Search Inside Documents
Displaying results 201 - 300 of 329
Sequence 216What I propose to do today is not to repeat, or even to summarize, what has already been said by Montessorians preceding me,… |
Sequence 246In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant… |
Sequence 46COSMIC EDUCATION IN THE FORM OF A CONCRETE IMAGE I think that everyone, during the course of their lives, has experienced at… |
Sequence 51For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 53self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&… |
Sequence 131the same elements that you see in Montessori and Sylvia Ashton Warner. For example, in all of these approaches is a deep… |
Sequence 134requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
Sequence 142fixed 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… |
Sequence 256to you is that the traditional paradigm of explaining Western culture to students, that is, the multicultural approach, I find… |
Sequence 259own culture. We're better people than that"-not to say, "Oh, don't do that. We've got to go… |
Sequence 9which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of… |
Sequence 20PAST, PRESENT, AND POSSIBLE: A MONTESSORI GLOBAL PERSPECTIVE by Muriel Dwyer Muriel Dwyer, whose sense of mission and single… |
Sequence 22The simplicity of his early years and his life with Dr. Montessori gave him a rare quality: the ability to mix and be"… |
Sequence 40THE INTEGRATION OF CULTURES: THE MONTESSORI CONTRIBUTION by Winfried Bohm translated by Devan Barker In this masterful… |
Sequence 63It was a delight to watch Mario with children of any age, in any country, immersed in any situation. Mario could speak with… |
Sequence 66MONTESSORI IN SOUTH AFRICA: THE CHALLENGE, THE DREAM, AND THE PROMISE by Orcillia Oppenheimer The African challenge is… |
Sequence 67South Africa is the southern tip of the African continent. A country of contrasts-from the trees of the dinosaurs to the… |
Sequence 113TURMOIL Reality of Turmoil The argument whether the Sturm und Orang (storm and stress) of the teenage years is a natural and… |
Sequence 203A further argument for emphasizing local environmental research by children is that genuine ecological understanding involves… |
Sequence 211Orr, D. W. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: SUNY, 1992. Piaget,J. TheGtild… |
Sequence 18love." "With eternal love I love you" say the prophets of Israel (Isaiah 54:8,Jeremiah31:3). &… |
Sequence 43THE TOTONACA PEOPLE AND THE CATECHESIS OF THE GooD SHEPHERD by Maria Christlieb Robles Illustrating the spread of the… |
Sequence 52Our mother, 1 five years in America and fresh to the ways of Ameri- can Catholicism, was not daunted by being a woman. A lay… |
Sequence 166When they are in high school, are former Montessori students reaching out to others? Are they volunteer tutors? Are they… |
Sequence 111in the year 1000, we find a series of settlements around the planet with a smaller number of hunter-gatherer bands that are… |
Sequence 49The child's mind between three and six can not only see by intelligence the relations between things, but it has the… |
Sequence 63Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 137The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 246OBITUARY MARIA CHRISTLIEB ROBLES Both the Montessori community and the Catechesis of the Good Shepherd lost a friend,… |
Sequence 353start to see that Mexico developed in a way that did not completely embrace this Western paradigm. I can tell you that… |
Sequence 355to follow an indigenous Aztec pattern of development. That's a very cruel thing to say, but it's absolutely true.… |
Sequence 221child, the greater must be the preparation of the people who will take care of him or her. During the many years she spent in… |
Sequence 150the Children's House, let them first know a friendly world, which they can love, admire, and feel at one with. Where they… |
Sequence 15A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 2 by Muriel Dwyer Muriel Dwyer' s caution that the best-laid plans do not… |
Sequence 94In 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 19both a renewed awareness of, and a practical initiative in harmony with, Maria Montessori's cosmic vision. EsF should be… |
Sequence 21of childhood." We realized that everything we were learning con- trasted strongly with our traditional state training… |
Sequence 22Montessori Congress, held in Edinburgh in 1938.) The Four Planes ( or phases) of Development or Education constitute that… |
Sequence 23context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 24In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 36only because it is presented in the Bergamo courses. The second chart, the second pictorial representation devised by Maria… |
Sequence 65The X, in other words, represents "Man the Unknown." 12 The child, and therefore the adult that the child… |
Sequence 67Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 120INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 128only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely… |
Sequence 134Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 160Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 213soon as she came to know my theory, the great Maestra used it in support of all her own scientific pedagogy." In… |
Sequence 217the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 225Thus, in this year's first issue of AMI Communications, Renilde Montessori gives the "acknowledgement of the… |
Sequence 226with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 231Figure 1. Montessori representations of chemical elements: the atoms. Perugia, 1956. So, for example, the "sugar that… |
Sequence 38Yet I come to London, and every blessed child speaks good English. Who taught them? Where were the professors, the books, the… |
Sequence 76A PATH FOR THE EXPLORATION OF WRITING AND READING by Muriel Dwyer Connecting the Montessori idea of exploration and… |
Sequence 86What you have to remember is that when the children start work- ing with the moveable alphabet and can put out the pictures of… |
Sequence 89have time for questions. But you'll find all the stages in the booklet. Still, the last stage is not to be forgotten-… |
Sequence 12It is not surprising that Ms. Dwyer renamed her reading classic, originally entitled A Reading Scheme for English (assembled… |
Sequence 13Dwyer, Muriel. "Opening of the 52nd Montessori Interna- tional Course in Child Development." Montessori… |
Sequence 151work of the spiritual sphere in our world through the eyes of the missionary. This is the true story of a missionary in… |
Sequence 137We tell many stories of the great and famous inventions and discoverers of history from Archimedes to the present, and other… |
Sequence 138The 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 106South Africa: Grassroots Networks South Africa: Montessori in the Context of Social Reform Jenco School, o villoge-operoted,… |
Sequence 108Montessori in Africa, continued Helping one another, Uma Lourdes School, Soweto (near Johonnesburg), I 998 Mosizokhe… |
Sequence 110Children's House co/or toblet work at Telperion Farm School, 1998 Montessori in Africa, continued Inter }oho C/… |
Sequence 142Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 150Montessori Farm Programs in Africa, Australia, and Mexico Shepherding pygmy goats, Telperion Farm School. serving ages 3-18… |
Sequence 52Figure 1. The Four Planes of Development: The "Constructive Rhythm of Life." Maria Montessori, Perugia,… |
Sequence 92Work that would be impossible for one alone becomes feasible as a group enterprise; the discoveries and inventions of a few… |
Sequence 186In reality, a human being does not actually become what it exam- ines, but it seems it can edge workably close. One obviously… |
Sequence 266Nationalist and Independence Movements A. Origins of independence movements in Africa and Asia; B. Methods of achieving… |
Sequence 106Language, what an amazing human characteristic this is! And as we think about language, there are many questions that might… |
Sequence 148of study. As I travel through, I'll give you some hints about how we've done it with children. When r asked John… |
Sequence 159is supposed to be in Coptic and Latin. In the text that the children read, the Coptic is translated into English. For this… |
Sequence 216native peoples, and his leadership helped his state to become a leader in the struggle for American values, for peace,… |
Sequence 30systems that exist in the world today. "The basic structures for our behavior are innate. The specific details of how… |
Sequence 13say 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 22Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 26assistance in developing a funding submission and, with the help of other international colleagues, a proposal was developed… |
Sequence 32REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 77A Story of Morlem-Dny No111nds: The Mb11ti In the northeastern corner of a Central African country called the Democratic… |
Sequence 79Because of their nomadic way of life, the Saa mi do not have permanent houses. They use easy-to-move tents, which are… |
Sequence 99and there are 192 countries that are members of the United Nations (UN). But that's not the end of the issue. There are… |
Sequence 123participation in actions meant to bring social justice to people in the classroom, in the community, all over the world. We… |
Sequence 4430 Part One - Toward the Children's /louse: The Formation Years wages of their male colleagues - and intellectually,… |
Sequence 185Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 23the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 162BECOMING AN ADULT: p ATHWAYS TO MATURITY by Mihaly Csikszentmihalyi Dr. Csiksze11t111i1Iayli begins with Mo11tessori's… |
Sequence 163mammals tend to rely on genetic instructions for how to behave or what to do. But for humans, we have to learn how to become… |
Sequence 76child as the agent of change. In The Discovery of the Child (67), Montes- sori writes of a British family who lived in India… |
Sequence 152142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
Sequence 296286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 6256 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 In the elementary years, as children learn about world history and… |
Sequence 182176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 6156 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 is a cultural and social exploration of engaging with a constantly… |
Sequence 126 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 month old means sitting and reading a story to the end, or thumbing… |
Sequence 5446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |
Sequence 5951 O’Shaughnessy and Patell • Interview on the History of Observation MOLLY. It does not mean just let them go on their way… |
Sequence 210204 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 Concerning Dr. Maria Montessori: About her grandmother ’s family related… |
Sequence 341335 Luborsky • The Role of the Occupational Therapist Bal-A-Vis-X Bal-A-Vis-X, or BAVX, stands for Balance, Auditory, Vision… |
Sequence 343337 Luborsky • The Role of the Occupational Therapist Listen: this might be using an mp-3 player, playing • a drum or a… |