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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 1CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 12Montessori, Maria. The Formation of Mn11. 1949. Madras, India: Kalakshetra, 1986. Montessori, Maria. Unpublished lectures. Dr… |
Sequence 13REFERENCES Montessori, Maria. "The Four Planes of Education." From lectures given in Edinburgh, 1938, and… |
Sequence 20There are some recently discovered neurons up in the frontal lobe-you may have heard of them-called mirror neurons, that are… |
Sequence 9Howlin, Patricia. CJ,i/dre11 wit!, A11tis111 and Asperger Syn- dro11,e: A C11ide for Practitioners and Carers. New York:… |
Sequence 19Hannaford, C. S111nrl Moves: Why Leaming ls Not All i11 Your Head. Arlington, VA: Great Ocean Publishers, 1995. Hart, R.… |
Sequence 7• Figure 1. Two charts illustrating spiritual territory. The first chart, the one on the left, depicts" all sorts of… |
Sequence 12Therefore, this idea of language as being something that divides as well as something that unites is very important and very… |
Sequence 25Montessori, Maria. Unpublished lecture. International Montessori Conference. Amsterdam. 1950. Montessori, Mario M. The… |
Sequence 4to keep track of all these scrolls. Each book might have multiple scrolls, and they all had to be numbered and organized.… |
Sequence 26studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 14Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 15Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 17BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 4human function of language is reflected in the book of Genesis. In the first pages we read: When the Lord God had formed out… |
Sequence 11Montessori, Maria. Tile For111ntio11 of Mn11. 1955. Oxford: Clio, 1989. Montessori, Maria. Unpublished lectures. Dr. Maria… |
Sequence 18REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
Sequence 25Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 28Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 2ated this side of our mission when she es- tablished Educateurs sans Fronticres to offer support and inspiration to the… |
Sequence 5Montessori principles and practices unfold and the children blos- som in the same way as we see all over the world. From this… |
Sequence 3Mary, with her brother and father, searched for, col- lected, and sold "curies" (short for "… |
Sequence 4society, Mary's scientific work was at the highest level. In recognition of her work, despite a deep male bias, she was… |
Sequence 20CONCLUSION Fundamental to the Montessori approach to learning are the three respects-respect for self, respect for others (… |
Sequence 1MONTESSORI INTERNATIONALISM AND PEACE by Susan Mayclin Stephenson Over the past decade, S11sa11 Stephenson !,as been an… |
Sequence 23to a Bhutanese-Tibetan teacher named Lhamo Pemba, who had re- ceived her AMI Primary Diploma in London years earlier. Lhamo… |
Sequence 1MONTESSORI ELEMENTARY EDUCATION: PATHWAYS TO GLOBAL UNDERSTANDING by Phyllis Pettish-Lewis Phyllis Pottish-Lewis has… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 8With the picture of Rome's history cradled in our cerebella, we move on to an overview of the orders of architecture,… |
Sequence 38hand 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 2Science and Socie~1•: Phrenasthenic Children l7 an aspect which would also characterize her speech in the London congress of… |
Sequence 318 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
Sequence 722 Part One - Toward the Children's House: The Formation Years and the suitable education methods for each case. The… |
Sequence 2Science and Society: The Woman Question 27 How to deal with claims of woman's inferiority? By abandoning the reasons of… |
Sequence 328 Part One - Toll'ard the Children ·s !louse: The Forma1io11 Years social and cultural sensibility, that is a coming… |
Sequence 4Science and Society: The Woman Q11es1io11 29 effective action that everywhere honored women's industriousness and left… |
Sequence 530 Part One - Toward the Children's /louse: The Formation Years wages of their male colleagues - and intellectually,… |
Sequence 12Science and Society: The Woman Question 37 11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
Sequence 4106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
Sequence 6School, Family and Society 123 Moreover, in 1918 Montessori had been received in private audience with pope Benedict XV,… |
Sequence 14School. Family and Society 131 Montessori movement to the Italian pedagogical sphere. The journal continued its existence… |
Sequence 15132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 16School, Family and Society 133 5 Montessori reports on her Barcelona experience in / bambini vive111i 11ella Chiesa. Note di… |
Sequence 2156 Part Two - For a Science <1/'the Formation of Man and which drew participants from twenty-two different… |
Sequence 5Far from Italy: First Europe and then India 159 who received Montessori's resignation as director of the Scuola di… |
Sequence 7Far/i·om Ita~1•: First Europe and then India 161 she would later analyzc in more detail in her essay "The Erdkinder… |
Sequence 9Far.from lta(I': First Europe and then India 163 Montessori's intellectual path thus opened up to new themes.… |
Sequence 15Far.from Ira~)': First Europe and 1he11 India 169 they could re-embrace children and grandchildren, respectively, who… |
Sequence 17Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 3Maria Montessori Through the Seasons of the "Method" 195 Dal/'Unita ad oggi. Da contadini a operai (… |
Sequence 9Maria Afontessori Through the Seasons of the "Method" 20 I de/le dmme italia11e, year I, no.6, 19 February… |
Sequence 7If a three-to-six-year-old child can keep his house clean and tidy, serve at a table, and wash the dishes, then why would an… |
Sequence 21Montessori National Curriculum Framework References Australian Education Ministers 2008, Melbourne Declarat,on on EducatJonal… |
Sequence 289Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Detailed studies:… |
Sequence 5lution relative to place and time the adolescent could make come to life through the re-imagination of lives lived, using the… |
Sequence 19Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 30clarify that, even though we have limited our discussion here to the kerygma-the Christian message-we have been speaking… |
Sequence 846 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There are studies of elementary school children that rate the children’s… |
Sequence 284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 1cosMic education by Margaret E. Stephenson Margaret Stephenson begins with the reasoning elementary child as he answers… |
Sequence 2120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 4122 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Education cannot be dismissed as an insignificant factor in people’s… |
Sequence 9143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 1the adolescent: taKinG on the tasK of huManity— conductinG the dialoGue between nature and suPranature by Laurie Ewert-… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 1movement and character lecture, london, 1946 by Maria Montessori Dr. Montessori’s words from the 1946 London Lectures… |
Sequence 9135 Rogers • Sacred Second story is inspiring in retrospect, but Mr. and Mrs. Bradley must have wondered about the future… |
Sequence 1521 Black • Community Dr. Montessori said, “Cooperation is the consequence of a free life with free activity” (The 1946… |
Sequence 1723 Black • Community a May you make of yourself a light, inspiring awe and wonder in each of the lives you touch everyday… |
Sequence 1children’s house: the PrePared environment as an oasis by Cheryl Ferreira Cheryl Ferreira vigorously pursues the Montessori… |
Sequence 1757 Chawla • The Natural World as Prepared Environment about what Maria Montessori herself epitomized: the education of girls… |
Sequence 1858 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 32192 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Hart, Roger. Children’s Participation: From Tokenism to Citi- zenship.… |
Sequence 6222 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 in Tokyo, London, or San Francisco would instantly recognize the same… |
Sequence 1856 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 resources available) to engage in medical pedagogy, as well as sci-… |
Sequence 2058 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 demic weaknesses then become the goals on their Individualized Education… |
Sequence 2563 Nehring • Implementing Inclusion Theory into Practice ---.The 1946 London Lectures. Ed. Annette Haines. Laren, The… |
Sequence 2488 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ---. “Three Levels of Ascent.” Reprinted in readings for Educateaurs… |
Sequence 15105 O’Toole • Following the Child for Real thinking….well, it’s just….” His voice trails off. “Yes?” you urge him on. “It’s… |
Sequence 36206 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 53. Maria Montessori, The Formation of Man (Madras, India: Kalakshetra… |
Sequence 1nurturinG the reSPectful community throuGh Practical life by Joen Bettmann Joen Bettmann’s depiction of practical life… |
Sequence 8166 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 In this kind of relationship with God the older child discovers a new… |
Sequence 10168 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 48. Thomas Groome, Sharing Faith: A Comprehensive Ap- proach to… |
Sequence 1The RevelaTion of The UniveRsal Child by Lynne Lawrence Lynne Lawrence puts forward the solemn belief that each child is… |
Sequence 3161 Andrews • The Social Relevance of Montessori in the First Plane ---. Unpublished London Lecture #24. From Lectures Held… |
Sequence 1man and sUpeRnaTURe leCTURe 12, sepTemBeR 27, 1946 by Maria Montessori “Man and SuperNature” is a lyrical chapter in the… |
Sequence 2452 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Sid Caesar and Your Show of Shows. Fischer, B., & Boynton, A. (… |
Sequence 458 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 What is progress of science? Truths and beliefs mixed with imagination.… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
Sequence 1Wondering aloud by Carla Foster Presenting the Montessori tools of the great lessons highlights the power of storytelling in… |
Sequence 119th international montessori training Course, london leCture 29 17 noVemBer 1933 by Maria Montessori Followers of Maria… |
Sequence 575 Montessori • 19th International Montessori Training Course, London discovered that we had been there 2 ½ or 3 ½ hours. And… |
Sequence 777 Montessori • 19th International Montessori Training Course, London distinguish them. It is interesting to see the same… |
Sequence 979 Montessori • 19th International Montessori Training Course, London pictures taken of the children in the scenes which they… |
Sequence 1inTerview wiTh hilla PaTell On The hisTOry Of The ObservaTiOn by Molly O’Shaughnessy and Hilla Patell In this interview… |
Sequence 446 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 MOLLY. Did reading that chapter inspire you to develop the post-diploma… |