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Sequence 448I once met Alexander the Great-I respectfully call him that. He came up to me looking rather sympathetic. "Yes?&… |
Sequence 449My followers will surely continue without me. I just hope that they do not become victims of Epicureanism. As for the Stoics… |
Sequence 577Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 578Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 129SCHOOLS DISCOVERING THEIR COSMIC TASK by Terry N. Ford This is a very honest account of n school's trinls nnd errors as… |
Sequence 20Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 1894. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 221We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 223Mario Montessori, Baarn, Holland, early 1970s 216 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 236We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 139And Mario Montessori, Jr., her grandson, and once president of the International Psychoanalytical Association, told us at an… |
Sequence 199The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 65ENVISIONING THE WHOLE THIRD PLANE: MONTESSORI ERDKINDER AND URBAN ADOLESCENT PROGRAMS HELP EACH OTHER by David Kahn David… |
Sequence 67At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,… |
Sequence 68Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 189work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 91ogy, and futurists who predict the success of human problem solving. In addition, representatives of the Dutch Montessori… |
Sequence 57The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
Sequence 154Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 144In comparison to even fifty years ago, let alone the time of Spinoza, no one can dispute the arrival of the enormous comfort… |
Sequence 173rupting the good principles of their original virtuous nature ... but the true, content mortal alone earns and cultivates… |
Sequence 257nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 219erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 260· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 102Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 150to keep track of all these scrolls. Each book might have multiple scrolls, and they all had to be numbered and organized.… |
Sequence 196MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 233Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 238With the picture of Rome's history cradled in our cerebella, we move on to an overview of the orders of architecture,… |
Sequence 114100 Maria Montessori Through the Seasons of !he "Method" Illustration 47: "The boy penetrates the… |
Sequence 175Far/i·om Ita~1•: First Europe and then India 161 she would later analyzc in more detail in her essay "The Erdkinder… |
Sequence 179Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 181Farji-om Italy: First Europe and then India 167 heard a word that was not the right one, and then smiled to him. As one… |
Sequence 182168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and… |
Sequence 186172 Part Two - For a Science of the Formation o_/Man overlooked children's rights and explained. ''There are… |
Sequence 228214 Maria Montessori Through the Seasons of the ··Method" intelligent activity and lead to the independence and… |
Sequence 159summary of the syllabus derived precisely from Montessori's book, From Childhood to Adolescence. Perhaps you think that… |
Sequence 295Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Detailed studies:… |
Sequence 326lution relative to place and time the adolescent could make come to life through the re-imagination of lives lived, using the… |
Sequence 89This continual effort and experi- ence of living together is important. We must look at it from the point of view of a… |
Sequence 2515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 2818 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 part in work. Work can be of varied kinds in the garden: preparation of… |
Sequence 6454 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Children serving soup, Laren, Holland, 1940, courtesy of Margot Waltuch… |
Sequence 9888 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 10393 Kahn-Montessori Interview • The Kodaikanal Experience the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview… |
Sequence 185175 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the adolescent: taKinG on the tasK of huManity—… |
Sequence 224218 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 The Montessori movement has certainly flourished here in the United… |
Sequence 225219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 370362 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Holland?”—that being the country where we then were working. On being… |
Sequence 16AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 10the loss of human perspective and then of moral values. It is a lesson applicable to our field as well: work done solely for… |
Sequence 34of country a more vital force than any instinctive pieties of blood and soil. The whole piece depends on the thought America… |
Sequence 9instinctual behavior of the salmon. Being human beings, however, they have built up their behavior patterns through education… |
Sequence 18got used to it. If you threw a party and all your guests were in tears until about two o'clock in the morning, it was… |
Sequence 56The USA office/warehouse was set up in the summer of 1975 with the first orders being shipped in August of that year. After… |
Sequence 15Working and Earning Many of the activities of Erdkinder - whether in a hostel, on the farm, or in the shop - provide… |
Sequence 23Erdkinder: The Experiment for the Experiment The following is transcribed by Ann Freeman from tape recordings of a conversa-… |
Sequence 25her what the group would be discussing here.) said that she would be interested in making arrangements for the Mercy Center to… |
Sequence 33adaptable than the mother. I don't even talk about the fathers. Tomorrow, if you go to Europe for three months, the… |
Sequence 34a clarity of vision. But anyone's vision can fail. How can we build in experimental controls so that we can have the same… |
Sequence 35some of what is done does not come from Montessori, they know after thirteen years what works practically. Erdkinder Atlanta… |
Sequence 34"Our object has never been to strictly make money; we have always wanted to support and promote Montes- . "… |
Sequence 35Feature: Nienhuis - Who Are You? by David Kahn Introduction When a customer receives a refined. polished nomenclature box,… |
Sequence 36The factory operation gives many impressions - order, precision, solidity, and once again good humor. The employees are both… |
Sequence 37At the end of that period everything was together, the showroom, the factory, the offices and the warehouse, but the… |
Sequence 40neatly planted shrubs, vines and flowers with hand laid brick paths. Bert has built a farmpen near the house; the goats… |
Sequence 507. They create unity between thought, will, and action. We are speaking of universal principles guiding the development of man… |
Sequence 51Announcement: On Becoming an AMI-Recognized School The Association Montessori lnternationale was founded in 1929 by Dr. Maria… |
Sequence 32Plank: We lived right in the school at first, and then around the corner. We were in a working class district where there were… |
Sequence 68one, i.e. the less divergent education of their children. should be the first to be organized. 5. An advantage is that such a… |
Sequence 77All subscriptions should be mailed to: NAMTA 2859 Scarborough Rd. Cleveland Hts., OH 44118 Subscriptions may be ordered in… |
Sequence 78Wednesday, 11 April - The Day of the Junior Child morning: Prof. Dr. Schulz-Benesch (Germany) The Actuality of Maria… |
Sequence 7cial child especially in Europe. Both Eldert and Montessori Jr. in panel discussion later that day expressed a negative view… |
Sequence 55LECTURERS (partial list) Sanford Jones is the Educational Director of St. Michael's Montessori School in New York City… |
Sequence 54What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu- lum derived from Mrs. Joosten's… |
Sequence 59The Kodaikanal Experience - Chapter II Kahn-Montessori Interview David Kahn: You once alluded to Kodaikanal as a community in… |
Sequence 62Montessori: Well, they do get an illustration of the facts, and if they don't have this kind of sentiment, they should… |
Sequence 64This reminds me of the time when Maria Montessori visited the school in Laren, Holland. The children were working in the… |
Sequence 2824 "Dr. Montessori has given only a loose ideal of Erdkinder. We have not tried that in Holland and I ask if that is… |
Sequence 3026 Dr. Vernout: The fee depends on what taxes the parents are paying. The lowest fee is $30 a year and the highest is about $… |
Sequence 31Callender: In the United States, and in Holland too, I understand we are in a period of declining school enrollment. How has… |
Sequence 3228 Dr. Vernout: I could not say a percentage; it differs. With the whole class, some are doing extra work, but some of them… |
Sequence 47disciplined, are mutually helpful, and pursue their work with joy. So one way we can create and preserve a harmony is to be… |
Sequence 37NOTIC/iS PRESCHOOL FOR SALE: Includes land, personal property and more. Fully established with complete staff and enrollment… |
Sequence 3632 Montessori Secondary Education: An Outline of Possibility by Dr. J. Koning edited by David Kahn Dr. Koning's… |
Sequence 53The Child's Nature: Mario Montessori and A.S. Neill Discuss their famous schools and their radical approaches to child… |
Sequence 3430 Not a photograph: only the eyes have seen for remembrance. The Master of Cere- monies conducts us to another room already… |
Sequence 7268 THE CHARLOTTE MONTESSORI SCHOOL in Charlotte. N.C. is seeking a Primary level teacher. Begin August 15. I 983. Would… |
Sequence 45Afternoons (1;30-3:00) Something Light Monda): Crearfrr H ritinR in thr f'rimory Clas.Jro1,m introduce<; nt.… |
Sequence 5046 Opcn111g for J-<i Mon1c,<,0n teacher at Whitby School. Take over an C\Ulbh,hcd cla;_, of 25 child· ren with… |
Sequence 30October, 1983 Letter to the Editor Dear Mr. Kahn In reviewing Rita Kramer's biography, MARIA MONTESSORI. some years ago… |
Sequence 49Approximate Mailing Date Jan. 15, 1984 Winter April I. 1984 Spring-Summer Publication Schedule 1983-84 Publication… |
Sequence 10Merrill, Jenny B. (1910). A neglected corner in the Montessori method. The Kindergarten-Primary Magazine, 11., 125, (1).… |
Sequence 1711-a Lyon, Peter. (1963). Success stor : the life and times of S. s. McClure (pp. 350-52). New York: Charles Scribner… |
Sequence 3124 Mendleson, Robert S. Parentectomy--Is it ever indicated? NAMTA Quarterly, ..!., 10-14, 5). Mendleson, Robert S. (1975… |
Sequence 36Montessori, Maria. (1984). Quotations from The Child in the Family. Communications,!!_, 14, (1). Montessori, Mario. (1962… |
Sequence 3831 Gupta, R. K. (1964). Consciousness and the child. Around the Child, .2_, 42-45, (4). Hillman, Rebecca. (1968, Fall… |
Sequence 40I. Neurological Claremont, Claude. (1968). The two children. Communications, 3/4, 6-18, (7). 33 Feexman, Jerry E.… |
Sequence 4235 Declaration of the rights of the child. (1969). Communications,~' 3-7, (5). Garcia, Vicki Wilson. (1979).… |
Sequence 5144 Claremont, Claude. of Montessori. (1949, June 3). The activity school--The purposefulness Times Educational Supplement… |