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Sequence 15Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 1ONE WORLD, ONE DRUM by Tom Sipes My first teaching assignment was in a Catholic seminary in East Africa, in the town of… |
Sequence 2Dwye1·: Well, yes of course it does relate to being able to decode; some call that reading, although it is only a small part… |
Sequence 5misunderstood by non-professionals who view evolution as a simple ladder of progress, and therefore expect a linear array of… |
Sequence 1beginning and end of the kindergarten program than those without this experience. However, on all measures there were no… |
Sequence 7provided sensitive guidance. She continued to add to the environment and provided materials which children could independently… |
Sequence 2The same children were retested eight months later and their mean gain scores indicated a decline in impulsivity and an… |
Sequence 86 Montessori, Bducationfor a New World, 16•17. 7 Montessori, Rcamstn«:tion in EducnLum, 6. 8 Paulo Freire, Pedagogy qf the… |
Sequence 3The Montessorian, in reading Socrates' Theaet,et:us, may begin to describe the Montessori vision with new vocabulary and… |
Sequence 8Lieberman, Philip. (1984). The Biology and Evolution of Language. Cambridge, Massachusetts: Harvard University Press. Moerk,… |
Sequence 2society. "Rituals are considered to represent only a negative dead- weight from the past." Margaret Mead… |
Sequence 4the button of a food processor to slice vegetables in a noisy flash. The child is interested in the ritual of cutting a carrot… |
Sequence 14passes for an education in this day and time, but I am not deceived by it." She was deceived by very little; she was… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 9behavior by males is absolutely unknown in the animal kingdom except in chimps and humans. So if one is interested in the… |
Sequence 10history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 119. Ehrlich, Paul R. The Mcu;kin.ery of Nature: The Living World Around Us - And How It Works (New York: Simon and Schuster,… |
Sequence 9language approach in which all aspects of language study support the acquisition of meaning from print and from oral… |
Sequence 6comparison, and choice, and since their interest is held by the movement provided by the apparatus, they are motivated to act… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 7Lillard, Paula Polk. (1972) Mant.essori a modern approach. New York: Schocken Books. Orem, R.C. (1974) Montessori her method… |
Sequence 6can see it - North America, South America, Europe, Asia, Africa, Australia." As she named the continents her hand… |
Sequence 4mth regard w hominid evolution, apparently tlie sequential lineage of hominids i.s cmnpletely wrong; f<YUr very… |
Sequence 1mth regard w hominid evolution, apparently tlie sequential lineage of hominids i.s cmnpletely wrong; f<YUr very… |
Sequence 8I have already said that the evolutionary engine ofnatw-al selection is a terrible one and, until very recently, we were as… |
Sequence 912. Wilson, Edward 0. Biaphilia (Cambridge: Harvard University Press, 1984). 13. Dawkins, Richard. The Blind Watchmaker: Why… |
Sequence 7alienated and the poor in our culture. All we can cite as success is the fact that a black middle class has moved out of the… |
Sequence 2the common experience for fashioning questions in the right way to reveal what they know, rather than just revealing… |
Sequence 10of President Wilson. Montessori lectured in cities in South America, and, of course, conducted many courses in India during… |
Sequence 12University of California Press, 1980), pp. 395-435. 31 Plato Apology 29e. 32 See, e.g., Plato Protagoras 360d: courage is… |
Sequence 15le is clear from an analysis of human development that education is an indispensable function in che formation of man.… |
Sequence 21Kahn, David. (1990). Implementing Montessori education in the public sector. Cleveland Heights, Ohio. North American… |
Sequence 3implementation of the Montessori model but will provide a wealth of more general information about children's school… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 37Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 38ground. New York: Oxford University Press. Opie, I., & Opie, P. (1985). The singing game. New York: Oxford University… |
Sequence 5... he showed me a picture of the night sky taken with the big telescope. There were tens of thousands of stars and… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 22Third, and finally, all excellent teaching-all-is done by practitioners of the intellectual life who teach. For these… |
Sequence 21References Arnold, M. B. 0984). Memory and the Brain. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.… |
Sequence 22Carew, T., et al. 0990). The Development of Leaming and Memory in Aplysia. In J. McGaugh, N. Weinberger, and G. Lynch (Eds… |
Sequence 24Minsky, M. 0985). The Society of Mind. New York: Simon and Schuster. Montanero, S. Q. 0991). Understanding the Human Being:… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 21Loeffler, Margaret H. (1980). An Investigation of the Relationship of Protowriting (Invented Spelling) and Cognitive… |
Sequence 11have been traced, and seventeen Robin Hoods. This snowballing happens because there are so few names. Even in England-… |
Sequence 13into the bottle; this teaches patience of the sort the crow needed. Nothing new about that either. As the children grow older… |
Sequence 7Areas ap;,;tions and Activities COLUMN ONE COLUMN TWO COLUMN THREE ACQUISITION OF DEVELOPMENT OF ENIAAGEP UNDERSTANDING… |
Sequence 11An exceptional example of vertical history was the Columbus Quincentennary Exhibit at the National Gallery of Art nearly two… |
Sequence 6Alexander the Great, another Greek, was also a great traveller, founding Alexandria in Egypt, and many other towns named… |
Sequence 2People came from the ends of the earth to live in Alexandria. Everyone entered through the Gate of the Sun and left through… |
Sequence 20References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary… |
Sequence 11unpaid, or at best low paid, productive activities are systematically exploited. As the United Nations State of the World… |
Sequence 16Ardini, R. 0979). Feminism and science. In R. Arditti, P. Brennan, & S. Cavrak (Eds.), Science and liberation. Boston… |
Sequence 10were in a Catholic country, so it can be ascribed to the Catholic religion. But it happens in India, it happens in Africa, it… |
Sequence 23thinking and choice making. School Psychology Review, 20, 382-88. Kutner, L 0990, November 29). As motivator, the carrot may… |
Sequence 19Hellbrugge, T. 0979, Spring). Early social development and proficiency in later life. Tbe NAMTA Q11arter(y, 4<.2), 6-14… |
Sequence 20fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 21Lambert, N. (1988). Adolescent outcomes for hyperactive children. American Psychologist 43(1), 786-799. Meichenbaum, D. (1977… |
Sequence 33of thumb might be What I do cover I will do patiently and well. The subconscious of the child can make connections to other… |
Sequence 1Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 1Rist, R. (1970). Social class and teacher expectations: The self- fulfilling prophecy in ghetto education. Harvard Educational… |
Sequence 19Rist, R. (1970). Social class and teacher expectations: The self- fulfilling prophecy in ghetto education. Harvard Educational… |
Sequence 20Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta K.appan, 73(4). Hannaford, I. (1994, Spring).… |
Sequence 60They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 77Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 79of thumb might be What I do cover I will do patiently and well. The subconscious of the child can make connections to other… |
Sequence 133Lambert, N. (1988). Adolescent outcomes for hyperactive children. American Psychologist 43(1), 786-799. Meichenbaum, D. (1977… |
Sequence 134fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 2The thought of so condemning greed and ambition seems alien for a society apparently rooted in greed and ambition, although… |
Sequence 3another of a Euro-American provincialism, as though a majority of the world's population and their historical… |
Sequence 14REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria… |
Sequence 24Resnick, L. (1987). The 1987 presidential address: Learning in school and out. Educational Research, pp. 13-20. Rogoff, B. (… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 11Follow the child. Trust her judgments. Inspire trust by trusting. Why does it seem so difficult? Follow the child. Find… |
Sequence 14bility. What is it? We do not know, but we must hasten to find out. It must be the child who reveals to us what happens during… |
Sequence 7space is not very large, but it allows the children access to the outdoors at any time. We use this space all year long for… |
Sequence 12The Center for Socratic Practice The Judson Montessori School 705 Trafalgar San Antonio, Texas 78216 (210) 344-3117… |
Sequence 17REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 17REFERENCES Abram, D. (1996). The spell of the sensuous. New York: Pan- theon Books. Coles, R. (1990). The spiritual life of… |
Sequence 3them? And once that decision has been made, how do fifth graders become storytellers? An incident from the first year of the… |
Sequence 35Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 30Healy, J. (1990). Endangered minds: Why children don't think and what we can do about it. New York: Touchstone/Simon… |
Sequence 37• Use the "gentling the violence" technique, developed by a Hungarian woman named Magda Gerber, who founded… |
Sequence 38Branden, N. (1997). The art of living consciously. New York: Simon & Schuster. Briggs, D.C. (1970). Your child's… |
Sequence 5the same elements that you see in Montessori and Sylvia Ashton Warner. For example, in all of these approaches is a deep… |
Sequence 8requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
Sequence 16fixed 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 30is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to… |
Sequence 17to you is that the traditional paradigm of explaining Western culture to students, that is, the multicultural approach, I find… |
Sequence 20own culture. We're better people than that"-not to say, "Oh, don't do that. We've got to go… |
Sequence 4which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of… |
Sequence 1PAST, PRESENT, AND POSSIBLE: A MONTESSORI GLOBAL PERSPECTIVE by Muriel Dwyer Muriel Dwyer, whose sense of mission and single… |
Sequence 3The simplicity of his early years and his life with Dr. Montessori gave him a rare quality: the ability to mix and be"… |
Sequence 17us listen to the words of Maria Montessori, for she is reminding us that if we can do what we have just been saying, We find… |
Sequence 2THE INTEGRATION OF CULTURES: THE MONTESSORI CONTRIBUTION by Winfried Bohm translated by Devan Barker In this masterful… |
Sequence 1MONTESSORI IN SOUTH AFRICA: THE CHALLENGE, THE DREAM, AND THE PROMISE by Orcillia Oppenheimer The African challenge is… |
Sequence 2South Africa is the southern tip of the African continent. A country of contrasts-from the trees of the dinosaurs to the… |
Sequence 3TURMOIL Reality of Turmoil The argument whether the Sturm und Orang (storm and stress) of the teenage years is a natural and… |
Sequence 13REFERENCES Aries, P. Centuries of Childhood. New York: Vintage, 1962. Csikszentmihalyi, M. Flow: The Psychology of Optimal… |