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Sequence 85NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
Sequence 132Lynn and I were attending the AMI International Congress in Amsterdam in 1979 when Dr. Silvana Montanaro first described Dr.… |
Sequence 149CHILD DEVELOPMENT STUDIES by Mary Reinhardt Ms. Reinhardt presents a practical article on upper ele111entary "appren… |
Sequence 155MOTHER AS THE FIRST PREPARED ENVIRONMENT by Susan Tracy S11sa11 Tracy's deep research about the prenatal, periHntnl,… |
Sequence 28Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 146The Lighthouse of Alexandria 140 The NAMTA Journal • Vol. 34. No. 3 • Summer 2009 |
Sequence 147MONTESSORI APPROACHES TO THE CLASSICS FOR ELEMENTARY STUDY: THE KEEPERS OF ALEXANDRIA by Kathleen Allen Kathleen Allen… |
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 150to keep track of all these scrolls. Each book might have multiple scrolls, and they all had to be numbered and organized.… |
Sequence 151• Claudius Ptolemy • Philip of Macedon • Eratosthenes • Parmenius • Solon • Julius Caesar • Pythagoras • Aeschylus •… |
Sequence 152Latin, the significance of which was prominent when the culture was a literary culture, is not as essential today. [ts… |
Sequence 153There is also a scroll, which we'll see later. There is another book called The Art of History, which travels through the… |
Sequence 154setting, bringing a thousand winters and summers over the land and waters .... Fate left a deathless three-headed dog to… |
Sequence 155l:f you wish to learn of Alexandria and the Scroll and the lighthouse, you too must become their keeper. Along with me, you… |
Sequence 156Figure 5. Illustration of Alexandria, from The Great Tale. is teaching a group of eighteen children in Alexandria how to read… |
Sequence 157to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 158Human beings understand that from the brain and only from the brain arise our pleasures, laughter, and I ightheartcdness, as… |
Sequence 160learn to read a Latin piece and memorize it. The piece Apollonius uses is a section from Virgil's Aeneid, and it is… |
Sequence 164PHARI GENTES QUfNQUE AETHJ6Prcos v ALOE AMABANT. FAMfLIA ERAT BEATA QU6AD FORT0NA MORTALJBUS RARO CONCEDAT. In the story… |
Sequence 166For the teacher, this is the syntactical analysis. For each word in that short sentence you have what part of speech it is and… |
Sequence 168Pro1101111s Adverbs Co11ju11ctio11s Sepnrnte se11te11ces to trnnslnte: Latin to English; English to Latin N11111bers:… |
Sequence 169if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 170head slightly titled. Some scientists now believe that Alexander suffered from a disorder called ocular torticollis. It may… |
Sequence 171buried in Alexandria. Eventually the story moves into the Byzantine times, so you have the Emperor Justinian and Empress… |
Sequence 172studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 173OTHER COMPONENTS The next component of this work is the model. We do have a miniature environment-pretty big actually, it… |
Sequence 174An 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 177Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 274chological observations, and with a certain pragmatism that seems to have been central to her plan for study and work for the… |
Sequence 387JOHN A. WYATT, 1937-2008 One cannot tench ethical behnvior. One can only hope that good11ess attracts i11 its own way. John… |
Sequence 388with his chosen lifestyle and their admiration for his attentive- ness and intelligence. The world lost John in June of last… |
Sequence 70MONTESSORI MARKETING: STORIES AND STRATEGIES by Mark Berger Mark Berger urges schools to "levernge the voices… |
Sequence 120MONTESSORI MATHEMATICS: A N EUROSCIENTIFIC PERSPECTIVE by Benedetto Scoppola Benedetto Scoppoln joi11s t/1e Montessori world… |
Sequence 128• • • • • • ► ___ ....... .,. ... • • • • • • Figure 7. Even and odd numbers, from Aristotle's Metaphysics. In all… |
Sequence 212,------- l Figure 26. Two similar hexagons containing similar triangles. bigger hexagon is the original triangle that we… |
Sequence 217Claude decided to earn an advanced degree in engineering at the University of Rome. The winds of war were blowing on the… |
Sequence 243Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 260The Aquinas Montessori School is seeking an AMI certified primary directress to lead one of three pri- mary classes at our… |
Sequence 22Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 196MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 103I once asked some students, "What is the function of a brick? What does it do? What is its job?" Some said… |
Sequence 104This teaches another of the engineer's secrets. There are dif- ferent kinds of forces. Compression is one of them. But… |
Sequence 105still survive, and in many modern buildings imitating them. It is a perfect semicircle, and is called the Roman, or Norman,… |
Sequence 150very logical, but when put into practice are not so" (Unpublished 1944 lectures 7). Her pragmatism was particularly… |
Sequence 180world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 232INITIATION TO THE KNOWLEDGE THAT Is THE PRIDE OF OUR CIVILIZATION by Donald C. Goertz Don Goertz's nccount of his… |
Sequence 233Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 234to go home and defend her borders, she left behind a rich reposi- tory of artistic, political, and architectural artifacts.… |
Sequence 236periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 238With the picture of Rome's history cradled in our cerebella, we move on to an overview of the orders of architecture,… |
Sequence 239Clearly ancient Rome, far beyond any other place, epitomized the classical world, but within Rome's walls there is also… |
Sequence 240Intellectual Preparation: The Sites With our overview of the history complete and a temporal framework securely in place, we… |
Sequence 241of Roman Civilization is first on the list because it contains a visual, archaeological record of Rome's evolution laid… |
Sequence 243Numerous additional sites, artifacts, ruins, remains, and rubble line the sidewalks, lie just around the bend, or wait across… |
Sequence 244Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 245Quintessentially integral to the Montessori experience is a prepared environment. We cannot change and reorder the… |
Sequence 247form several tragedies in a single day long tour de force. In order to ensure that all the invited nobles and their retinues… |
Sequence 249dome, what, we ask aloud, would have made a like contribution in launching the Renaissance, and where would we be in our… |
Sequence 251Constantine, who, despite killing his brother and later his wife, the Empress Fausta (at the behest of his mother, St. Helena… |
Sequence 252man civilization: the love of parents for their children, education, women, and slavery, which the students examine through… |
Sequence 253and was a skill needed only by the slaves who did the accounting and kept the books. Aristocratic families also gave their… |
Sequence 254environment of Ancient Rome into which we are about to embark. We have instead prepared an intellectual environment to which… |
Sequence 256It is necessary that the human personality should be pre- pared for the unforeseen, not only for the conditions that can be… |
Sequence 257Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
Sequence 260last eight days of the trip. For some, this can be a very difficult task; for all, it is a learning experience. Tn the… |
Sequence 261There are times when the tiredness at day's end feels over- whelming. But there is no number for calling in sick and no… |
Sequence 268hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 13XLV of the various [talian editions. The passages were sometimes retranslated because the original translation in English did… |
Sequence 173 Chapter I From Childhood to Youth 1.1 Before// Metodo de/la Pedagogia Scientijica "The time in which woman was… |
Sequence 184 Par/ One - Toward 1he Children's House: The Formalion Years distant origins: and if the course of the present… |
Sequence 21From Childhood to Youth 7 most and she constantly supported her. In her own family, Renilde had admired the scholarly,… |
Sequence 24I O Part One - Toll'ard the Children's /-louse: The Formation Years managed to move him so much that the good friar… |
Sequence 27From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 2814 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 31Science and Socie~1•: Phrenasthenic Children l7 an aspect which would also characterize her speech in the London congress of… |
Sequence 3420 Part One - Toward the Children's House: The Formation Years pedagogical methods tailored to their needs and through… |
Sequence 3622 Part One - Toward the Children's House: The Formation Years and the suitable education methods for each case. The… |
Sequence 39Science and Society: Phrenasthenic Children 25 ' Jean M. G. ltard ( 1775-1838) !,rraduated in medicine and decided to… |
Sequence 47Science and Socie~)': The Woman Queslion 33 lll.4 "Women everywhe,·e, arise!" Montessori 's… |
Sequence 4834 Part One - To1rnrd the Children's I louse: The Formation Years of the pro-vote committee, and she - along with other… |
Sequence 5036 Part One - Toward the Children ·s House: The Formation Years alcoholism. cnvironmcn1al conditions and race. The… |
Sequence 51Science and Society: The Woman Question 37 11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
Sequence 53Chapter IV Anthropology in School IV. l Studies of philosophy and anthropology 39 "Enrolled at university as a… |
Sequence 55A11thropology in School 41 is possible that Montessori did not perceive science and religion as opposing one another, also… |
Sequence 5844 Part One - Toward the Children ·s llouse: The Formation Years ' Luigi Crcdaro ( 1860-1939) relined his s1Udies in… |
Sequence 6248 Part One - To11•ard the Children ·.1· House: The For111alio11 Years With regard to social policy, 1902 saw the approval of… |
Sequence 6450 Part One - Toward the Children's I louse: The Formation Years House, and others followed in Via dei Campani and in… |
Sequence 7056 Part One - Toward the Children's House: The Formation Years vegetable garden, and inside the "House"… |
Sequence 81Proposal.for a Scientific Pedagogy 67 Activities in nature are impo1tant also for the education and coordination of movement… |
Sequence 8268 Part One - Toward the Children's House: The Formation Years She also cited her own works, mainly Antropo!ogia… |
Sequence 83Proposal.for a Sciemific Pedagogy 7 M. Montessori,// Me1odo de/la Pedagogia Scienlijica. Ecli=ione cri1ica. p.159. K Ibid. p.… |
Sequence 8470 Par/ One - Toward the Children ·s House: The Formation Years experimental study of the sense of touch and devised the… |
Sequence 85Proposal for a Scientific Pedagogy 71 Randone was also a biological designer at the University of Rome. where Montessori may… |
Sequence 8874 Maria Montessori Through the Seasons of the "Method" lllustrntion 2: Teacher~ and student\ of the Scuolu… |
Sequence 89illustrations Illustrations 3 and 4: Anthropology lecture by Maria Montessori at the Pedagogical School in Rome, 1906. In… |
Sequence 91lflustrations lllus1ration 7: One of the first Children's Houses in San Lorenw. It corresponds lo the description found… |
Sequence 95Il/11stratio11s 81 Illustration 14: Participants or the 2nd International ;\lontessori Course in 1914, Castel Sant'… |
Sequence 10692 Maria Montessori Through the Seasons of the "Method" Illustration 34: Maria Montessori in Rome's… |
Sequence 107lllus1ra1io11s Illustration 36: Maria Montessori wilh Francesco Ercole. l\linister of National Education, and Picro Parini (… |
Sequence 10894 Maria Montessori Through the Seasons of the "Method" Illustration 38: Didactic e~hibition: the baby… |