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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 1116 William Lloyd Garrison, The Liberator I.I Oanuary I, 1831), 4. 17 N.E. 11.6, 1106b36. 18 N.E. 11.6, 1107a6; cf. III.4, J l… |
Sequence 12University of California Press, 1980), pp. 395-435. 31 Plato Apology 29e. 32 See, e.g., Plato Protagoras 360d: courage is… |
Sequence 37Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 9caretaker's) own subtle-sphere for a sufficient amount of time. Within that sphere the infant is fully functional and… |
Sequence 19Hellbrugge, T. 0979, Spring). Early social development and proficiency in later life. Tbe NAMTA Q11arter(y, 4<.2), 6-14… |
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 7gentlemanlike conduct in the late twentieth century is radically differ- ent from what it was in the eighteenth. Let us look… |
Sequence 53gentlemanlike conduct in the late twentieth century is radically differ- ent from what it was in the eighteenth. Let us look… |
Sequence 167MONTESSORI AS AN AID TO LIFE by Hildegard Solzbacher Hildegard Solzbacher's direct encounter with Montessori values and… |
Sequence 14REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 1IF BINET HAD LOOKED BEYOND THE CLASSROOM: THE ASSESSMENT OF MULTIPLE INTELLIGENCES by Thomas Hatch and Howard Gardner Hatch… |
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 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 8REFERENCES Bly, Robert. The Sibling Society. Reading, MA: Addison-Wesely, 1996. Montessori, Maria. The Absorbent Mind. 1949… |
Sequence 16It is important for us not to change the vision of Dr. Montessori by creating a reductive attitude to what we do, by focusing… |
Sequence 31REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:… |
Sequence 2CHILDREN'S PARTICIPATION: INVOLVING YOUNG CITIZENS IN COMMUNITY DEVELOPMENT AND ENVIRONMENTAL CARE by Roger A. Hart As… |
Sequence 23REFERENCES Alston, P., ed. The Best Interests of the Child: Reconciling Culture and Human Rights. Florence, Italy:… |
Sequence 16encode (write) multiple forms of representation creates opportunities for activating, developing, and refining our minds. We… |
Sequence 1STORY UPON STORY by Kathleen Allen Kathleen Allen demonstrates what it means to be a II storyteller of the truth."… |
Sequence 1MARIA MONTESSORI: A LEARNER TAUGHT BY CHILDREN by Robert G. Buckenmeyer In 1915, Maria Montessori traveled to San Francisco… |
Sequence 6The current spiritual renaissance, even outside traditional reli- gious institutions, shows the necessity and the desire of… |
Sequence 1SCIENCE AND FAITH: MARIA MONTESSORI' S PRINCIPLES OF EDUCATION by Robert G. Buckenmeyer Dr. Buckenmeyer' sarray of… |
Sequence 16The human is a great collaborator. And nature welcomes a gentle intervention. The trees' wounds will heal, and the maple… |
Sequence 9hearts (131). This was in 1949. It is just as true-perhaps truer-in 1999, fifty years later! Our job as educators is to aid… |
Sequence 21Richardson, Sylvia 0. "Curricular Considerations in Pro- grams for the Retarded: Application of the Montessori Model… |
Sequence 25Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
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 30REFERENCES Gross, Michael. Montessori' s Concept of Personality. Diss. U of Nebraska, 1976. Livingstone, Richard.… |
Sequence 32Koch, S., & D. Leary, eds. A Century of Psychology as Scie11ce. New York: McGraw-Hill, 1985. Lerner, R. 011 the… |
Sequence 2A NEW LIFE, A NEW BRAIN by Lise Eliot Lise Eliot connects brain development with human educational needs from the… |
Sequence 2FOLLOWING THE HAND: THE FIRST THREE YEARS OF LIFE by Judi Orion Delineating the steps of development of the human hand from… |
Sequence 14REFERENCES Eliot, Lise. What's Going On in There? How the Brain and Mind Develop in the First Five Years of Life. New… |
Sequence 17REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 4ization: Theory and Research. Ed. D. Goslin. New York: Rand McNally, 1969. Kohlberg, L., & C. Gilligan. "The… |
Sequence 134. To encourage the students to explore their widening world and to consider themselves as responsible citizens of our… |
Sequence 15/ Maria Montessori at Montessori Congress in Oxford 174 The NAMTA Journal • Vol. 26, No. 3 • Summer 2001 |
Sequence 3soul, is to be strong enough for life, for the mission, to overcome obstacles, to acquire more ability than already given by… |
Sequence 4INTERNATIONAL BIBLIOGRAPHY OF TEXTS CONCERNING ERDKINDER Excerpted from Winfried Bohm. International Montessori Bibliogra… |
Sequence 15HERSHEY MONTESSORI FARM SCHOOL, 2001: UNMASKING INDIVIDUAL TRUTH by David Kahn After one year of farm school operation, Mr.… |
Sequence 12THE FUTURE OF ERO KINDER The school where the children live, or rather their country homes, can also give them the… |
Sequence 4~- q~ j')14ecU<utA, ADOLESCENT ENGAGEMENT AND ALIENATION by Kevin Rathunde Dr. Rathunde's article… |
Sequence 10Hopefully this weekend has given you a little renewal of this vision. I want to give you two quotes. One is from E.M. Standing… |
Sequence 14REFERENCES Berry, Wendell. Sex, Economy, Freedom and Community. New York: Pantheon Press, 1992. Berry, Wendell. Recollected… |
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 10REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 37of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-… |
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 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 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 11computer I cell phone ban. She and her father jokingly referred to the period of withdrawal that she experienced from her… |
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 6I return to the main question: Can the syllabus be applied in other settings? If we know what the intent is, we certainly can… |
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 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 12ACKNOWLEDGEMENTS This article is based on work accomplished with Montessori middle school teacher seminars. Many thanks to… |
Sequence 14Foreign Language Program." Foreign Lnngunge A1111nls 25 (1992): 129-136. Shrum,J.L., & E.W. Glisan. Teacher… |
Sequence 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
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 17Montessori, Maria. From Childhood to Adolesce11ce. 1948. Rev. ed. Trans. A.M. Joosten. Oxford: Clio, 1996. Montessori, Maria… |
Sequence 45l ,10 T✓ t1. Tao t,· d1i11g. l r,rns. J,rn,cs Ll•ggc. lntcrrwt Cl,1s- sics \rchi, l' \1arch 25, 2008 <http://… |
Sequence 29Lakoff, G., & M. Johnson. P/11/()sol'hY i11 //,c I Jes!,. Nrw York: B,1sic8ooks, 1999. Leder, D. The A/1~1•111… |
Sequence 4Of course, ultimately, we all have the words of Maria Montessori to turn to in our quest for understanding. To start, I… |
Sequence 12hear a baby's cries in the next room and ignore it, saying, "Oh, babies cry. They'll outgrow it."… |
Sequence 12Yesterday, PeterGebhardt-Seele reminded us of the way Montessori used the term Erdkinder. Our prepared environment is not a… |
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… |