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Displaying results 1 - 100 of 478

Communications, 1993 2-3

Sequence 26
here wa b a conorance i San Franciscoon ths subec Affiited Socities and Horma of intres rom other Moriessori sources (rsports…
Sequence 35
FRancE ASSOCIATION MONTESSORI DE FRANCE (Afilafed) “Th foowing s et annuleport concering h Assoiation Morsssor o France'…
Sequence 36
probiems i theccucatona yster wi contnus 0 grow in magntd andcu chidron it recove th respec nd o iy 8y dosovs. Even g e iy,…

NAMTA Journal 12/1 07 Psychic Activity during Prenatal Life

Sequence 6
contact validates for parents the experience of their living child inside the womb and establishes with the child a "…
Sequence 7
The ears are structurally com- plete between the second and fifth month of pregnancy. The sounds produced with a tuning fork…

NAMTA Journal 12/2 02 A Montessori Cultural Environment with Southeast Asian Refugee Children

Sequence 2
this experiment with children so impoverished that two of them did not even have homes, but slept at night with their mother…

NAMTA Journal 13/2 08 Cosmic Education: Sowing Life, Not Theories

Sequence 10
This not to abandon the scientific rigors of the material to be pre- sented to the child. Montessori is quite clear in that…

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

Sequence 2
to accept the fact of evolution. Darwin lies beside Newton in Westmin- ster Abbey for this great contribution. His theory of…

NAMTA Journal 15/1 09 The Evolution of a Child-Centered Curriculum

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education to the sixth year, he formulates certain principles for the education of children at home by the mothers who ought…

NAMTA Journal 15/1 10 The Thread of Life—Children Who Have Cancer (with a preface by Dr R. Callee)

Sequence 3
THE THREAD OF LIFE by Monique Baudet PREFACE by Dr. R. Callee The thread of life: if it holds, it takes on a shape of its…
Sequence 12
No. 10 fr ' ~ ' .. . ' rJ (;:.-....._ . ~ f -<=-=-...... Boumlod (age 5, drawings Nos. 10, 11…

NAMTA Journal 17/1 03 Language Unfolding In the Child

Sequence 17
-- -- ---------------------------- How can we provide practice? Before having co concentrate or con- trol its appropriate…

NAMTA Journal 17/2 02 Montessori 2000 Mission

Sequence 4
While augmenting the design, Montessori 2000 will also unjfy the national Montessori infrastructure and expand this network to…

NAMTA Journal 17/2 03 Missing Design Pieces to be Developed

Sequence 10
Project ff: Humanities/Great Civilizations Objectives Upper Elementary and Middle School Development A special curriculum,…
Sequence 15
social sciences would include anthropology, sociology, psychology, moral philosophy, aesthetics and art history, comparative…

NAMTA Journal 17/2 07 Production and Management

Sequence 6
coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting…
Sequence 9
Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,…

NAMTA Journal 17/2 08 Selected Appendices (introduction)

Sequence 1
SELECTED APPENDICES The following appendices are several examples of the appropriate submissions which provide detail to…
Sequence 9
Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,…
Sequence 12
coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting…
Sequence 70
social sciences would include anthropology, sociology, psychology, moral philosophy, aesthetics and art history, comparative…
Sequence 75
Project ff: Humanities/Great Civilizations Objectives Upper Elementary and Middle School Development A special curriculum,…
Sequence 87
While augmenting the design, Montessori 2000 will also unjfy the national Montessori infrastructure and expand this network to…

NAMTA Journal 17/2 11 What is Meet us in Alexandria?

Sequence 1
APPENDIX II WHAT IS MEET US IN ALEXANDRIA? by John Wyatt and Elizabeth Tardola After school, selected students from inner…
Sequence 2
At birth, we suddenly find ourselves here for a brief, particular time, in a particular geography, culture, community, and…
Sequence 3
One must account for what is seen by what is unseen. An AJexandrian model of knowledge assumes that organized curiosity is the…
Sequence 5
as subtle, demanding, and fragile an undertaking as examining the most difficult subject matter in the curriculum. Obviously,…
Sequence 6
expressions of daily life. Latin has the ability to establish a sense of "felt" continuity with the past and…
Sequence 7
Asians, Egyptians, Indians, Europeans, Syrians, Armenians, and Arabs. The students encounter Alexandrian mathematics, physics…
Sequence 8
4. Writing samples compared from day one and samples at the end of each of the cycles. 5. Latin sentence for analysis and…
Sequence 9
This teacher training can be done on a small scale-a six-week summer session---or on a much larger scale which examines each…
Sequence 12
Instructors can search for simuJation programs that will support the content of the curriculum from a historical, biological,…

NAMTA Journal 17/3 01 The Montessori Legacy—Connecting the Indoor and Outdoor Environments

Sequence 3
psychological understanding. The Hershey School's contribution is its whole perception of the outdoors in connection with…

NAMTA Journal 18/1 01 Reinventing Montessori: Perils and Possibilities

Sequence 1
EDITORIAL REINVENTING MONTESSORI: PERILS AND POSSIBILITIES by David Kahn To what degree is the fundamental test of…

NAMTA Journal 18/1 04 The Sciences and the Humanities

Sequence 3
I want to go on now to the natural sciences, whose methods, whose scope, and whose limitations have been relatively well-…
Sequence 10
could serve an apologetic function, if needed. Descartes' physics depended on God's action at every turn. Boyle and…

NAMTA Journal 18/2 06 Literature and Grammar

Sequence 5
There are dozens of words that you can pick out to give to children. Bankrupt means someone whose bench has been broken (rupto…

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

Sequence 6
the only one of the whole group that I ever use. Personally, I never tell any Bluebeard story in which the girl dies. On…
Sequence 13
the twenty key dates of history-1097-and you'd better put it down now and remember it if you can. 1097 is the year in…

NAMTA Journal 18/3 03 Montessori Adolescent Education: Toward an Emerging Framework

Sequence 17
HISTORY, CMcs, GEOGRAPHY, AND ECONOMICS 1. What is the democratic ideal? How, when, why, and where has it arisen in the…

NAMTA Journal 18/3 13 Discipline

Sequence 14
NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy…

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

Sequence 1
THE KEEPERS OF ALEXANDRIA: A MlsSJNG LINK FOR MONI'ESSORI IIIsTORY? introduction by David Kahn story by John Wyatt, PhD…
Sequence 5
together any civilization and compare their findings with modem times. For starters, the Montessori elementaty curriculum also…
Sequence 6
Alexander the Great, another Greek, was also a great traveller, founding Alexandria in Egypt, and many other towns named…
Sequence 7
that are real and necessary in order to take the path to maturity. Thus, for the purposes of introducing the Story of…

NAMTA Journal 19/1 06 The Great Story of Alexandria

Sequence 1
THE GREAT STORY OF AI.ExA.NoRJA by John Wyatt, PhD Strange,~ I've been watching here, captured in the sounds and…
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…
Sequence 3
who spoke a language no one knew and made boxes of caroed ivory for rare medicines imported from India. 7bere was a sailmaker…
Sequence 4
The heart of the Mouseion was the Library, with its 500,000 books. Any book brought into the city by anyone became the…
Sequence 5
Within the course of endless generations of human beings and hun- dreds and hundreds of years down to our time, the great…

NAMTA Journal 19/1 07 Characteristics of Students' Imaginative Lives, Ages Eight to Fifteen

Sequence 8
The capacity to heighten significance and enlarge meaning by thinking about events "romantically" can be…

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

Sequence 2
in order to study medicine. At that time, a woman who went among men, and especially among naked bodies which she cut to…

NAMTA Journal 19/2 07 Bribes for Behaving: Why Behaviorism Doesn't Help Children Become Good People

Sequence 21
Blumenfeld, P. C., Pimrich, P. R., & Hamilton, V. L. (1986). Children's concepts of ability, effott, and conduct…

NAMTA Journal 20/1 07 Cosmic Education and Literature-Based Teaching

Sequence 27
children will want to send their work out for publication. In our local newspaper, The St. Paul Pioneer Press, a segment of…

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

Sequence 85
children will want to send their work out for publication. In our local newspaper, The St. Paul Pioneer Press, a segment of…

NAMTA Journal 20/3 02 Maria Montessori and the "Glass House"

Sequence 4
lecture extensively to wider audiences, including a combined session of the 53rd annual convention of the National Education…

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

Sequence 9
the abilities of children throughout the world. As early as 1910, she resigned her lectureship at the University of Rome,…

NAMTA Journal 21/3 04 The Casa of Sèvres, France

Sequence 1
THE CASA OF SEVRES, FRANCE by Margot Waltuch Margot Waltuch's pictorial documentation and personal description of her…

NAMTA Journal 22/2 04 Flow and Creativity

Sequence 13
excavating ruins and describing how to build. The techniques, the skills, the information about building and sculpting were…

NAMTA Journal 22/2 11 The Normalized Child

Sequence 2
THE NORMALIZED CHILD by Kathleen H. Futrell Kit Futrell's classic, based on a parent talk she first delivered in 1966,…

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

Sequence 2
"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is…

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

Sequence 13
Froebel, it was in the concept of "play" that he recognized human activity which brought the outer world in…

NAMTA Journal 24/1 05 The Montessori Family and Me

Sequence 2
THE MONTESSORI FAMILY AND ME by Margot W altuch This beautiful vignette of Margot Waltuch' s connection to the…

NAMTA Journal 24/1 11 A Montessori Community for Adolescents

Sequence 13
community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the…

NAMTA Journal 24/1 15 Story Upon Story

Sequence 1
STORY UPON STORY by Kathleen Allen Kathleen Allen demonstrates what it means to be a II storyteller of the truth."…
Sequence 2
We fire the imagination with stories, carefully chosen, intriguingly told. As our syllabus is the Universe, we can go…
Sequence 3
String is so important and so powerful thatit may have been the unseen tool that allowed the human race to make leaps of…
Sequence 4
follow the interests of the children and our own interests, too. We must be readers, scholars, "storytellers of the…
Sequence 6
the wife of two kings and later was to become the mother of two kings. For some years, Eleanor and Henry were content. They…
Sequence 7
This biographical piece also serves as modeling, showing the children how a story of someone's life could be told, not…
Sequence 11
the plungers. Recreating this experiment in a simple form helps bring the story to life ina way that just hearing it can'…
Sequence 12
can you tell about how different a Latin-speaking mind was? We are so used to a particular order in our sentences, called…

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

Sequence 7
essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around…

NAMTA Journal 25/1 10 Pedagogy of Place: Becoming Erdkinder, The Montessori Program Design School, Program Design Position…

Sequence 18
• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human…

NAMTA Journal 25/1 15 Obituary Maria Christlieb Robles

Sequence 81
• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human…
Sequence 124
La Maison des Enfants, Sevres, France, 1930s 118 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000
Sequence 186
essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around…

NAMTA Journal 25/2 06 The Genius of Montessori History

Sequence 7
We must present the human story, and this goal is the central and overarching history theme of any Montessori adolescent…
Sequence 8
In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the…

NAMTA Journal 25/3 02 The Human Tendencies

Sequence 17
But as well as this material territory to be exposed to the child, with the ways in which man has come into contact with other…

NAMTA Journal 26/1 05 The Montessori Farm School: Erdkinder Beginnings 2000

Sequence 14
0 --.J PROTOTYPE YEAR 2 (OPPORTU 'ITLES FOR SELF-EXPRESSION) ORAMA CREATIVE ORAMA Pt.AV: .. You Can•c Take it for…

NAMTA Journal 26/2 05 Homo Loquens: Language in the Context of Cosmic Education

Sequence 3
then be false to any man." Shakespeare, that great player with words- and what a testimony that is to the spirit and…

NAMTA Journal 26/2 07 The Historical Genesis of the Parts of Speech

Sequence 2
THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in…
Sequence 7
the informed speaker or writer aware that a preposition had a myste- rious side to its function. As a trained speaker or…

NAMTA Journal 26/2 08 Cosmic Sense, Sensibility, and Written Expression: From Childhood to Adolescence

Sequence 3
by a resonating membrane "like the stretched surface of the drum." If nothing happens, the centers for…

NAMTA Journal 26/3 14 Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936

Sequence 7
Activities: • Frameworks of material and spiritual needs of people • Frameworks of human tendencies • Timelines • Knowledge…

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…

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

Sequence 18
and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this…
Sequence 20
all contributed to a spirit of reevalua tion and reform in education that began in the last decades of the nineteenth century…
Sequence 28
techniques of gardening. These courses eventually developed into multi-week excursions to the country, where fire-building,…

NAMTA Journal 26/3 29 What Does It mean To Study The Humanities in a Farm School Context?

Sequence 24
week visits? We decide to make as much contact with the land as possible, get out to the farm at least once a week and also…
Sequence 25
higher on the land. Expectation for moving to the farm builds. Own- ership is strong. The students help to design the lockers…

NAMTA Journal 26/3 30 Occupations and the Farm

Sequence 3
lives. This Duke was good at what he did. Very good. He was also my father. He had everything, except a wife. She died when I…
Sequence 5
king, and he needed a queen. He needed a good queen, a queen with experience. Louis and I were separated on the first day of…

NAMTA Journal 26/3 32 Geometry and Erdkinder

Sequence 20
our approach, though subordinate to the first three objectives, was (4) the presentation of related nomenclature and…

NAMTA Journal 27/1 04 Infant Attachment and Separation: The Foundations for Social/Emotional Growth

Sequence 4
Montessori said in The Absorbent Mind: The child's adaptation to the world is thus favoured on natural lines, because…

NAMTA Journal 27/1 11 Prenatal Influences on the Brain

Sequence 29
it to the fetus, it's another ten percent chance that the fetus will be permanently harmed as a result. So it's not…

NAMTA Journal 27/3 05 God Who Has No Hands

Sequence 1
Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," &quot…

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

Sequence 9
trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of…

NAMTA Journal 28/2 07 The Evolving Nature of Work

Sequence 7
teenagers-wake up, and they help out, and then the husband goes fishing or hunting for mushrooms, and then he comes back and…

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Maria Montessori's Life and Work
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