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Sequence 2"The child in the elementary is learning to organize and plan his day, has more control over when he is going to do… |
Sequence 5with familiar ones at first, but the proportion of unfamiliar patterns was to be increased until the child could imitate… |
Sequence 3immediately oversee the development of these arts in the relations between the student discussants, while simultaneously… |
Sequence 5to discourse daily about virtue and self-examination. But he finally proposes a small money offering· guaranteed by his… |
Sequence 7feelings of others. Why couldn't he pursue his mission and still be accepted by others? Seems to me he'd have a… |
Sequence 8Mr. C: Well, I can accept that. But I still don't think that money, power and fame are evils, as Socrates says. Mr. B: I… |
Sequence 9Ms. A: Yes, that's why oratory would fail too. Even a speech in a grand style would fail where experience and feelings… |
Sequence 10Ms. A: Well, man does some things that don't require a body. Leader: Such as ... Ms. A: We think. And therefore thinking… |
Sequence 14seeking martyrdom by not saving himself? Or is there a real opposition between surviving in Athens and obeying the gods? In… |
Sequence 7Lillard, Paula Polk. (1972) Mant.essori a modern approach. New York: Schocken Books. Orem, R.C. (1974) Montessori her method… |
Sequence 2Today, with mothers spending less time at home, with families falling apart and being reshaped in new combinations, and with… |
Sequence 12The connection with Bowlby had grown thin, but when he visited her in 1960, just as her marriage was dissolving, she presented… |
Sequence 13maybe giving her a smile, but focusing most of his attention on the environment. And just as soon as the mother got up to… |
Sequence 14"The thing that blew my mind was the avoidant response." The avoidant children, who seemed indifferent to… |
Sequence 15into the three volumes of his Attachment and Loss, which made their way into publication from 1969 to 1982. Years passed,… |
Sequence 28what makes the most sense. A lot also depends on how much faith you have in Ainsworth's seminal study of a quarter… |
Sequence 7Asians, Egyptians, Indians, Europeans, Syrians, Armenians, and Arabs. The students encounter Alexandrian mathematics, physics… |
Sequence 6The danger of textbooks is that their similitude, their averaging of information, their limited scholarship, and their lack of… |
Sequence 9• c:: I,) 0 ;·; I,) • ... ,, c:: ·- QI 0• QI .. a. CII .: . .c= c.,•- • .ii: OCI) (J .. .... • .ii: c:: • o… |
Sequence 8The capacity to heighten significance and enlarge meaning by thinking about events "romantically" can be… |
Sequence 9caretaker's) own subtle-sphere for a sufficient amount of time. Within that sphere the infant is fully functional and… |
Sequence 19NJCLD Cl 988). Position paper on definition of learning disabili- ties. Baltimore: The Orton Dyslexia Society. Orton, J.L. (… |
Sequence 1MONTESSORI AS AN AID TO LIFE by Hildegard Solzbacher Hildegard Solzbacher's direct encounter with Montessori values and… |
Sequence 167MONTESSORI AS AN AID TO LIFE by Hildegard Solzbacher Hildegard Solzbacher's direct encounter with Montessori values and… |
Sequence 4The elementary student is especially sensitive to historical context. The sense of time and duration crystallizes out of a… |
Sequence 18Donaldson, M. (1978). Children's minds. New York: W. W. Norton. Feuerstein, R. (1980). The dynamic assessment of… |
Sequence 14the modes of self-expression. For example, John McNamara's inte- grated use of the computer for science, writing, and… |
Sequence 1GROWING SCHOOLS FOR HUMAN GROWTH by Sharon Dubble Sharon Dubble' s philosophy of developing schools incorporates a… |
Sequence 13excavating ruins and describing how to build. The techniques, the skills, the information about building and sculpting were… |
Sequence 6exploitation somewhat irrelevant. If it costs just $3 to rent a Pocahontas video, do you really care if Michael Eisner made $… |
Sequence 1WORLD ODYSSEY: REVELATIONS OF THE POSSIBLE by Renilde Montessori In eloquent style, RenildeMontessori speaks of restoring… |
Sequence 5So let us tum to our second cause for celebration: the coming of the third millennium. Maybe we should first listen to just a… |
Sequence 2THE MONTESSORI FAMILY AND ME by Margot W altuch This beautiful vignette of Margot Waltuch' s connection to the… |
Sequence 2CHILDREN'S PARTICIPATION: INVOLVING YOUNG CITIZENS IN COMMUNITY DEVELOPMENT AND ENVIRONMENTAL CARE by Roger A. Hart As… |
Sequence 1STORY UPON STORY by Kathleen Allen Kathleen Allen demonstrates what it means to be a II storyteller of the truth."… |
Sequence 12-------------------------------- --~ we are attempting to do with the Erdkinder project in Cleveland is to bring farm and… |
Sequence 21Richardson, Sylvia 0. "Curricular Considerations in Pro- grams for the Retarded: Application of the Montessori Model… |
Sequence 18• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 81• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 144Richardson, Sylvia 0. "Curricular Considerations in Pro- grams for the Retarded: Application of the Montessori Model… |
Sequence 10understanding, the power, the aesthetic grandeur, and the emotional fulfillment needed to heal the damage that has already… |
Sequence 2THE FIRST PLANE OF DEVELOPMENT by Margaret E. Stephenson One of the more significant principles of Dr. Montessori was her… |
Sequence 2A NEW LIFE, A NEW BRAIN by Lise Eliot Lise Eliot connects brain development with human educational needs from the… |
Sequence 5PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 6in our 1998 report on the project to the AMI Peda- gogical Committee, "The goal for us this year is to… |
Sequence 2FOLLOWING THE HAND: THE FIRST THREE YEARS OF LIFE by Judi Orion Delineating the steps of development of the human hand from… |
Sequence 6-Independent interdisciplinary study is begun in accordance with student's interest following the excursion. It would be… |
Sequence 19critics. I think in this case the Right was right, that eventually our capitalist system would create so many goods and… |
Sequence 15HERSHEY MONTESSORI FARM SCHOOL, 2001: UNMASKING INDIVIDUAL TRUTH by David Kahn After one year of farm school operation, Mr.… |
Sequence 22appearances. Jim provided on the farm support as farm manager. We keptthe focus pretty directed, with student choices… |
Sequence 23find their own identities as emerging social beings? Did conscious- ness create a bridge between how communities of people… |
Sequence 30In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |
Sequence 31was magical. Even for the most reticent students-who were very reluctant to get up and do it-it was a moment of triumph when… |
Sequence 1My followers will surely continue without me. I just hope that they do not become victims of Epicureanism. As for the Stoics… |
Sequence 4~- q~ j')14ecU<utA, ADOLESCENT ENGAGEMENT AND ALIENATION by Kevin Rathunde Dr. Rathunde's article… |
Sequence 7on earth. Over 3.5 billion years there have been five of these events. Isn't it amazing that humans have reached the… |
Sequence 2How SENSITIVELY TIMED ARE SENSITIVE PERIODS? by Rita Schaefer Zener Rita Schaefer Zener's theory base for sensitive… |
Sequence 2READING, WRITING, AND MATHEMATICS: EXPLORED AND DISCOVERED RATHER THAN TAUGHT by Annette M. Haines Annette Haines… |
Sequence 2THE WHOLE ELEMENTARY EXPERIENCE: AGES Six To TWELVE by Kay M. Baker Kay Baker delves into the theory of self-construction,… |
Sequence 2THE Six-To-TWELVE WORKING MooEL by Suzanne A. Damadio Suzanne Damadio gives a practical profile of a working model of a six-… |
Sequence 1ELEMENTARY PHYSICAL EDUCATION by Greg MacDonald Looking at the Montessori perspective including the psychological charac-… |
Sequence 2PSYCHO-GRAMMAR: MONTESSORI'S REFLECTIONS ON GRAMMAR AND PSYCHIC DEVELOPMENT by Annette M. Haines Dr. Haines' rich… |
Sequence 2A PATH FOR THE EXPLORATION OF WRITING AND READING by Muriel Dwyer Connecting the Montessori idea of exploration and… |
Sequence 1MONTESSORI UNDER THREE: THE FOUNDATIONS OF HUMAN PERSONALITY by Judi Orion Looking at the roots of human personality, Ms.… |
Sequence 2MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 2ON BECOMING A CITIZEN OF THE WORLD: CAN MONTESSORI ACHIEVE ITS AIM? by Kay Baker The exploration of the meaning of "… |
Sequence 2EDUCATEURS SANS FRONTIERES: LIVING OUT THE VISION by Charlene S. Trochta Charlene Trochta's review of her experience of… |
Sequence 3The first gathering ofEsF took place in Italy during the summer of 1999. At the end of the six-week convocation, the… |
Sequence 12• an international network of training and study centres dedicated to the propagation of Montessori's teachings and the… |
Sequence 2MORE PARENT INVOLVEMENT: REFINING p ARENT EDUCATION WITH AN EMPHASIS ON ASSISTANTS TO INFANCY by Judi Orion Starting from… |
Sequence 2DEEPENING COSMIC EDUCATION by Gerard Leonard This article is a special blend of research, theory, and practice, with clear… |
Sequence 3work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 2EMBODYING THE MONTESSORI CHALLENGE AS A TOTALITY: UNDERSTANDING REFINEMENT ACROSS THE PLANES OF EDUCATION by Annette M.… |
Sequence 2TEACHER STAGES OF REFINEMENT by Carol Alver Carol Alver traces the development of the Montessori teacher as a three- period… |
Sequence 2THE SCHOOLS OUR CHILDREN DESERVE: HELPING PARENTS UNDERSTAND THE RATIONALE FOR ALTERNATIVE EDUCATION by Alfie Kohn A/fie… |
Sequence 1THE ORIGINAL PRINCIPLES OF THE SILENT JOURNEY by Barbara Gordon Bnrbnrn Gordon recounts tlie evol11 tio11 of The Si lent… |
Sequence 15In comparison to even fifty years ago, let alone the time of Spinoza, no one can dispute the arrival of the enormous comfort… |
Sequence 44rupting the good principles of their original virtuous nature ... but the true, content mortal alone earns and cultivates… |
Sequence 70REFERENCES Arendt, Hannah. Tire H11111a11 Condition. Chicago: U of Chicago P, 1998. Aelian. Historical Miscella11y. Loeb… |
Sequence 2COMMUNITY VISION OF THE SCHOOL by Maura C. Joyce Looking at Maria Mo11tessori's historical persona, Maura foyce focuses… |
Sequence 2FROM CARE OF OTHERS AND THE ENVIRONMENT TO COMMUNITY SERVICE AND SOCIAL RESPONSIBILITY: THE EMERGENCE OF THE SOCIAL AND… |
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 2THE MONTESSORI INFANT AND THE WHOLE DEVELOPMENTAL CONTINUUM by Judi Orion Ms. Orion explicates the concept of the spiritual… |
Sequence 2THE SCIENCE BEHIND THE ABSORBENT MIND: NEUROBIOLOGY FOR MONTESSORIANS by Lise Eliot Drawing on her extensive experience in… |
Sequence 1NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
Sequence 2BIRTH AND REBIRTH: PARALLEL DEVELOPMENTAL PASSAGES IN INFANCY AND EARLY ADOLESCENCE by Louise J. Kaplan This article looks… |
Sequence 1MONTESSORI FROM THE START: FOUNDATIONS FOR INDEPENDENCE by Lynn Lillard Jessen and Paula Polk Lillard Ms. Jessen and Ms.… |
Sequence 2PREPARING THE HOME FOR OPTIMAL MOVEMENT OF THE CHILD UNDER THREE by Alyssa Conklin-Moore and Sarah Moudry Assistants to… |
Sequence 11Suggested Readings Moats, L.C., & K. E. Dakin. Basic Facts about Dyslexia and Other Rending Proble,ns. Baltimore: The… |
Sequence 16phrase meanings (semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragma ties).… |
Sequence 30with ADHD will improve and develop enough coping skills so that their symptoms no longer have a negative impact on their… |
Sequence 12Goertz, Donna. Childre11 Who Are Not Yet Peaceful: Prevent- ing Excl11sio11 i11 the Early Ele111e11tary Classroom. Berkeley:… |
Sequence 4to keep track of all these scrolls. Each book might have multiple scrolls, and they all had to be numbered and organized.… |
Sequence 1THE DEVELOPMENT OF LANGUAGE by Annette M. Haines An11ette Hni11es begins with the "e111bryo11ic co11stmctio11&… |
Sequence 18Batshaw, Mark L., & Yvonne M. Perret. Cltildre11 with Disabilities: A Medical Primer. 3rd ed. Baltimore: P.H. Brookes… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 2Lawrence Krauss, who spoke at the NAMTA Baltimore Confer- ence, T!le Science of Evol11tio11: Studies across All Disciplines,… |
Sequence 1How SCIENCE FITS INTO THE WHOLE MONTESSORI CURRICULUM by Gretchen Hall Gretclten Hall presents a universal definition of bot… |
Sequence 2How SCIENCE AND HISTORY LEAD TO COMMUNITY SERVICE by Annabeth Jensen A nabet/1 Jensen's presentation is the proceedings… |