in…
Sequence 16
fixed in your mind. What is your place in the cosmos? What is the child's place in the cosmos? What is our purpose on the…

NAMTA Journal 23/1 12 The Origins of Agrarianism and the Development of the Self

Sequence 17
to you is that the traditional paradigm of explaining Western culture to students, that is, the multicultural approach, I find…
Sequence 20
own culture. We're better people than that"-not to say, "Oh, don't do that. We've got to go…

NAMTA Journal 23/2 01 Mario Montessori: In Search of a Deeper Freedom, A Life's Journey of Educational Ideas

Sequence 4
which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of…

NAMTA Journal 24/1 03 Past, Present, and Possible: A Montessori Global Perspective

Sequence 1
PAST, PRESENT, AND POSSIBLE: A MONTESSORI GLOBAL PERSPECTIVE by Muriel Dwyer Muriel Dwyer, whose sense of mission and single…
Sequence 3
The simplicity of his early years and his life with Dr. Montessori gave him a rare quality: the ability to mix and be&quot…

NAMTA Journal 24/1 04 The Integration of Cultures: The Montessori Contribution

Sequence 2
THE INTEGRATION OF CULTURES: THE MONTESSORI CONTRIBUTION by Winfried Bohm translated by Devan Barker In this masterful…

NAMTA Journal 24/1 06 Montessori in South Africa: The Challenge, The Dream, and The Promise

Sequence 1
MONTESSORI IN SOUTH AFRICA: THE CHALLENGE, THE DREAM, AND THE PROMISE by Orcillia Oppenheimer The African challenge is…
Sequence 2
South Africa is the southern tip of the African continent. A country of contrasts-from the trees of the dinosaurs to the…

NAMTA Journal 24/1 09 Evolution of Adolescent Behavior

Sequence 3
TURMOIL Reality of Turmoil The argument whether the Sturm und Orang (storm and stress) of the teenage years is a natural and…

NAMTA Journal 24/1 13 Children's Participation: Involving Young Citizens in Community Development and Environmental Care

Sequence 17
A further argument for emphasizing local environmental research by children is that genuine ecological understanding involves…
Sequence 25
Orr, D. W. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: SUNY, 1992. Piaget,J. TheGtild…

NAMTA Journal 24/1 15 Story Upon Story

Sequence 18
two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have…

NAMTA Journal 24/2 02 Discovering the Real Spiritual Child (Part 1)

Sequence 9
love." "With eternal love I love you" say the prophets of Israel (Isaiah 54:8,Jeremiah31:3). &…

NAMTA Journal 24/2 07 Doing What the Heart Already Knows

Sequence 2
Our mother, 1 five years in America and fresh to the ways of Ameri- can Catholicism, was not daunted by being a woman. A lay…

NAMTA Journal 24/2 13 Are We Succeeding in Nurturing The Spirit?

Sequence 9
When they are in high school, are former Montessori students reaching out to others? Are they volunteer tutors? Are they…

NAMTA Journal 24/3 09 The Cultural Significance of the Story of the Universe

Sequence 6
in the year 1000, we find a series of settlements around the planet with a smaller number of hunter-gatherer bands that are…

NAMTA Journal 25/1 04 The Casa Dei Bambini: Paths to Culture

Sequence 15
The child's mind between three and six can not only see by intelligence the relations between things, but it has the…

NAMTA Journal 25/1 05 The Casa Dei Bambini: A Personal Pilgrimage

Sequence 9
Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo…

NAMTA Journal 25/1 09 The Child and the Natural Environment

Sequence 14
The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-…

NAMTA Journal 25/1 12 Encouraging the Creative Voice of the Child

Sequence 2
ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff…

NAMTA Journal 25/1 15 Obituary Maria Christlieb Robles

Sequence 47
ENCOURAGING THE CREATIVE VOICE OF THE CHILD by Bruce Torff Coming from the perspective of higher education, Dr. Torff…
Sequence 110
The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-…
Sequence 184
Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo…
Sequence 198
The child's mind between three and six can not only see by intelligence the relations between things, but it has the…

NAMTA Journal 26/3 01 An Overview of Adolescence

Sequence 3
National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished…

NAMTA Journal 26/3 17 Erdkinder: The Experiment for the Experiment (Interview with Margaret Elizabeth Stephenson and A.M…

Sequence 16
ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g…
Sequence 17
The parents have to accept that you cannot give guarantees for one year. We can guaran- tee that we will get the child to a…
Sequence 18
Joosten: It is a kind of in-service training for a regular institution, so not like we have the pre-primary and primary people…
Sequence 19
you 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 20
tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than…
Sequence 21
school-for those eleven years, the children went to the public exami- nation, and they didn't mind at all. And so then,…
Sequence 22
Joosten: The only thing is that you should assume obligations to the families and the children over periods of time, so that…
Sequence 23
Joosten: The individuals who would work in and for this experi- ment would work like concentric circles. At the center there…
Sequence 24
Joosten: The seventh leg is someone who really wants to do it. But it's not enough to want to. That is where we have to…

NAMTA Journal 26/3 18 Some Characteristics of a Montessori Erdkinder Compromise

Sequence 1
they will be accepted. I think it is not-I am not good at defining personal qualities. Joosten: Let me try. They should be…
Sequence 2
experiment two or three times. And then do the same with the next three years, the senior high, fifteen through eighteen.…
Sequence 3
your child first goes on an independent shopping expedition and you shadow him. The present queen of Holland, when she was a…
Sequence 4
that it is not the full answer for setting it up, but the land is one of the things. If you get money, you will definitely…
Sequence 5
Joosten: Scientifically speaking, then already you do not have your experiment. Erdkinder Atlanta: It would be better to keep…
Sequence 6
have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with…
Sequence 7
Erdkinder Atlanta: Would it be possible to include children who have had Montessori schooling, perhaps in the primary years…

NAMTA Journal 26/3 19 The Kibbutz, Boy’s Town, Williamsburg and the Montessori Erdkinder

Sequence 1
Joosten: 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 2
Erdkinder Atlanta: Danish? Joosten: Yes, there are some schools there. But these are for prestige, not yet for education.…
Sequence 3
good as its criteria and the controls and the people executing the experiment must have clarity of vision. But anyone's…
Sequence 4
Joosten: 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 5
Joosten: Some have disappeared and others have come in, etc. But whatever they use, whatever you see being used, will be a…
Sequence 6
foosten: But that's elementary material. Erdkinder Atlanta: So we don't have all the elementary material. Joosten:…
Sequence 13
sure to have placed on them. Academically. They have exerted their own pressure upon themselves during the years from six to…
Sequence 14
The urban school that functions as a prerequisite to Erdkindercan continue to foster the same Montessori. attitudes that have…

NAMTA Journal 26/3 23 A Historical Look at Montessori's Erdkinder

Sequence 3
WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to…

NAMTA Journal 26/3 25 Emerging Psychological Characteristics of Farm Life

Sequence 10
start to see that Mexico developed in a way that did not completely embrace this Western paradigm. I can tell you that…
Sequence 12
to follow an indigenous Aztec pattern of development. That's a very cruel thing to say, but it's absolutely true.…

NAMTA Journal 27/3 12 The Natural World as Prepared Environment

Sequence 16
the Children's House, let them first know a friendly world, which they can love, admire, and feel at one with. Where they…

NAMTA Journal 28/2 02 A Montessori Life as a Spiritual Journey—Part II

Sequence 1
A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 2 by Muriel Dwyer Muriel Dwyer' s caution that the best-laid plans do not…

NAMTA Journal 28/2 07 The Evolving Nature of Work

Sequence 3
In all organisms, the major task is to produce more calories than what you consume and be able to pass on your genes to the…

NAMTA Journal 29/1 11 Contrasting Land and Water Forms: The Method in Practice

Sequence 4
only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely…

NAMTA Journal 29/1 16 Mario M. Montessori is Dead: Chronicle of a Ceremony

Sequence 3
the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,…

NAMTA Journal 29/1 22 Camillo 26-01-04

Sequence 45
the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,…
Sequence 134
only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely…

NAMTA Journal 29/2 03 Dr. Maria Montessori and the Child

Sequence 12
Yet I come to London, and every blessed child speaks good English. Who taught them? Where were the professors, the books, the…

NAMTA Journal 29/2 06 A Path for the Exploration of Writing and Reading

Sequence 2
A PATH FOR THE EXPLORATION OF WRITING AND READING by Muriel Dwyer Connecting the Montessori idea of exploration and…
Sequence 12
What you have to remember is that when the children start work- ing with the moveable alphabet and can put out the pictures of…
Sequence 15
have time for questions. But you'll find all the stages in the booklet. Still, the last stage is not to be forgotten-…

NAMTA Journal 29/3 01 Muriel Dwyer: A Lifelong Explorer of a Montessori Kind

Sequence 7
It is not surprising that Ms. Dwyer renamed her reading classic, originally entitled A Reading Scheme for English (assembled…
Sequence 8
Dwyer, Muriel. "Opening of the 52nd Montessori Interna- tional Course in Child Development." Montessori…

NAMTA Journal 30/2 09 The Adult Montessori School Community: Finding a Balance

Sequence 4
Science is once again leading us, although it seems to take a very long time for organizations and individuals to act upon…

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Maria Montessori's Life and Work
AMI's archivists will share treasures illuminating the life, work, innovation and legacy of Maria Montessori.

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