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Sequence 9The Role of the Mneme Dr. Montessori uses the word 11111eme when talking about the special kind of memory of the young child… |
Sequence 1exercises of Practical life: 3 to 6 coMPared to 6 to 12 KodaiKanal advanced course, india, 1943-441 lecture 762 by Mario M.… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
Sequence 385 Kahn-Wikramaratne Interview • The Kodaikanal Experience students used to go away after the lecture; I would run up there… |
Sequence 587 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 688 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 789 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and… |
Sequence 890 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN… |
Sequence 991 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 1the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview DAVID KAHN: You once alluded to Kodaikanal as a community in… |
Sequence 395 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with… |
Sequence 496 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with… |
Sequence 3137 Leonard • Deepening Cosmic Education scientific community completed an extraordinary decade-long research titled “Global… |
Sequence 5157 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder work” (Montessori, The… |
Sequence 10162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 1539 Ferreira • Children’s House: The Prepared Environment as an Oasis Montessori, Maria. “The House of Children.” Lecture de… |
Sequence 949 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 4142 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The Cobb School has a sister school in Bhutan, which is a small kingdom… |
Sequence 1man and sUpeRnaTURe leCTURe 12, sepTemBeR 27, 1946 by Maria Montessori “Man and SuperNature” is a lyrical chapter in the… |
Sequence 19Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 21Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 1Cosmic Education Maria Montessori found herself interned in India during the war years. It was, perhaps, fortuitous, because… |
Sequence 4AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 54AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 57Cosmic Education page 112 Cosmic Education Maria Montessori found herself interned in India during the war years. It was,… |
Sequence 131Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 133Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 55AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.… |
Sequence 58Cosmic Education page 112 Cosmic Education Maria Montessori found herself interned in India during the war years. It was,… |
Sequence 132Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the… |
Sequence 134Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,… |
Sequence 954 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Emilie’s best known contribution to knowledge is her translation of Isaac… |
Sequence 1055 Allen • Of Natural Science million years a mere episode of world-history. Such studies as geology and astronomy help us… |
Sequence 1318 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Rooted in the word revolution is the word evolution. Evolution is… |
Sequence 1GUIDED BY NATURE By Jacquie Maughan ______________________________________________________________________________ 1 Within… |
Sequence 1THE CHILD IN NATURE ________________________________________________________________________ Lena Wikramaratne, (1909 – 1982… |
Sequence 876 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 streams of the mountains of Kodaikanal at an elevation of over 7,000 feet… |
Sequence 9Wikramaratne • The Child In Nature 77 At the end of the two years, Dr. Montessori reviewed all of the materials prepared to… |
Sequence 8Leonard & Allen • Experiences In Nature 95 Courtesy of Mr. Katsuhiko Yorita, Information Center, Okinawa, Japan,… |
Sequence 17104 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Thus, with the guidance of Mario Montessori, there were rambles every… |
Sequence 5pressions of the wonder and beauty of the world is however restricted to a "vacuum." Then in elementary… |
Sequence 6the right side is a neutral object, one which is indifferent (not cathected, i.e., not covered by the child's interests… |
Sequence 3that. They gave us pieces of paper, the diplomas, after the course and I said I didn't want it; I have to come back to… |
Sequence 4children to see this actually happening. I want to see the spontaneous activity. I wanted to see it happening. Kahn: How old… |
Sequence 5Amazing, isn't it? And of course, my father thought I was crazy, all these children in a little cottage. So he leased the… |
Sequence 6What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu- lum derived from Mrs. Joosten's… |
Sequence 8Wikramaratne: l did it with my own children in Sri Lanka up to the 15-year-olds. Kahn: Did you have to make materials all over… |
Sequence 9off together to find a new work - to collaborate with the child once again - the child in nature, in Sri Lanka, and we found… |
Sequence 1The Kodaikanal Experience - Chapter II Kahn-Montessori Interview David Kahn: You once alluded to Kodaikanal as a community in… |
Sequence 3come back each day and talk to your mother and she would make comment. Montessori: Yes, the idea would grow. Animals and… |
Sequence 4Montessori: Well, they do get an illustration of the facts, and if they don't have this kind of sentiment, they should… |
Sequence 1Thoughts on the Erdkinder Project by Dr. Lena Wikramaratne Dr. Wikramaratne makes both philosophical and practical commentary… |
Sequence 1How We Came To The Advanced Montessori Course at Kodaikanal by Mr. Yaidheeswaran One of the great achie11eme111s of Mario… |
Sequence 232 The very heights of the hills, the tall pines and blue gum trees (Eucalyptus), the meandering lake - an artificial… |
Sequence 1A Tribute to Miss Lena The death of Miss Lena Wikamaratne on August 6, 1982 marks still another generational loss to the… |
Sequence 548 you can't "read" that many books in a week. To their astonishment, they "got the hang&… |
Sequence 425 subject of fear. This came about because of "teacher interference." Before the teacher can interfere,… |
Sequence 6061 CULTURAL STUDIES Devi, Dipti. (1963). Festivities observed in the Montessori Shishu Bhavan. Around the Child,~. 54-58… |
Sequence 166168 F. Policy Kahn, David. (1975). Toward a handmade materials ownership policy. NAMTA Quarterly, !, 34-36, (3).… |
Sequence 204206 Trochta, Charlene S. (1981). The professional Montessorian: An examination of conscience. NAHTA Quarterly, ~. 5-9, (… |
Sequence 6house; it belongs to a friend of children.” Tt was signed with the communist emblem: the hammer and sickle. In country… |
Sequence 22THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 23was taking the RAFers through enemy territory to a place near Bel- gium where they could cross to go back home. And my two… |
Sequence 26Kahn: Another part of Cosmic Education are the charts and the time- lines. Doesn't your original work in Kodaikanal run… |
Sequence 27child can experience in nature that there is something eternal, present everywhere and always, which seems to have organized… |
Sequence 86The children were from middle income families and were restricted to four-year-olds attending school for the first time and… |
Sequence 16government should be constituted-as seriously as anyone I have read or met. His many volumes of correspondence are laced with… |
Sequence 74Attachment theory was itself born of three unlikely parents: ethol- ogy, developmental psychology, and psychoanalysis -… |
Sequence 137MONTESSORI AND THE ADOLESCENT Greenwich, Connecticut December 6, 7, and 8, 1990 A general appraisal of Montessori secondary… |
Sequence 138Mont.essori as a reform movement will be examined in the cont.ext of other reform movements (Coalition of Essential Schools,… |
Sequence 14director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 77are able to visualize any given lrnowledge. By 18 you have envisioned the whole universe. Then at 18 you decide what your… |
Sequence 142Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 161as "the first child porno" (The Diary of Anne Frank: The Critical Edition, p. 92). While we walk through… |
Sequence 165Primary guide needed for 1993-94 school year. Small Catholic Montessori school in a fast growing area of the Northwest.… |
Sequence 50is try or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 51For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 215agency of genes, which contain the program for the development of structures and functions within the biological organism.… |
Sequence 1THE Vol. 23, No. 2 Spring 1998 NAMTA Mario Montessori: In Search of a Deeper Freedom Introduction by David Kahn Respect… |
Sequence 8universe; for one must encounter the facts of nature so that the imagination can build its vision of the whole based in the… |
Sequence 32Kodaikanal, India THE IMPACT OF INDIA by Mario M. Montessori Looking back on the checkered life of Dr. Montessori in this… |
Sequence 40Kodaikanal, India THE KooAIKANAL EXPERIENCE: KAHN-MONTESSORI INTERVIEW by David Kahn David Kahn: You once alluded to… |
Sequence 41of creation should fashion that the e it but absorb it i h~y will feel that o lace to live in, a p ace w ere generosity… |
Sequence 45had its cosmic task. And some of these tasks were not pleasant for human beings. The children might consider the task horrible… |
Sequence 46contained by a cylinder, it pushes together. When you take the sides of the cylinder off, it pushes together. Then you… |
Sequence 47Montessori: Yes. In the olden times, Dr. Montessori had the children up to six, and then from time to time would keep children… |
Sequence 50Kodaikanal, India THE UNCONSCIOUS IN HISTORY by Maria Montessori In the book The Absorbent Mind, the influence of the &… |
Sequence 61ing fourteen leaf-shaped insets with wooden frames. The study of leaves launched the children into a detailed and particular… |
Sequence 154formidable rival nominations backed by the Anglo-Saxon world: the International Red Cross and the Bernadotte Foundation.… |
Sequence 85In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the… |
Sequence 86The Greek word cosmic has four complementary and interwoven meanings. On its basic level, it means order and harmony; then… |
Sequence 87The third thing we should understand is that elementary children were full partners in the creation of cosmic education. The… |
Sequence 91ment. Knowledge is what the human mind strives to acquire and what gives the child a rewarding life. MORAL DEVELOPMENT IN THE… |
Sequence 98REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 319ideas of Erdkinder out of this milieu is the thesis that the documenta- tion in this paper seeks to demonstrate. She as much… |
Sequence 321road to achieving economic independence." A big difference, perhaps the largest difference, of the Erdkinder when… |
Sequence 322from fairly affluent families who ran away from home for the thrill of becoming street musicians and earnjng a few pennies on… |
Sequence 326really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 143trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 153Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |