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Sequence 152Annan, K. We the Peoples. New York: United Nations Publications, 2000. BBC. Soul. Three part video series. London: BBC-TV,… |
Sequence 153Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 181clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 189on earth. Over 3.5 billion years there have been five of these events. Isn't it amazing that humans have reached the… |
Sequence 231creativity for all families. Competi- tive salary and excellent benefits. Send resume and inquiries to: Ann Byrne, Chief… |
Sequence 44children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 58operations and have begun rudimentary memorization. Everyone might not understand adverbs and prepositions, transitive and… |
Sequence 61THE WHOLE ELEMENTARY EXPERIENCE: AGES Six To TWELVE by Kay M. Baker Kay Baker delves into the theory of self-construction,… |
Sequence 108out the process that there is really only one core objective that you should seek to realize: Incorporate as wide a variety as… |
Sequence 111PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 126• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 129BRINGING THE MONTESSORI THREE-YEAR MULTI-AGE GROUP TO THE ADOLESCENT by David Kahn Speaking from direct experience at The… |
Sequence 156A. I think it's a basic issue. The world is filled with people who care for their individual pets, care for their… |
Sequence 157Chawla, Louise. "Significant Life Experiences Revisited." Journal of Environmental Education 29.1 (1998,… |
Sequence 158Kirkby, Mary Ann. "Nature as Refuge in Children's Envi- ronments." Children's Environments… |
Sequence 197REFERENCES Ecoliteracy: Mapping the Terrain. Berkeley, CA: Learning in the Real World, 2000. The Edible Schoo/yard. Berkeley… |
Sequence 207cycles in nature through observation and experience, a child will have a base upon which to build more theoretical… |
Sequence 222action-are each represented at various levels of schooling in the United States today. So too each forwards a contrasting view… |
Sequence 243room to take the place of a retiring teacher. Our school is located in the southwestsuburban area of Reno on 3 acres,… |
Sequence 248AMI Elementary Directress. With a toddler class, five primary classes, three lower elementary classes, two upper elementary… |
Sequence 259Speakers A Community of Program Speakers The following speakers represent a core of AMI practitioners and organizers who… |
Sequence 260Linda Davis is a freelance Montessori adolescent specialist who assists Montessori schools in their adolescent program… |
Sequence 13REFERENCES Deng Ming-Dao. 365 Tao: Daily Meditations. San Francisco: Harper, 1992. Montessori, Maria. The Absorbent Mind.… |
Sequence 34Let us share the journey, smile together, perhaps even wipe aside one tear of love. I dedicate this weekend to all those who… |
Sequence 89environment. He is self-directed, self-disciplined, and ready for the larger world. But he is not alone. We look to the entire… |
Sequence 90Montessori, Maria. The Secret of Childhood. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1936. Montessori, Maria… |
Sequence 113have that prejudice. But I think so-called normal children, who, as you know, are not normal, don't know that. They think… |
Sequence 126You know, children who grew upon farms used to learn that. They knew that if they didn't get up at four or five in the… |
Sequence 173connection to a human group, the individual may eventually inflict harm on self or society. A child without feelings is a… |
Sequence 174Manrique, Beatriz. "Love Effaces Violence: Panel on Break- ing the Cycle of Violence." Pre-and Perinatal… |
Sequence 196Des Peres Montessori P.O. Box 31084 St. Louis, MO 63131 Montana Children's House Montessori School is now accepting… |
Sequence 204Texas Montessori School Head and Teachers needed for lnfant through Primary, Before and After School Enrichment Program for… |
Sequence 18(Rathunde & Csikszentmihalyi). 1 It will take some time before these articles are published. Therefore, the purpose of… |
Sequence 51REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 52of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-… |
Sequence 53Feldlaufer, H., C. Midgley, & J.S. Eccles. "Student, Teacher, and Observer Perceptions of the Classroom… |
Sequence 54Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 56Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement… |
Sequence 65RESPONSE TO Two STUDIES BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Kay M. Baker The studies titled Middle School… |
Sequence 7Bergamo, Italy |
Sequence 8CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 9• The sequences of teacher training unfold step by step, showing how theory shapes methodology and methodology requires the… |
Sequence 10My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 12BERGAMO HARVEST "Tit is is our destiny to sow! To sow everywhere, wit/tout ceasing, never to harvest." -… |
Sequence 13So we went to Bergamo, so we remember well, the soul of all humanity, the flow of civilization, the song of God Who Has No… |
Sequence 14Piazza Vecchia, Bergamo, Italy The NAMTA Journal 7 |
Sequence 23context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 24In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 25Mario had "pearls," which still today remain inaccessible and incomplete. One such item was "an… |
Sequence 26Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 32from the perspective of the details, which lend a depth of understand- ing to the whole. This threefold integration ensures… |
Sequence 36only because it is presented in the Bergamo courses. The second chart, the second pictorial representation devised by Maria… |
Sequence 66matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 6927th Advanced Montessori Training Course, Bergamo, Italy, 1987 62 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 89methodology and specifically of the methodology of mathematics. So, as I have written in the past: ... the great figure is… |
Sequence 102ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 120INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 152And in a lecture given at Cambridge, Montessori says that "Cul- ture becomes identifiable with the construction of… |
Sequence 159environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 177Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 180A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 209should ask ourselves whether it is up to us to give life to this great idea of the Erdkinder community, or whether it would be… |
Sequence 210is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 217the training of Montessori teachers: in Europe (Bergamo, Dublin, London, Paris, Perugia, Rome); in Asia (Bombay, Colombo,… |
Sequence 226with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 227Especially during the first fifteen years of the center's existence, Mario Montessori often stayed for lengthy periods in… |
Sequence 229In the same AMI Communications cited earlier, I read an interesting article by Professor P. Krishna. In his article, "… |
Sequence 232EXAMPLES INVOLVING ARITHMETIC One example for arithmetic is the work with rational and irratio- nal numbers using the insets… |
Sequence 233AN EXAMPLE INVOLVING ALGEBRA: QUADRATIC EQUATIONS WITH ONE UNKNOWN Mario started with the square of a binomial in order… |
Sequence 234Figure 5. A quadratic equation: its geometric representation. Bergamo, 1965. The interesting thing is that with Maria's… |
Sequence 236We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 240MARIA MONTESSORI AND SUPRANATURE: WIRELESS TELEGRAPHY by Camillo Grazzini IN MEMORY OF MARIO M. MONTESSORI JR. In memory of… |
Sequence 247The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 255Cavalletti and Gianna Gobbi jointly worked out a program that seemed to correspond to the needs of the various ages,… |
Sequence 258BERGAMO, ITALY: TWENTY YEARS OF MONTESSORI ACTIVITY by Camillo Grazzini The origins of the "Maria Montessori School… |
Sequence 259in the heart of the town a proper building, responding to the require- ments of the children, in which to house a pilot… |
Sequence 260Thus the Montessori School of Bergamo offers an educational and scholastic approach that extends over a span of twelve years.… |
Sequence 262GOODBYE CAMILLO GRAZZINI J ANDARY 26, 2004 When I trained in Bergamo in 1971 I saw Camillo Grazzini as a character out of a… |
Sequence 263was not afraid to innovate, but authority that was firmly planted in years of Montessori tradition. These last months Camillo… |
Sequence 271Speakers A Community of Proeram Speakers The following speakers represent a core of AMI practitioners and organizers who… |
Sequence 273John Long took Elementary Montessori training at the Washington (DC) Montessori Institute. He holds an M.Ed. from Cleveland… |
Sequence 283The International Centre for Montessori Studies Foundation presents AMI Montessori Elementary Training in Bergamo, Italy… |
Sequence 284"citizens of the world," a concept as valid for elementary teachers as for elementary children. Bergamo… |
Sequence 291on 12 lovely acres with vegetable and flower gardens, fitness course, farm animals and a nature trail through our wooded… |
Sequence 26child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 46normal surroundings and thus something that satisfies the spirit. That is all. It is not so much what is in the children, it… |
Sequence 54The key that again opened my spiritual vision quest here was the role of "calling" within me, the teacher (… |
Sequence 58be recognized for who they really are, for the power they possess. We will work on relationships, first with one another, for… |
Sequence 73But grammar is a natural and enjoyable exploration if given at the right age. Even if you have a barrier against grammar… |
Sequence 100MODERN MONTESSORI IN SEARCH OF A Sout: A TRIBUTE TO SOFIA CAvALLETTI by David Kahn David Kahn's tribute to Sofia… |
Sequence 154Th is observation experiment, although traumatic for some, opens the door to self-observation and discovery. It allows us to… |
Sequence 155Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 156Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 171- How have your relationships with the students affected you personally? Have you opened yourself up to ongoing growth and… |
Sequence 172Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 187sense, regardless of how it turns out" (Havel 181). Optimism cannot be commanded, as Frankl observes, but hope can be… |
Sequence 188Wells, H.G. Mi11d nt //,e End of Its Tether. New York: Didier Publishers, 1946. The NAMTA Joumal 183 |
Sequence 220Maryland Wanted Montessori teachers for toddler room (ages 2-3) and prepri- mary (3-6). Positions open now. Please send… |
Sequence 225dren ages 2 ½ to 6, guided for many years by an AMI-trained teacher. Compensation is competitive and commensurate with… |
Sequence 48SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |