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Sequence 14The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 110The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 183something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
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 198The child's mind between three and six can not only see by intelligence the relations between things, but it has the… |
Sequence 210And the adult human, says Bronowski, in The Ascent of Man, is "a singular creature. He has a set of gifts that make… |
Sequence 228She "jumped off" into new territory without having a plan in place-and let her commitment to fighting for… |
Sequence 231In 1915, Dr. Montessori traveled to California to attend the Panama Pacific International Exposition in San Francisco. She… |
Sequence 235This early discovery has continued to be a hallmark of the Montessori approach to child development. Dr. Montessori was… |
Sequence 6selected fifteen from those who were nominated, and we spent a week in Mexico, in Akumal, a small resort on the Caribbean… |
Sequence 12todo the activity to the point that you don't have to think about your skills anymore. There is an expression in… |
Sequence 3National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
Sequence 19critics. I think in this case the Right was right, that eventually our capitalist system would create so many goods and… |
Sequence 20What happened? What made this unique culture? I've argued, and I think I can make the argument very briefly this morning… |
Sequence 3In addition, diversified crops don't require the same soil and climatic conditions. With diversification, now farmers… |
Sequence 9you look at the long history of the West, that's the fight for the Western soul, and usually the period of the classical… |
Sequence 10start to see that Mexico developed in a way that did not completely embrace this Western paradigm. I can tell you that… |
Sequence 11was very well-meaning. But as soon as people got capital for them- selves, what did they do with it? Did they go out and buy… |
Sequence 12to follow an indigenous Aztec pattern of development. That's a very cruel thing to say, but it's absolutely true.… |
Sequence 13all of you as teachers should remember one thing: Your allegiance is not to make people feel good but it is to the truth.… |
Sequence 17And he said, "Well, you've got this Wal-Mart." Well, Wal-Mart in California-I suppose it's the… |
Sequence 20balance is the profile of the agrarian: The agrarian alone understands that proper balance. We go back to the image of… |
Sequence 26even made some money on it. Then one May, right before we were going to pick it-it was absolutely beautiful-the whole orchard… |
Sequence 2is true that if a person blows a cylinder in a tractor right during harvest, someone will step forward. Farmers are the most… |
Sequence 3become a mechanic. They become less connected with the land. They use capital from off the farm to subsidize losses on the… |
Sequence 24progression of mathematical concepts from Algebra I to Algebra II to Trigonometry, culminating in Calculus. Mr. Miller also… |
Sequence 16the Children's House, let them first know a friendly world, which they can love, admire, and feel at one with. Where they… |
Sequence 19Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 17I'm the international coordinator of a project for UNESCO called Growing Up in Cities, which has produced many examples… |
Sequence 21development in ecodesign. In this second part I shall discuss the implications of all these ideas for education. I should tell… |
Sequence 30voted to choose a small shrimp called the California freshwater shrimp, which occurred in the creeks surrounding the school in… |
Sequence 1A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 2 by Muriel Dwyer Muriel Dwyer' s caution that the best-laid plans do not… |
Sequence 3In all organisms, the major task is to produce more calories than what you consume and be able to pass on your genes to the… |
Sequence 4only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
Sequence 3the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 45the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 134only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
Sequence 12Yet I come to London, and every blessed child speaks good English. Who taught them? Where were the professors, the books, the… |
Sequence 2A PATH FOR THE EXPLORATION OF WRITING AND READING by Muriel Dwyer Connecting the Montessori idea of exploration and… |
Sequence 12What you have to remember is that when the children start work- ing with the moveable alphabet and can put out the pictures of… |
Sequence 15have time for questions. But you'll find all the stages in the booklet. Still, the last stage is not to be forgotten-… |
Sequence 2f ROM ECOLOGICAL LITERACY TO ECOLOGICAL DESIGN INTELLIGENCE by David W. Orr In the next two articles, David Orr addresses… |
Sequence 15us, it was a good decision, too. Now we're differentiated, and our customers are even more loyal to us. When you talk… |
Sequence 7It is not surprising that Ms. Dwyer renamed her reading classic, originally entitled A Reading Scheme for English (assembled… |
Sequence 8Dwyer, Muriel. "Opening of the 52nd Montessori Interna- tional Course in Child Development." Montessori… |
Sequence 6In Montessori's original Children's House, there were no toys for pretend play. Instead of dressing and undressing… |
Sequence 1work of the spiritual sphere in our world through the eyes of the missionary. This is the true story of a missionary in… |
Sequence 4Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 4is the spirit within us all. From this we get that the ulterior goal of education is to help the spirit within each individual… |
Sequence 15Montessori, Maria. The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings. Ed. Robert G.… |
Sequence 15We tell many stories of the great and famous inventions and discoverers of history from Archimedes to the present, and other… |
Sequence 16The piece of metal that holds the eraser is caUed the ferrule and is made of brass (a combination of zinc and copper). Zinc is… |
Sequence 4of Mexico and California, today we are exploring new ways to refine our understanding of organisms and molecules at the micro… |
Sequence 7... the most difficult thing is to walk keeping one's equilib- rium balanced in the most difficult position, as, for in… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 17REFERENCES Carlyle, Thomas. 011 Heroes, Hero-Worship n11d the Heroic i11 History. 1865. Berkeley: U of California P, 1993.… |
Sequence 25there-and I didn't know it until I got there-were prospective par- ents. It was pretty difficult. They enjoyed it, but… |
Sequence 7Special Acknowledgements There would be no exhibit without the generous contribution and leadership of Thomas Mueller,… |
Sequence 20From Nova Scotia to San Francisco J Seated for lunch in the glass-walled classroom, Palace of Education and Social Economy,… |
Sequence 104South Africa: Grassroots Networks South Africa: Montessori in the Context of Social Reform Jenco School, o villoge-operoted,… |
Sequence 106Montessori in Africa, continued Helping one another, Uma Lourdes School, Soweto (near Johonnesburg), I 998 Mosizokhe… |
Sequence 108Children's House co/or toblet work at Telperion Farm School, 1998 Montessori in Africa, continued Inter }oho C/… |
Sequence 148Montessori Farm Programs in Africa, Australia, and Mexico Shepherding pygmy goats, Telperion Farm School. serving ages 3-18… |
Sequence 172Correspondence, continued - ...... .. ... //- -··- :;:~: ., -..:_ ::-:~··.:::~ -✓- .,; .,._,. 6 ..P… |
Sequence 184Notes and Sources, continued What They Showed Us (Italy) The photos of the first Casa dei Bambini and the Casa in Milan are… |
Sequence 3Work that would be impossible for one alone becomes feasible as a group enterprise; the discoveries and inventions of a few… |
Sequence 57In reality, a human being does not actually become what it exam- ines, but it seems it can edge workably close. One obviously… |
Sequence 2OPTIMISM AND HOPE IN A HOTTER TIME by David W. Orr Dr. Orr draws a sharp distinctio11 between opti111is111 and hope i11 the/… |
Sequence 2COMMUNITY VISION OF THE SCHOOL by Maura C. Joyce Looking at Maria Mo11tessori's historical persona, Maura foyce focuses… |
Sequence 19FUNDING SPECIAL NEEDS PROGRAMS MAURA JOYCE Paula, Jacquie, and l all work at schools that we would call large in the… |
Sequence 20school. The fact that you serve a population under the age of five puts you into this very popular area of early childhood… |
Sequence 21Then we started the writing process. We needed to tell them in a language that they could understand, and I say this with all… |
Sequence 29PAULA: 1 would add that I've been in your shoes twelve years ago. Stay the course. It'll be OK. r would suggest a… |
Sequence 19REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 20Nationalist and Independence Movements A. Origins of independence movements in Africa and Asia; B. Methods of achieving… |
Sequence 17Student Success Teams Handbook Santa Cruz Montessori School Meeting Time and Day: ________ _ Adap1cd from: Radius. M… |
Sequence 10Language, what an amazing human characteristic this is! And as we think about language, there are many questions that might… |
Sequence 2of study. As I travel through, I'll give you some hints about how we've done it with children. When r asked John… |
Sequence 13is supposed to be in Coptic and Latin. In the text that the children read, the Coptic is translated into English. For this… |
Sequence 2native peoples, and his leadership helped his state to become a leader in the struggle for American values, for peace,… |
Sequence 14Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 15Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 20One time a student asked me, again, "OK, besides 11int/1 class, since you're a ma th teacher, when do you ever… |
Sequence 29THE PRAXIS PROJECT: AN INTEGRATION OF THE DISCIPLINES FOR HIGH SCHOOL by Andrew Christopherson The Praxis project is a cross… |
Sequence 9systems that exist in the world today. "The basic structures for our behavior are innate. The specific details of how… |
Sequence 2say that we have lived in peace and we have had a Lot of conflict. Peace is the capacity to face the conflicts, overcome the… |
Sequence 3Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 7assistance in developing a funding submission and, with the help of other international colleagues, a proposal was developed… |
Sequence 13REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 14A Story of Morlem-Dny No111nds: The Mb11ti In the northeastern corner of a Central African country called the Democratic… |
Sequence 16Because of their nomadic way of life, the Saa mi do not have permanent houses. They use easy-to-move tents, which are… |
Sequence 8and there are 192 countries that are members of the United Nations (UN). But that's not the end of the issue. There are… |
Sequence 18participation in actions meant to bring social justice to people in the classroom, in the community, all over the world. We… |
Sequence 25Again, thank you for coming to see us. At our Donor Party Friday night, one of our parents brought up the project in Bhutan.… |
Sequence 530 Part One - Toward the Children's /louse: The Formation Years wages of their male colleagues - and intellectually,… |
Sequence 16the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 2CREATING AN OUTDOOR EXTENSION TO THE PRIMARY CLASSROOM AND A NATURAL PLAYSCAPE BEYOND THE GATE by Robin Renshaw Robin… |
Sequence 3During the last few years of this technological revolution it has been my observation that children in the primary class are… |
Sequence 2BECOMING AN ADULT: p ATHWAYS TO MATURITY by Mihaly Csikszentmihalyi Dr. Csiksze11t111i1Iayli begins with Mo11tessori's… |
Sequence 3mammals tend to rely on genetic instructions for how to behave or what to do. But for humans, we have to learn how to become… |