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Sequence 8110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 12114 Part Two - For a Science of !he Formal ion of Man child is the man that is not yet agile in movement and language - and… |
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 1136 Chapter III Hopes and Disappointments Ill. I II Metodo de/la Pedagogia Scientijic:a: a way to comprehend childhood The… |
Sequence 17Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 2A Classic Work of Pedagogy 177 right from the title, what had been announced in the Introduction to the 1926 edition: the… |
Sequence 15190 Part Two - For a Science of the Formation of Man revised somewhat from time to time and not replaced by another book;… |
Sequence 15Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 1211 Maria Montessori Through the Seasons of the '·Method'" Index of Illustrations Illustrations I, 2, 9,… |
Sequence 2PRACTICAL LIFE AT SAN LORENZO: IMPLICATIONS FOR ERDKINDER by Paola Trabalzini Translated by Frank Amodeo and Mariabambina… |
Sequence 3In the restructured buildings of the San Lorenzo district of Rome, considerable attention was dedicated to environmental care… |
Sequence 4Once the personal cleanliness activity was over, the practical life activities would begin. The children undressed and donned… |
Sequence 6ln San Lorenzo, the young children had lunch at home; while in the Children's Houses they had some crockery at their… |
Sequence 9ways of being are also brought in. For the adolescent, practical life activities are a "concrete space-time"… |
Sequence 12In San Lorenzo, besides manual tasks linked to caring for oneself and for the environment inside and outside the Children… |
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 1the adolescent: taKinG on the tasK of huManity— conductinG the dialoGue between nature and suPranature by Laurie Ewert-… |
Sequence 39 Black • Community I have an affinity for the definition offered by David McMillan and David Chavis: Sense of community is… |
Sequence 432 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 I much prefer the term Montessori all day to make it perfectly clear… |
Sequence 2154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 14126 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The children had no shyness. No obstacles had been set between their… |
Sequence 7145 Cobb • Grace and Courtesy for the Whole School have made every effort to make sure that the children can meet their… |
Sequence 2108 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Montessori all day: just what is that? What exactly is the difference… |
Sequence 59 Sackett • The Scientist in the Classroom in the classroom. Our legacy as practitioners of Montessori educa- tion is not… |
Sequence 610 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 Her next major work is occasionally known in English by the title… |
Sequence 1014 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 person I heard use the phrase “recreating the experiment.” Every… |
Sequence 8108 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 After graduating, Montessori continued her studies with an interest in… |
Sequence 220 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 1The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 1A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to our time, since we think today… |
Sequence 2AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 1The Totality of Montessori introduction I have been asked today to begin this conference with some words on “The Totality of… |
Sequence 2Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 35Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 42AMI Journal 2017 - 2018 page 127 The Totality of Montessori introduction I have been asked today to begin this conference… |
Sequence 48AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 53A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to… |
Sequence 101The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 36Montessori: Now More Than Ever page 134 anxiety, depression and so forth? This is almost a rhetorical question for everyone… |
Sequence 43AMI Journal 2017 - 2018 page 127 The Totality of Montessori introduction I have been asked today to begin this conference… |
Sequence 49AMI Journal 2017 - 2018 page 121 adolescent needs relevant work with a clear purpose: real work such as cooking, cleaning,… |
Sequence 54A Science of Peace page 116 A Science of Peace introduction ‘To ask anyone to speak on peace would appear quite foreign to… |
Sequence 102The Development of Movement and Its Educational Counterpart in the Montessori Primary Class Movement is that which… |
Sequence 610 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 about the children of privilege in America, “The children snatched the… |
Sequence 9Wikramaratne • The Child In Nature 77 At the end of the two years, Dr. Montessori reviewed all of the materials prepared to… |
Sequence 2Kramer: I don't think it is fair to compare Montessori to the handful of minds - Freud, Darwin, Marx - whose thinking had… |
Sequence 6older ones with their spontaneous and enthusiastic delight in seeking to learn. This spontaneity carried over to the spirit… |
Sequence 1Maria Montessori, a musical play in ten scenes on the life of Maria Montessori, was written and produced by the students of… |
Sequence 318 Teacher: (After 2 minutes) 5, 4, 3, 2, I - TIME! Everybody stop! Now count the number of words you have written - put this… |
Sequence 167Cardboard Model of an old Amsterdam house made by girl 9 1/4 years of age. (1925). Call of Education, !, 229-30, (2).… |
Sequence 2labelled - and libelled - as a pornographer. That is the method of character assassination, of attacking people - to take what… |
Sequence 3Professor Moritaki and Mr. Takahashi but they were more than puzzled to know what they could do to change what they saw as the… |
Sequence 12term "teacher" and why the term "director" or "directress" was preferred… |
Sequence 49"The child in the elementary is learning to organize and plan his day, has more control over when he is going to do… |
Sequence 29With the move into the low income populations Montesserians will be able to address an oft voiced criticism of our work. Many… |
Sequence 58with familiar ones at first, but the proportion of unfamiliar patterns was to be increased until the child could imitate… |
Sequence 141who eajoy working together in a beauti- ful, established, expanding school. Palm Harbor Montessori School is located on a 5… |
Sequence 53immediately oversee the development of these arts in the relations between the student discussants, while simultaneously… |
Sequence 55to discourse daily about virtue and self-examination. But he finally proposes a small money offering· guaranteed by his… |
Sequence 57feelings of others. Why couldn't he pursue his mission and still be accepted by others? Seems to me he'd have a… |
Sequence 58Mr. 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 59Ms. A: Yes, that's why oratory would fail too. Even a speech in a grand style would fail where experience and feelings… |
Sequence 60Ms. A: Well, man does some things that don't require a body. Leader: Such as ... Ms. A: We think. And therefore thinking… |
Sequence 64seeking martyrdom by not saving himself? Or is there a real opposition between surviving in Athens and obeying the gods? In… |
Sequence 53Lillard, Paula Polk. (1972) Mant.essori a modern approach. New York: Schocken Books. Orem, R.C. (1974) Montessori her method… |
Sequence 74Photo by Paul Biwer. "Today, in areas of high concentratwn of low income chil- dren in this country, conditions of… |
Sequence 76third of all American children. Several states already have school populations where minority children are in the majority.… |
Sequence 25DISCOVERY OF THE CHILD by HiJdegard Solzbacher D,: Montessori, who was a scientist and physician and not a trained educa-… |
Sequence 142Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 7THE IMPORTANCE OF MONTESSORI 2000 New American Schools Development Corporation (NASDC) was founded in 199 l by Lamar… |
Sequence 11MONTESSORI 2000 MISSION T he United States of America is thirsting for bold, new education designs. The exponential knowledge… |
Sequence 123Asians, Egyptians, Indians, Europeans, Syrians, Armenians, and Arabs. The students encounter Alexandrian mathematics, physics… |
Sequence 168Montessori talked a good deal about the "spiritual preparation" of the teacher(1936, pp. 115-123), and it… |
Sequence 55The danger of textbooks is that their similitude, their averaging of information, their limited scholarship, and their lack of… |
Sequence 58• c:: I,) 0 ;·; I,) • ... ,, c:: ·- QI 0• QI .. a. CII .: . .c= c.,•- • .ii: OCI) (J .. .... • .ii: c:: • o… |
Sequence 78The capacity to heighten significance and enlarge meaning by thinking about events "romantically" can be… |
Sequence 18concrete, real, and relevant to the lives of young children; (5) provid- ing experiences for children that are outside of the… |
Sequence 96The elementary student is especially sensitive to historical context. The sense of time and duration crystallizes out of a… |
Sequence 26SLIDE SHOW TO INTRODUCE WHAT Is MONTESSORI PRESCHOOL? Maria Montessori was, in many ways, ahead of her time. Born in Italy… |
Sequence 133We might now continue our conversation with Montessori: "Now that you have returned to your studies, what are you… |
Sequence 140each plane, is where children have opportunities to engage in and implement their expanding humanness, this hierarchical… |
Sequence 171THE NORMALIZED SCHOOL: MONTESSORI AS A WAY OF LIFE by Mary Zeman Mary Zeman offers a definition of the "nonnalized… |
Sequence 6ALL-DAY MONTESSORI: NOTES ON THE HISTORY OF THE EXPERIMENT by David Kahn The catch phrase "all-day Montessori&… |
Sequence 72matters like eating and resting during the course of the day must be addressed. Should lunch be prepared by the children on… |
Sequence 19When Maria Montessori set up her first class environment in San Lorenzo in 1907, there were many educational scholars who… |
Sequence 6FOREWORD: FINDING FLOW IN MONTESSORI Imagine a river in time, a time span of one hundred years. On the one side there is… |
Sequence 78excavating ruins and describing how to build. The techniques, the skills, the information about building and sculpting were… |
Sequence 37Mike suggested that two complementary paths seem to be emerg- ing: the national model and the regional projects. Miss… |
Sequence 245exploitation somewhat irrelevant. If it costs just $3 to rent a Pocahontas video, do you really care if Michael Eisner made $… |
Sequence 72Prepare teachers through prolonged practice with observation of nature .... (Discovery 66-77) And when I talk about freedom… |
Sequence 93Why is that? Why is that-especially in the face of the importance that Dr. Montessori gave to normalization? Is it that we… |
Sequence 94NORMALIZATION AS OUR PRIMARY WORK Perhaps this conference marks the next step in our development of Montessori's ideas.… |
Sequence 124-------------------------------- --~ we are attempting to do with the Erdkinder project in Cleveland is to bring farm and… |
Sequence 6THE CASADEI BAMBINI: PRIMARY PERSPECTIVES THROUGH TIME AND SPACE by David Kahn The vision of San Lorenzo, the Casadei… |
Sequence 9Casa dei Bambini, San Lorenzo, Rome 4 The NAMTA Journal • Vol. 25, No. 1 • Winter 2000 |
Sequence 10THE CASADEI BAMBINI: A CENTURY CONCEPT by Elizabeth Hall Elizabeth Hall walks readers through early Montessori history, from… |
Sequence 166• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 221Renilde Montessori then presented her vision of origins and innovation. Inspired by the Taliesin community, she began with a… |
Sequence 14A man whose mind is stored with the knowledge of the great and fundamental truths of nature and of the laws of her operations… |