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Sequence 4children to see this actually happening. I want to see the spontaneous activity. I wanted to see it happening. Kahn: How old… |
Sequence 5Amazing, isn't it? And of course, my father thought I was crazy, all these children in a little cottage. So he leased the… |
Sequence 6What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu- lum derived from Mrs. Joosten's… |
Sequence 8Wikramaratne: l did it with my own children in Sri Lanka up to the 15-year-olds. Kahn: Did you have to make materials all over… |
Sequence 9off together to find a new work - to collaborate with the child once again - the child in nature, in Sri Lanka, and we found… |
Sequence 1The Kodaikanal Experience - Chapter II Kahn-Montessori Interview David Kahn: You once alluded to Kodaikanal as a community in… |
Sequence 3come back each day and talk to your mother and she would make comment. Montessori: Yes, the idea would grow. Animals and… |
Sequence 4Montessori: Well, they do get an illustration of the facts, and if they don't have this kind of sentiment, they should… |
Sequence 1Thoughts on the Erdkinder Project by Dr. Lena Wikramaratne Dr. Wikramaratne makes both philosophical and practical commentary… |
Sequence 1How We Came To The Advanced Montessori Course at Kodaikanal by Mr. Yaidheeswaran One of the great achie11eme111s of Mario… |
Sequence 1A Tribute to Miss Lena The death of Miss Lena Wikamaratne on August 6, 1982 marks still another generational loss to the… |
Sequence 32I. Neurological Claremont, Claude. (1968). The two children. Communications, 3/4, 6-18, (7). 33 Feexman, Jerry E.… |
Sequence 6061 CULTURAL STUDIES Devi, Dipti. (1963). Festivities observed in the Montessori Shishu Bhavan. Around the Child,~. 54-58… |
Sequence 204206 Trochta, Charlene S. (1981). The professional Montessorian: An examination of conscience. NAHTA Quarterly, ~. 5-9, (… |
Sequence 22THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 23was taking the RAFers through enemy territory to a place near Bel- gium where they could cross to go back home. And my two… |
Sequence 26Kahn: Another part of Cosmic Education are the charts and the time- lines. Doesn't your original work in Kodaikanal run… |
Sequence 27child can experience in nature that there is something eternal, present everywhere and always, which seems to have organized… |
Sequence 14director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 142Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 207OHIO Positions open for Montessori teachers. Elmmuary dirrr- rms (gr.id,~ I to 3) and primary rrnchn(ages 3 to 6). AMI or… |
Sequence 13While augmenting the design, Montessori 2000 will also unjfy the national Montessori infrastructure and expand this network to… |
Sequence 25Project ff: Humanities/Great Civilizations Objectives Upper Elementary and Middle School Development A special curriculum,… |
Sequence 30social sciences would include anthropology, sociology, psychology, moral philosophy, aesthetics and art history, comparative… |
Sequence 88coverage in the Washington Post. NAMTA, with its specialization in media, will manage the publications and videos resulting… |
Sequence 91Hildegard Solzbacher, Preschool Teacher Trainer, Montessori Teacher Education Collaborative 2l01 W. Good Hope Rd., Glendale,… |
Sequence 99SELECTED APPENDICES The following appendices are several examples of the appropriate submissions which provide detail to… |
Sequence 117APPENDIX II WHAT IS MEET US IN ALEXANDRIA? by John Wyatt and Elizabeth Tardola After school, selected students from inner… |
Sequence 118At birth, we suddenly find ourselves here for a brief, particular time, in a particular geography, culture, community, and… |
Sequence 119One must account for what is seen by what is unseen. An AJexandrian model of knowledge assumes that organized curiosity is the… |
Sequence 121as subtle, demanding, and fragile an undertaking as examining the most difficult subject matter in the curriculum. Obviously,… |
Sequence 122expressions of daily life. Latin has the ability to establish a sense of "felt" continuity with the past and… |
Sequence 123Asians, Egyptians, Indians, Europeans, Syrians, Armenians, and Arabs. The students encounter Alexandrian mathematics, physics… |
Sequence 1244. Writing samples compared from day one and samples at the end of each of the cycles. 5. Latin sentence for analysis and… |
Sequence 125This teacher training can be done on a small scale-a six-week summer session---or on a much larger scale which examines each… |
Sequence 128Instructors can search for simuJation programs that will support the content of the curriculum from a historical, biological,… |
Sequence 57I want to go on now to the natural sciences, whose methods, whose scope, and whose limitations have been relatively well-… |
Sequence 190MONTESSORI 2000 MARCHES ON Projected as an integral part of America 2000 (New American School Development Corporation),… |
Sequence 196Patricia Ludick has facilitated language and field experiences at Ruffing Montessori School East (Cleveland Heights, Ohio).… |
Sequence 197dents to Latin. (Academy participants without a Latin background will be provided with enough rudimentary pointers to teach… |
Sequence 199Registration-Montessori Academy Summer, 1993 Name Home Streel Address Cily/State/Zlp Phone Social Secutiry Number School… |
Sequence 184The Montessori Academy New this year, The Montessori Academy (sponsored by NAMTA in cooperation with the Montessori Teacher… |
Sequence 66HISTORY, CMcs, GEOGRAPHY, AND ECONOMICS 1. What is the democratic ideal? How, when, why, and where has it arisen in the… |
Sequence 155NAMTANEWs The Montessori Academy Is Full A new kind of summer program intended to encourage depth, The Montessori Academy… |
Sequence 57THE KEEPERS OF ALEXANDRIA: A MlsSJNG LINK FOR MONI'ESSORI IIIsTORY? introduction by David Kahn story by John Wyatt, PhD… |
Sequence 61together any civilization and compare their findings with modem times. For starters, the Montessori elementaty curriculum also… |
Sequence 62Alexander the Great, another Greek, was also a great traveller, founding Alexandria in Egypt, and many other towns named… |
Sequence 63that are real and necessary in order to take the path to maturity. Thus, for the purposes of introducing the Story of… |
Sequence 64THE GREAT STORY OF AI.ExA.NoRJA by John Wyatt, PhD Strange,~ I've been watching here, captured in the sounds and… |
Sequence 65People came from the ends of the earth to live in Alexandria. Everyone entered through the Gate of the Sun and left through… |
Sequence 66who spoke a language no one knew and made boxes of caroed ivory for rare medicines imported from India. 7bere was a sailmaker… |
Sequence 67The heart of the Mouseion was the Library, with its 500,000 books. Any book brought into the city by anyone became the… |
Sequence 68Within the course of endless generations of human beings and hun- dreds and hundreds of years down to our time, the great… |
Sequence 168imagination, and John Wyatt of Beloit College introduced his model curriculum centered around the ancient city of Alexandria… |
Sequence 95Blumenfeld, P. C., Pimrich, P. R., & Hamilton, V. L. (1986). Children's concepts of ability, effott, and conduct… |
Sequence 205The North American Montessori Teachers' Association in cooperation with The Montessori Teacher Education Collaborative… |
Sequence 206Roman Empire and centered in the multi-ethnic city of Alexandria. It takes an interdisciplinary view of language, mathematics… |
Sequence 210,-----------------------7 APPLICATION Name __________________________ _ Home Street Address ____________________ _ City/… |
Sequence 252The North American Montessori Teachers' Association In cooperation with the Montessori Teacher Education Collaborative… |
Sequence 253A multicultural perspective for all elementary-aged students, the program is set at the time of the Roman Empire and centered… |
Sequence 257the Latin presented in the Keepers of Alexandria grammar component. In the end, however, the goal of the course is to instill… |
Sequence 258,------------------------7 APPLICATION I Use a separate form for each participant. Copy as necessary. I Name:… |
Sequence 50is try or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 51For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 144THE NORMALIZED CHILD by Kathleen H. Futrell Kit Futrell's classic, based on a parent talk she first delivered in 1966,… |
Sequence 202NAMTANEWS: THE MONTESSORI ACADEMY JULY 14-18 AND JULY 21-25, 1997 CLEVELAND, OHIO This year's Montessori Academy will… |
Sequence 203The Keepers of Alexandria (formerly Meet Us in Alexandria) is a cutting-edge curriculum project guided by university… |
Sequence 207r-------------------------, APPLICATION Use a separate form for each participant. Copy as necessary. Name:… |
Sequence 1THE Vol. 23, No. 2 Spring 1998 NAMTA Mario Montessori: In Search of a Deeper Freedom Introduction by David Kahn Respect… |
Sequence 8universe; for one must encounter the facts of nature so that the imagination can build its vision of the whole based in the… |
Sequence 32Kodaikanal, India THE IMPACT OF INDIA by Mario M. Montessori Looking back on the checkered life of Dr. Montessori in this… |
Sequence 40Kodaikanal, India THE KooAIKANAL EXPERIENCE: KAHN-MONTESSORI INTERVIEW by David Kahn David Kahn: You once alluded to… |
Sequence 41of creation should fashion that the e it but absorb it i h~y will feel that o lace to live in, a p ace w ere generosity… |
Sequence 45had its cosmic task. And some of these tasks were not pleasant for human beings. The children might consider the task horrible… |
Sequence 46contained by a cylinder, it pushes together. When you take the sides of the cylinder off, it pushes together. Then you… |
Sequence 47Montessori: Yes. In the olden times, Dr. Montessori had the children up to six, and then from time to time would keep children… |
Sequence 50Kodaikanal, India THE UNCONSCIOUS IN HISTORY by Maria Montessori In the book The Absorbent Mind, the influence of the &… |
Sequence 61ing fourteen leaf-shaped insets with wooden frames. The study of leaves launched the children into a detailed and particular… |
Sequence 230STORY UPON STORY by Kathleen Allen Kathleen Allen demonstrates what it means to be a II storyteller of the truth."… |
Sequence 236This biographical piece also serves as modeling, showing the children how a story of someone's life could be told, not… |
Sequence 240the plungers. Recreating this experiment in a simple form helps bring the story to life ina way that just hearing it can'… |
Sequence 241can you tell about how different a Latin-speaking mind was? We are so used to a particular order in our sentences, called… |
Sequence 166• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 85In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the… |
Sequence 86The Greek word cosmic has four complementary and interwoven meanings. On its basic level, it means order and harmony; then… |
Sequence 87The third thing we should understand is that elementary children were full partners in the creation of cosmic education. The… |
Sequence 91ment. Knowledge is what the human mind strives to acquire and what gives the child a rewarding life. MORAL DEVELOPMENT IN THE… |
Sequence 98REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 1120 --.J PROTOTYPE YEAR 2 (OPPORTU 'ITLES FOR SELF-EXPRESSION) ORAMA CREATIVE ORAMA Pt.AV: .. You Can•c Take it for… |
Sequence 128THE HISTORICAL GENESIS OF THE PARTS OF SPEECH by John Wyatt John Wyatt has worked with Montessorians for seven years in… |
Sequence 133the informed speaker or writer aware that a preposition had a myste- rious side to its function. As a trained speaker or… |
Sequence 139by a resonating membrane "like the stretched surface of the drum." If nothing happens, the centers for… |
Sequence 188Activities: • Frameworks of material and spiritual needs of people • Frameworks of human tendencies • Timelines • Knowledge… |
Sequence 319ideas of Erdkinder out of this milieu is the thesis that the documenta- tion in this paper seeks to demonstrate. She as much… |
Sequence 321road to achieving economic independence." A big difference, perhaps the largest difference, of the Erdkinder when… |
Sequence 322from fairly affluent families who ran away from home for the thrill of becoming street musicians and earnjng a few pennies on… |
Sequence 326really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 440week 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 441higher on the land. Expectation for moving to the farm builds. Own- ership is strong. The students help to design the lockers… |
Sequence 495our approach, though subordinate to the first three objectives, was (4) the presentation of related nomenclature and… |