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Sequence 17attempts I made to dig out information about Maria Montessori's stay and work in Koda i. My inquiries were frequent! y… |
Sequence 18found herself for a time in a frustrating professional isolation: no official notice or acknowledgement of her work, no… |
Sequence 20switched to the KIS, where her parents worked) responsible for her lifelong interest in learning and education is quite… |
Sequence 26between human beings and the cosmos comes up over and over again. For that reason, Maria Montessori, with her discourses about… |
Sequence 27-------------------------------- ---- and Hindu religion deepened, the cosmic idea came to the fore. Shankar Dutta Panday, a… |
Sequence 28On the other hand: The gradually concretized splendid vision of a cosmic education developing into a comprehensive didactic… |
Sequence 30Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 1THE THIRD INTERNATIONAL ADOLESCENT COLLOQUIUM: A RESPONSE FROM THE DOCUMENTER by Kathleen Allen As a longtime Montessori… |
Sequence 6understanding of the complex planetary systems. In 2004, the world scientific community completed an extraordinary decade-long… |
Sequence 3work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 29COSMIC EDUCATION by Annette Haines Annette Haines makes a clear and well-doc11me11ted presentatio11 of Cosmic Education,… |
Sequence 38Montessori, Maria. The Secret oJC!,i/dlwod. 1936. Trans. M. Joseph Costelloe. New York: Ballantine, 1966. Montessori, Maria.… |
Sequence 96An Auspicious Beginning Small images from top to bottom: Dr. Montessori meeting children in Kotohena with the first… |
Sequence 140Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 189Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator… |
Sequence 47The time in the past is gone when Rome and Greece were mixed with the memories, sometimes justly unsympathetic memories, of… |
Sequence 48past, condemning one to waste time on issues that already have been solved or, at least, issues that have been put in some… |
Sequence 49young man is supposed to wear to the chariot races as well as what exercises will mold attractive feet and biceps to excite… |
Sequence 1EXPERIENCES IN NATURE: RESOLUTE SECOND-PLANE DIRECTIONS TOWARD ERDKINDER by Gerard Leonard and Kathleen Allen Gerard… |
Sequence 15book of Nnture Study (1911) is still in print today and is a great resource for teachers. 4 Both Professor Bailey's and… |
Sequence 6guide our practice and where it is all going? The times that L have been privileged to do that kind of staff education at our… |
Sequence 9erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 14· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 19Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 1MONTESSORI APPROACHES TO THE CLASSICS FOR ELEMENTARY STUDY: THE KEEPERS OF ALEXANDRIA by Kathleen Allen Kathleen Allen… |
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 4to keep track of all these scrolls. Each book might have multiple scrolls, and they all had to be numbered and organized.… |
Sequence 5• Claudius Ptolemy • Philip of Macedon • Eratosthenes • Parmenius • Solon • Julius Caesar • Pythagoras • Aeschylus •… |
Sequence 6Latin, the significance of which was prominent when the culture was a literary culture, is not as essential today. [ts… |
Sequence 7There is also a scroll, which we'll see later. There is another book called The Art of History, which travels through the… |
Sequence 8setting, bringing a thousand winters and summers over the land and waters .... Fate left a deathless three-headed dog to… |
Sequence 9l:f you wish to learn of Alexandria and the Scroll and the lighthouse, you too must become their keeper. Along with me, you… |
Sequence 10Figure 5. Illustration of Alexandria, from The Great Tale. is teaching a group of eighteen children in Alexandria how to read… |
Sequence 11to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 12Human beings understand that from the brain and only from the brain arise our pleasures, laughter, and I ightheartcdness, as… |
Sequence 14learn to read a Latin piece and memorize it. The piece Apollonius uses is a section from Virgil's Aeneid, and it is… |
Sequence 18PHARI GENTES QUfNQUE AETHJ6Prcos v ALOE AMABANT. FAMfLIA ERAT BEATA QU6AD FORT0NA MORTALJBUS RARO CONCEDAT. In the story… |
Sequence 20For the teacher, this is the syntactical analysis. For each word in that short sentence you have what part of speech it is and… |
Sequence 22Pro1101111s Adverbs Co11ju11ctio11s Sepnrnte se11te11ces to trnnslnte: Latin to English; English to Latin N11111bers:… |
Sequence 23if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 24head slightly titled. Some scientists now believe that Alexander suffered from a disorder called ocular torticollis. It may… |
Sequence 25buried in Alexandria. Eventually the story moves into the Byzantine times, so you have the Emperor Justinian and Empress… |
Sequence 26studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 27OTHER COMPONENTS The next component of this work is the model. We do have a miniature environment-pretty big actually, it… |
Sequence 28An important note here is that there is only one building on this model that we kept from year to year, and that is the… |
Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 2chological observations, and with a certain pragmatism that seems to have been central to her plan for study and work for the… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 11able and efficient way of life. Through this endless work, human beings have become the creators of a supernature, that whi.ch… |
Sequence 20world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 13Farji-om Italy: First Europe and then India 167 heard a word that was not the right one, and then smiled to him. As one… |
Sequence 14168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and… |
Sequence 7Maria Montessori Through the Seasons of the "Method" 199 Montessori course of 1910 and the Children's… |
Sequence 4creating a self, an increasingly conscious self, acts of creation would seem natural, productive, and satisfying. Montessori… |
Sequence 10so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop… |
Sequence 3Figure 1. The world map of scientific discovery. and how the syllabus provides a vehicle for integrated science instruction.… |
Sequence 168Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years The human story is one of constant… |
Sequence 246Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Second, in order to… |
Sequence 285Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years History and the… |
Sequence 5An adolescent is forming new ideas and new ways to think that are not easily explained. 1t helps parents and educators to know… |
Sequence 16Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 19Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 1exercises of Practical life: 3 to 6 coMPared to 6 to 12 KodaiKanal advanced course, india, 1943-441 lecture 762 by Mario M.… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
Sequence 385 Kahn-Wikramaratne Interview • The Kodaikanal Experience students used to go away after the lecture; I would run up there… |
Sequence 587 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 688 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 789 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and… |
Sequence 890 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN… |
Sequence 991 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 1the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview DAVID KAHN: You once alluded to Kodaikanal as a community in… |
Sequence 395 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with… |
Sequence 496 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with… |
Sequence 3137 Leonard • Deepening Cosmic Education scientific community completed an extraordinary decade-long research titled “Global… |
Sequence 10162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 1the adolescent: taKinG on the tasK of huManity— conductinG the dialoGue between nature and suPranature by Laurie Ewert-… |
Sequence 1539 Ferreira • Children’s House: The Prepared Environment as an Oasis Montessori, Maria. “The House of Children.” Lecture de… |
Sequence 949 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 696 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Baghdad, and The Spice Road from the Moluccas through South India to… |
Sequence 1man and sUpeRnaTURe leCTURe 12, sepTemBeR 27, 1946 by Maria Montessori “Man and SuperNature” is a lyrical chapter in the… |
Sequence 19Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 21Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 1Cosmic Education Maria Montessori found herself interned in India during the war years. It was, perhaps, fortuitous, because… |
Sequence 4AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 54AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 57Cosmic Education page 112 Cosmic Education Maria Montessori found herself interned in India during the war years. It was,… |
Sequence 131Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 133Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 55AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 58Cosmic Education page 112 Cosmic Education Maria Montessori found herself interned in India during the war years. It was,… |
Sequence 132Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 134Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 1GUIDED BY NATURE By Jacquie Maughan ______________________________________________________________________________ 1 Within… |
Sequence 1THE CHILD IN NATURE ________________________________________________________________________ Lena Wikramaratne, (1909 – 1982… |
Sequence 876 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 streams of the mountains of Kodaikanal at an elevation of over 7,000 feet… |
Sequence 9Wikramaratne • The Child In Nature 77 At the end of the two years, Dr. Montessori reviewed all of the materials prepared to… |
Sequence 17104 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Thus, with the guidance of Mario Montessori, there were rambles every… |
Sequence 3McNamara • A Tribute: David Kahn 153 After founding the NAMTA Media Center in 1980 he produced over thirty videos, in part,… |
Sequence 5pressions of the wonder and beauty of the world is however restricted to a "vacuum." Then in elementary… |
Sequence 3that. They gave us pieces of paper, the diplomas, after the course and I said I didn't want it; I have to come back to… |