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Sequence 18with the gifts of its mission of free- dom, its colorful history of different peoples, its art and literature that tell that… |
Sequence 1MARGARET E. STEPHENSON: FOLLOWING THE CHILD ACROSS THE PLANES OF DEVELOPMENT by David Kahn Margaret E. Stephenson's… |
Sequence 16operation, the exploration by sentiment for the development of the spiritual territory, the exploration by the senses for the… |
Sequence 2COSMIC EDUCATION by Margaret E. Stephenson Cosmic Education is, in a way, what we have been leading up to all these days,… |
Sequence 6chosen by adults are wrong. Moreover, these centers of interest are superfluous, for the child is interested in everything. Do… |
Sequence 14misunderstood terminology can be partially explained by the fact that Montessori started creating her method during her… |
Sequence 1THE MONTESSORI FARM SCHOOL: ERDKINDER BEGINNINGS 2000 by David Kahn David Kahn's report of the first stages of The… |
Sequence 17First Column: Preparation for Adult Life (Humanities) Montessori's three thematic approaches to history are The Study of… |
Sequence 18the Scientific Revolution, and England and America during the Indus- trial Revolution. For each academic year, we will select… |
Sequence 1LANGUAGE ACQUISITION by Silvana Montanaro Dr. Montanaro' s concise presentation of language development in children… |
Sequence 12If the human being is what we study, then we must create an environment which uniquely addresses the psychologi- cal… |
Sequence 15PaAJ 1: 1/ie, ttf~ e~ AN OVERVIEW OF ADOLESCENCE by Phil Gang Dr. Gang's overview of adolescence provides a backdrop… |
Sequence 16Towards the end of the nineteenth century the status of youth rapidly declined for three reasons: 1. Technical advancements… |
Sequence 11written material, discussion, and a variety of field experi- ences. Each student will: • Read Travels with Charley, by John… |
Sequence 17contemporary civilization. It is surely debilitating to the individual intellect. Mumford's remedy for the narrow, under… |
Sequence 19you are not good at waiting. How can you be? We are, in Europe, suffering from the defects of old age, and that is why we… |
Sequence 1Joosten: 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… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 5Joosten: Some have disappeared and others have come in, etc. But whatever they use, whatever you see being used, will be a… |
Sequence 4developed a program for the third plane of development. For the children at that age she created the term Erdkinder. The word… |
Sequence 6• A boarding situation with some adults, on a farm, not too far from the city, but ina rural environment, in a farming commu… |
Sequence 23students to apprentice themselves to master craftsmen, usually school employees or experts brought to the school for that… |
Sequence 29ideas of Erdkinder out of this milieu is the thesis that the documenta- tion in this paper seeks to demonstrate. She as much… |
Sequence 17exist in other cultures. We're not supposed to speak of Western chauvinism now, but I think that I can prove to you that… |
Sequence 18ence, and material overabundance. The nature of human nature being what it is, we would quickly, as Nietzsche said, sink into… |
Sequence 8In the Hellenistic period we will see farms of 5,000, 10,000, 15,000- the largest I know of was over 70,000 acres in Egypt.… |
Sequence 9you look at the long history of the West, that's the fight for the Western soul, and usually the period of the classical… |
Sequence 12to follow an indigenous Aztec pattern of development. That's a very cruel thing to say, but it's absolutely true.… |
Sequence 13all of you as teachers should remember one thing: Your allegiance is not to make people feel good but it is to the truth.… |
Sequence 4carefully-not only admit that they lose money on the growing; they welcome it. They like that loss, because that means… |
Sequence 5Criticism of democracy has ea used the biggest trouble in my own life-not only in reviews but also after lectures-and some… |
Sequence 4simplification to suggest that today's "growing up" problems could be solved by a return to the rural… |
Sequence 9Routine care of plants and animals develops the habit of being a responsible participant in the community-a form of… |
Sequence 16GEOMETRY AND ERDKINDER by Nathaniel J. McDonald Nate MacDonald's chronicle of his first year of teaching geometry at the… |
Sequence 16THE MONTESSORI PAST AS PRELUDE TO A MONTESSORI HIGH SCHOOL Montessori adolescent education takes place squarely in the con… |
Sequence 17Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 19(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 3these little tiny children, they begin to function quite independently. Their language explodes, and they become very joyful,… |
Sequence 2child, the greater must be the preparation of the people who will take care of him or her. During the many years she spent in… |
Sequence 3were put in strollers to go for walks. The rooms contained lots of plastic toys. The only mixed age groups were the… |
Sequence 2LITURGY IN THE CosMic PLAN OF Goo by Sofia Cavalletti Sofia Cavalletti's conviction that the greatest realities are… |
Sequence 1Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |
Sequence 8Jesus invites us to comprehend the depth and intimacy of his relation- ship with us, the providential love and care of the… |
Sequence 15they know all the people don't care anyway, so they can do what they want or maybe give token attention to that little… |
Sequence 9trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 16the Children's House, let them first know a friendly world, which they can love, admire, and feel at one with. Where they… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 2BRINGING THE MONTESSORI THREE-YEAR MULTI-AGE GROUP TO THE ADOLESCENT by David Kahn Speaking from direct experience at The… |
Sequence 7REFERENCES Deng Ming-Dao. 365 Tao: Daily Meditations. San Francisco: Harper, 1992. Montessori, Maria. The Absorbent Mind.… |
Sequence 6with agriculture, it was possible now for some people to say, "OK, I don't have to farm,I don't have to… |
Sequence 7teenagers-wake up, and they help out, and then the husband goes fishing or hunting for mushrooms, and then he comes back and… |
Sequence 9Now we are probably entering a kind of fourth period, which is defined as the pe- riod of the knowledge worker, where we can… |
Sequence 41Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement… |
Sequence 1CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 4that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 4tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 9context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 13Starting in the 1950s and continuing throughout the 1960s and the first half of the 1970s, AMI organized elementary study… |
Sequence 18from the perspective of the details, which lend a depth of understand- ing to the whole. This threefold integration ensures… |
Sequence 3developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 14and normal process of development with its spontaneous manifesta- tions that have to be respected if the goal is to be reached… |
Sequence 281929); Edouard Claparede (with "individualized" education, 1921); Roger Cousin et (with the teamwork method… |
Sequence 29The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |
Sequence 32Moreover, "the human per- sonality is essentially one dur- ing the successive stages of development," and… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 1Camillo Grazzini, Italy, 1982 Mario Montessori 78 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 2ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 95. Applying the Concept Using the sandpaper globe or the blue and white globe, the children can find examples of each of the… |
Sequence 10Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 11And in a lecture given at Cambridge, Montessori says that "Cul- ture becomes identifiable with the construction of… |
Sequence 18environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 2A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 12been lacking: the very environment which constitutes the keystone for an Erdkinder community experiment. 5. PAST EXPERIENCE… |
Sequence 13sense of personal responsibility." The very first experiment of this kind, however, was the Junior Republic, founded… |
Sequence 14Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 21From this perspective, it is completely counter-productive and also contrary to Montessori's thinking to have individuals… |
Sequence 27From this point of view, we can also understand the explosion in the supply of computers to children, even to children of a… |
Sequence 31should ask ourselves whether it is up to us to give life to this great idea of the Erdkinder community, or whether it would be… |
Sequence 32is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 7We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 4with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 3Gobbi presented a synthesis of a part of her personal experiences with the children in a little book called Alcuni principi… |
Sequence 6Gobbi presented a synthesis of a part of her personal experiences with the children in a little book called Alcuni principi… |
Sequence 36with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 41We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 52is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 53should ask ourselves whether it is up to us to give life to this great idea of the Erdkinder community, or whether it would be… |
Sequence 57From this point of view, we can also understand the explosion in the supply of computers to children, even to children of a… |
Sequence 63From this perspective, it is completely counter-productive and also contrary to Montessori's thinking to have individuals… |
Sequence 70Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 71sense of personal responsibility." The very first experiment of this kind, however, was the Junior Republic, founded… |
Sequence 72been lacking: the very environment which constitutes the keystone for an Erdkinder community experiment. 5. PAST EXPERIENCE… |
Sequence 82A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 84Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 102Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 103environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |