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Sequence 13DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 28Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 49Montessori, Maria. The Secret of Childhood. 1936. New York: Stokes, 1939. Orem, R.C., ed. Montessori: Her Method and the… |
Sequence 145Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 193Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 22Q: Do you think that a child absorbed in a video game is in Flow? A: Yes, they can be in Flow, and usually they stay in Flow… |
Sequence 33Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 18moment in time for all time. It is time that has significance for all times and all people. It is a moment in time to be… |
Sequence 19[Interview with Donald Brownlee]. [Minneapolis] Star Tribune February 5, 2000. Jaynes, Julian. The Origin of Consciousness in… |
Sequence 12Every staff person at Lake Country School will tell you that they have met the noble adolescent. Every adolescent guide who… |
Sequence 27brain and spinal cord of mammals a very, very long time ago, and had endowed the monkey's limbs with assured, acrobatic… |
Sequence 28Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 23reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 9Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 30way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 31Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 32Koch, S., & D. Leary, eds. A Century of Psychology as Scie11ce. New York: McGraw-Hill, 1985. Lerner, R. 011 the… |
Sequence 23REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 13burden for a child to be "bad" or "good." We must relieve every child of that burden and… |
Sequence 1DR. MONTESSORI' s APPROACH TO LANGUAGE IN THE SECOND PHASE OF THE CHILD'S DEVELOPMENT by Mario M. Montessori Many… |
Sequence 21• 4 merges= 16 units (from 400 to SOO neurons, a 25% increase) Therefore, it takes a 150% increase to pass beyond the two-word… |
Sequence 29CELEBRATING WRITING: PUBLISHING STUDENT WORK Celebrating student work by publishing it is one of the most exciting… |
Sequence 13that is to bring the developing human through optimal prepared environments for every stage of development. The Farm School is… |
Sequence 2emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 5REFERENCES Montessori, Maria. From Childhood to Adolescence. 1948. New York: Schocken, 1973. Montessori, Mario. The Human… |
Sequence 1Pr.ut JJ: 71,,e, eau ~ .M~ g~ 11 . .Jl~P~ DR. MONTESSORI' s THIRD LECTURE GIVEN AT THE MONTESSORI CONGRESS IN OXFORD… |
Sequence 5A NEW EDUCATION FOR THE SECONDARY SCHOOL A PUBLIC LECfURE GIVEN AT UTRECHT, JANUARY 18, 1937 (ORIGINAL IN FRENCH) by Maria… |
Sequence 6TWENTY-EIGHTH LECTURE OF THE TWENTY-THIRD INTERNATIONAL MONTESSORI COURSE AMSTERDAM, JANUARY-JUNE, 1938 DELIVERED MONDAY,… |
Sequence 1The first objective is reached through experience with music, language, and "travaux artistiq11es" (drawing… |
Sequence 3MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 4teaching be continued in a secondary school. Plans were devised to open a Montessori high school in Amsterdam and my father… |
Sequence 18and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this… |
Sequence 19Montessori lectured in Italian. The "Erdkinder" essay was included in this book by no later than the third… |
Sequence 13in their own work replicate the spirit that motivates us here at Lamberene." A.S. Neill, in a conversation with Pat… |
Sequence 12in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 1brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 2Erikson, E. H. Young Man Luther. New York: W.W. Norton & Company, 1958. Gardner, H. Creating Minds. New York: Basic… |
Sequence 21These "noble" or "true" characteristics" have been en- capsulated as character… |
Sequence 1Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |
Sequence 19Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 6(c) The last reason a sensitive period ends is a happy reason. The sensitivity ends because the specific characteristic is… |
Sequence 21children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 14Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. New York: Ballantine, 1966. Montessori,… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 2TEACHING NATURE: FROM PHILOSOPHY TO PRACTICE by David Hutchison David Hutchison looks at educational resistance to nature… |
Sequence 17REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 36REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 37of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-… |
Sequence 39Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 15other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 2ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 11This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 1INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 1CHARACTERISTICS OF THE CHILD IN THE ELEMENTARY SCHOOL by Carnillo Grazzini WHERE Is THIS CHILD? A child of elementary… |
Sequence 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 2MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 2MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 13ASSOCIATION MONTESSORI INTERNATIONALE 0.. M ... RI ... MotlTl!SSORI, P ..... , ........... 1929 -1952 Sr-c,t: .. rillll: t61… |
Sequence 14We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 6The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 18The montage that Mario Montessori fashioned is made up of three elements: two Italian banknotes bearing respectively the… |
Sequence 26We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 27ASSOCIATION MONTESSORI INTERNATIONALE 0.. M ... RI ... MotlTl!SSORI, P ..... , ........... 1929 -1952 Sr-c,t: .. rillll: t61… |
Sequence 46MARIO M. MoNTEssoru Is DEAD: CHRONICLE OF A CEREMONY by Camillo Grazzini Mr. Grazzini' s sensitive portrayal of the… |
Sequence 84Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 100MARIA MONTESSORI'S COSMIC VISION, COSMIC PLAN, AND COSMIC EDUCATION by Camillo Grazzini INTRODUCTION Some time ago I… |
Sequence 102Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 120CHARACTERISTICS OF THE CHILD IN THE ELEMENTARY SCHOOL by Carnillo Grazzini WHERE Is THIS CHILD? A child of elementary… |
Sequence 142INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 151This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 160ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 163other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 18child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 26Th is observation experiment, although traumatic for some, opens the door to self-observation and discovery. It allows us to… |
Sequence 27Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 16Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 8sense, regardless of how it turns out" (Havel 181). Optimism cannot be commanded, as Frankl observes, but hope can be… |
Sequence 13them through and onward, or at the very least, lie in wait until a fertile time when the memory of what they experienced with… |
Sequence 12Montessori, Maria. "A New Education for the Secondary School: A Public Lecture Given at Utrecht, January 18, 1937 (… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 6· time for growth • time to be challenged intellectually, to think new thoughts, to broaden viewpoints · time to pause and… |
Sequence 34ourselves when we make mistakes. We want our politicians and industrial leaders to learn from their mistakes. We all should do… |
Sequence 18uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 16in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 13children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was… |
Sequence 25AlsoNAMTAis pleased to acknowledge its Journal editorial team, in particular Renee Pendleton and Katherine Wilson, for their… |
Sequence 12You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 11Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New York: Schocken… |
Sequence 10environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 10REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 24Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 21Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 24Montessori saw peace as more than the absence of war; war, she said, destroys the constructive impulses in us. The aura,… |
Sequence 17to hold in our hearts and minds the big picture, and for the love of our children and the future, to keep our own fire of hope… |