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Sequence 12is, or can be, referred to the whole; where the whole is a set of ordered parts;and,finally,… |
Sequence 25chemicals is obviously an attempt to recapture some of the qualities of optimal experience by artificial means. Alcohol,… |
Sequence 1EVOLUTION AS PHILOSOPHY AND ACTION by Judith Cunningham-Scott Judith Cunningham-Scott's survey of the spiritual and… |
Sequence 1NORMALIZATION AND NORMALITY ACROSS THE PLANES OF DEVELOPMENT by David Kahn With the current emphasis on the four planes of… |
Sequence 4tion becomes possible if there are activities that are appropriate to the child. Activities need to catch interest, bring… |
Sequence 5As educators, we have several things to do: 1. Limit everything that is not "person." The right limits are… |
Sequence 7about intellectual development at all, but deal more broadly with the kind of people we hope children will turn out to be,… |
Sequence 6principle is embodied in the Cyl- inder Block, where there are ten cylinders and ten holes into which they fit. The… |
Sequence 4another more spiritual realm. Maria Montessori said, "creative work ... lifts man up from earth and transports him… |
Sequence 8But the mind must have something to express. Imagination rests on facts and on information which have accumulated in some… |
Sequence 9many choices for self-expres- sion. Different children are attracted to different forms of art. How many of us engage the… |
Sequence 7What, then, is the central human issue of culture, viewed scien- tifically, within the Epic of Evolution? It is the issue of… |
Sequence 7agency of genes, which contain the program for the development of structures and functions within the biological organism.… |
Sequence 10Now is there any kind of guidance among the various scenarios of the future that we may or may not endorse through our… |
Sequence 14transmitted and becomes more and more complex. We get mortars and pestles and then stone grinding mills and all of that-just… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 7discoveries of Maria Montessori, which are set forth in this book, special assistants were trained to guide the mothers in the… |
Sequence 1SPIRITUAL OUTLOOK AND THE CHILD by Mario M. Montessori edited by Renilde Montessori Last month, in Edinburgh, Professor A.J… |
Sequence 1/J~ ---------------------- MONTESSORI EDUCATION: p AST, PRESENT, AND POSSIBLE by David Kahn In 1998, Renilde Montessori… |
Sequence 11• Children as young as ten or eleven being involved in rape • Ten-or eleven-year-olds taking heroin and other drugs. Another… |
Sequence 9It was a delight to watch Mario with children of any age, in any country, immersed in any situation. Mario could speak with… |
Sequence 1A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 7nation, she rejects Froebel's way of doing so on the basis of fantasy because, as she says, it forces the child to &… |
Sequence 7"Let us give the child a vi- sion of the whole uni verse. The universe is an imposing real- ity, and an answer to… |
Sequence 25qualitative enhancement? In that case, death would be a personal movement toward deeper participation in God's own… |
Sequence 1t ~ ----------------------- FINDING THE ARTIST WITHIN: A CHALLENGE FOR MONTESSORIANS by David Kahn In March, 1998, NAMTA… |
Sequence 16It is true that when the art- ist is in action, he may function in three ways simultaneously. In teaching, however, we… |
Sequence 1ART FROM THE UNIVERSE STORY: NEW MEANING FOR THE CHILD by John Fowler An ardent devotee of Brian Swimme, Mr. Fowler… |
Sequence 3The newspapers criticized; Dr. Maria Montessori was asked what she meant by her speech, and she writes that she scarcely knew… |
Sequence 4The implications are these: l. respect for the child's capacity and abilities; 2. change in attitude about Practical… |
Sequence 8The child by nature loves the environment. By helping the child forge an emotional bond with nature, we help guarantee… |
Sequence 2PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 23with the students excerpts of Maria Montessori' s To Educate the Human Potential.) This is not to make the Erdkinder… |
Sequence 3Creative expression-what's that? I propose this definition: generating a product that is valued in a cultural context (… |
Sequence 46Creative expression-what's that? I propose this definition: generating a product that is valued in a cultural context (… |
Sequence 76with the students excerpts of Maria Montessori' s To Educate the Human Potential.) This is not to make the Erdkinder… |
Sequence 97PEDAGOGY OF PLACE: BECOMING ERDKINDER THE MONTESSORI FARM SCHOOL PROGRAM DESIGN POSITION STATEMENT by David Kahn and Laurie… |
Sequence 116The child by nature loves the environment. By helping the child forge an emotional bond with nature, we help guarantee… |
Sequence 138The implications are these: l. respect for the child's capacity and abilities; 2. change in attitude about Practical… |
Sequence 224The newspapers criticized; Dr. Maria Montessori was asked what she meant by her speech, and she writes that she scarcely knew… |
Sequence 10ognize each other as individuals and "have a reciprocal feeling for each other's worth" (Montessori,… |
Sequence 14If the environment is warm and safe, however, and if adults deal "sweetly and kindly" with them (Montessori… |
Sequence 15The utter amazement of this life form, bacteria, their greatness, their generosity, their Herculean and transforming labors,… |
Sequence 3If the seeds are sown in the elementary years, they take root in the place of the adolescent years. The important… |
Sequence 12Erica: I am so lucky to be living, and living in such a great place. Studying the Hubbell Telescope though has made me think… |
Sequence 23reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |
Sequence 7We have to be careful that we recognize that Cosmic Education is not a scheme in which education is divided into subjects of… |
Sequence 3Montessori continues in To Educate the Human Potential: The child of six who has been in a Montessori school has the… |
Sequence 1THE MONTESSORI FARM SCHOOL: ERDKINDER BEGINNINGS 2000 by David Kahn David Kahn's report of the first stages of The… |
Sequence 4scheduling practice, and assessing levels of achievement, as a teacher usually does, the guide, based on his or her knowledge… |
Sequence 16that-all in one word, which we don't do in English. We tend to depend much more on syntax or word order or stringing… |
Sequence 33have seen it in my own children. My third child is actually probably the slowest with language of any of them, but he's… |
Sequence 6sentence, or a short paragraph that describes, defines, or highlights an experience in the environment.Descriptive labels for… |
Sequence 9something that's a sign that's inevitably linked to a particular occa- sion, like traffic lights at intersections,… |
Sequence 13The trees The ancient guards The silent watchers They follow me with eyes unseen And that silence That terrible silence,… |
Sequence 1PROCESS WRITING: FINDING FLOW IN ADOLESCENT SELF-EXPRESSION by Kim Kinzer-Brackbill Process writing has been a mainstay for… |
Sequence 16THE CULTURE OF CIVILITY: THE COHESION OF THE SOCIAL COMMUNITY by Pat Ludick Comparing the common characteristics between… |
Sequence 8I am reminded of the truth of these comments every year. The fact is that adults, in general, don't like this age. Many… |
Sequence 2And adolescents need to engage in real work that they see as important to others, to their community of peers or to the larger… |
Sequence 13• Values and Attitudes Having worked with all of the above models that explore Place as Pedagogy, it is easy to applaud the… |
Sequence 1exercise his mental powers. Instruction is considered the on! y goal in secondary school, but what sort of instruction? What… |
Sequence 23Joosten: The individuals who would work in and for this experi- ment would work like concentric circles. At the center there… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 5Joosten: Some have disappeared and others have come in, etc. But whatever they use, whatever you see being used, will be a… |
Sequence 3WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 7microcosm. They re- semble a child's aquarium. In his au- tobiography, Loren Eiseley writes that his most important… |
Sequence 16GEOMETRY AND ERDKINDER by Nathaniel J. McDonald Nate MacDonald's chronicle of his first year of teaching geometry at the… |
Sequence 19and basic algebra. Therefore, the next stage of mathematics must use and develop this power of abstraction. The second… |
Sequence 12. Lay down a baseline and measure it as accurately as possible and precisely as necessary. This is the most important stage… |
Sequence 19bottom line pressures? From journalistic sensationalism or the patenting of genetic breakthroughs, some prac- tices that… |
Sequence 1brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 17Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 19(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 2ATTACHMENT PARENTING: A STYLE THAT w ORKS by William Sears It is important to fully explore the questions of attachment and… |
Sequence 10Around five to six months of age, precisely because his motor abilities have improved so much, the child may decide to get out… |
Sequence 1USING THE ASSISTANTS TO INFANCY FOR PRE-ADOLESCENTS: ANTICIPATING A HEALTHY p ARENTHOOD by Judi Orion The life cycle of… |
Sequence 2Goo's CosMic PLAN AND THE WORK OF THE CHILD by Carol Cannon Dittberner Integrating the broad vision of cosmic education… |
Sequence 9EXCELLENCE AND ETHICS IN BUSINESS I would like to say a few words about what happens at the other end, once you are into… |
Sequence 1CIVILITY AND CITIZENSHIP: THE ROOTS OF COMMUNITY CONNECTION by Patricia Ludick This article weaves into the adolescent… |
Sequence 7components describes the real parameters of a philosophy of educa- tion, the important ones in any case. Today l'm going… |
Sequence 15interesting that this is what he drew from that. Six million Jews die, and he's talking about indifference and wonder.… |
Sequence 2history, in the earth's logic, in nature's bounty, in the wonders of the human-built world. We are keepers of human… |
Sequence 7The totality of the cosmos may not be compartmentalized into subjects. Subjects are helpful for the teacher to keep order… |
Sequence 7The first and third planes, ages zero to six and twelve to eighteen, are periods of creation of characteristics that were not… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 14closing or revolutionizing the traditional types of employ- ment. ... there is a need for a more dynamic training of… |
Sequence 2BRINGING THE MONTESSORI THREE-YEAR MULTI-AGE GROUP TO THE ADOLESCENT by David Kahn Speaking from direct experience at The… |
Sequence 4extremely valuable and will have these larger social and political effects. With that, let me begin to talk about the topic… |
Sequence 11This shift of focus from objects to relationships is not an easy one because it is something that goes counter to the… |
Sequence 6need to go inside of our being and get in con tact with our "True Self," the divine core where divine Light… |
Sequence 6cient history, astronomy, geology, and chemistry-in other words, a cosmic curriculum. The work of the child at the second… |
Sequence 23memorization of puzzle words, or math facts, our goal should be to hear the child asking questions such as these: "… |
Sequence 5upset if they are given any kind of gift, which is what anthropologists used to do originally when they visited. They left… |
Sequence 6to provide any kind of alternative to these old traditional ways of development. Then there is this fourth category, which is… |
Sequence 1CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 2• The sequences of teacher training unfold step by step, showing how theory shapes methodology and methodology requires the… |
Sequence 3My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 1BERGAMO HARVEST "Tit is is our destiny to sow! To sow everywhere, wit/tout ceasing, never to harvest." -… |
Sequence 2So we went to Bergamo, so we remember well, the soul of all humanity, the flow of civilization, the song of God Who Has No… |