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Sequence 10OF HEROES AND THE HEROIC: REFLECTIONS ON THE EARLY LIFE AND ACHIEVEMENTS OF MARIA MONTESSORI by Lawrence Schaefer Lnrry… |
Sequence 20Butitisin the human con- text that we must come to un- derstand the depth of this tragedy-the terrible wrench to a mother… |
Sequence 22condition-the tenants were in charge of the care and maintenance of the tenements. It acted as a sort of covenant. And he… |
Sequence 112All animals, all living things except human beings, have a pre- estab.Ushed pattern of behavior built in. They have instincts… |
Sequence 159If a child is to keep alive his inborn sense of wonder without any such gift from the fairies, he needs the companionship of… |
Sequence 188Englishwoman Annie Besant in Paris, who was at that time president of the International Theosophical Society. Besant had lived… |
Sequence 271ta1y program forSY 2007-2008. AMS/ AMJ certification preferred. Estab- lished in 1967, we offer supportive and experienced… |
Sequence 275The NAMTA Centenary Exhibit A Montessori Journey 1907-2007 an Unprecedented Montessori Event----- Upcoming stops include:… |
Sequence 7Son Francisco, CA. photo by Angela Zohlen New York, NY, photo by Jerry Speier David Kohn guiding students through the exhibit… |
Sequence 21the Children's Houses firsthand in the years up to 1915, returning to write books and articles in support of the new… |
Sequence 23School bus of Calgary Montessori School, Calgary, Canodo, I 9 2 9 Montessori's Beginnings in Canada Alexander Graham… |
Sequence 28American Media, continued McClure's Magazine, May, 191 I This issue of McClure's magazine carried the first… |
Sequence 30Far Journey to the Southlands REPORT Montessori Methods of Education. M. M. SIMPSON. '-"""… |
Sequence 39need for simple beauty in mind. Its model school building was designed by the architect Franz Schuster in the Bauhaus style… |
Sequence 50Oasis for Montessori Expansion Elementary students sketching from nature, Amsterdamsche Montessori School, 1930s The role of… |
Sequence 93In Europe we had aprons far each activity. I think this came down from the Middle Ages, when each trade had its own costume… |
Sequence 94Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 130Montessori College Oost, Amsterdam, 2000 Architect: Herman Hertzberger Side view of the school Technical lesson Workshop… |
Sequence 166Rome, 1886 Los Angeles. I 915 United States, 19 I 7 United Kingdom, 1929 1870 Maria Montessori born on August 3 I in… |
Sequence 168India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1691948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 177Letter from Morio M. Montessori to Morgot Woltuch, February 6, /950 This letter, written during Morio Montessori's 80… |
Sequence 180A Montessori Journey 1907 to 2007 Patrons Anonymous Donation through Si Helena Monressori School Association Montessori… |
Sequence 181Photo Crediu, continued Elise Broun Barnett Collection Soro Brody Helen Brophy Kannekar Butt Coring for Young Refugees… |
Sequence 11Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 261mission: "The next generation of leaders will come from this program. Soon they will be sitting here, and it will. be… |
Sequence 350NAMTA NEWS NAMTA's CoNTR1euno To THE CENTENARY YEAR With its touring exhibit, A Montessori Journey: 1907-2007, NAMTA… |
Sequence 371Start date is flexible, part time in- volvement in early 2008 preferred. Competitive compensation, sub- sidized housing… |
Sequence 260K\.1', is a , ibrant learning l'm·iron- ment and weltomes ;ipplication-, from qualif1l'CI \.1onte--"… |
Sequence 222Economics Perspective The temperature and geology of the region necessitated a rich trade economy for the city as much food… |
Sequence 223Anthropology Perspective The name Bnghdnrf literally means "God-Given" or "Gift from God."… |
Sequence 260· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 265ideas about gover- nance, social justice, and sustainability. Psy- chology helps students All disciplines are appropriate… |
Sequence 266Nationalist and Independence Movements A. Origins of independence movements in Africa and Asia; B. Methods of achieving… |
Sequence 138The goa I is to be able as adults to exercise self-control in all areas of life: the ability to follow through, to make our… |
Sequence 248hard-worker, willi.ng to work with a special needs popula- tion. The family is willing to support other underpriviledged… |
Sequence 249One time offering in Vancouver, Canada! Assistants to Infancy: O - 3 June 22 - August 21, 2009 June 21 - August 27, 2010… |
Sequence 51munity. Her pride was enormous and she hated being singled out as needing extra help. Often I would spend half our time… |
Sequence 71A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 113very odd social behavior. It turned out that this boy was obsessed with the solar system, and also that he often used this… |
Sequence 1872009 NAMTA BASELINE SPECIAL EDUCATION SURVEY analysis by Barbara Kahn Whnt does n survey of eighty-two Montessori schools… |
Sequence 188• 18% Midwest (Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota,… |
Sequence 302AMI or AMS certified elementary lead teacher for the 2009-2010 school year. ThefuJl-timeposition includes hea Ith benefits… |
Sequence 47MONTESSORI' s ROLE IN TWENTY-FIRST- CENTURY EDUCATIONAL REFORM by Krishna Kumar Mo11tessori adolescent education finds… |
Sequence 59Teaching as much as possible is not to teach somebody but to teach the subject. This tendency is justified by educational… |
Sequence 62the teacher-student relationship as opposed to chemistry as opposed to language as opposed to nature study. Each one of these… |
Sequence 109I also remember that, when l was a university student (even more years ago), it was very common, almost fashionable, to talk… |
Sequence 128Finally, we need to tell stories that arise out of the children's interests. If a child comes in and shares something… |
Sequence 226diverse group of students in the classroom. The group talked about ethnocentrism and prejudice, stereotyping and cultural… |
Sequence 227bridge from Asia more than fourteen thousand years ago. 1 The Powhatan, the Susquehanna, the Delaware, the Cherokee, the… |
Sequence 315Rota, Gian-Carlo, & Fabrizio Palombi. /11discrete Thoughts. Basel, Switzerland: Birkhauser, 2008. Steen, Lynn Arthur… |
Sequence 338with the mathematics staff to take full advantage of academic syn- thesis whenever it occurs. This course also develops the… |
Sequence 385NAMTANEWS ADOLESCENT 01H£NTATION SHOWS RECORD ENROLLMENT IN 2009 Summer 2009 is NAMTA's biggest Orientation to… |
Sequence 410students." The report goes on to observe, "Everywhere you look, learning is taking place."… |
Sequence 36SCHOOL INFORMATION The survey attempted to answer several common questions about schools in relation to compensation. It… |
Sequence 55process itself. As a result, their self-formation and appreciation of the strengths that they did possess were actually… |
Sequence 162Come to the beautiful Pacific Northwest for Montessori Teacher Training • Primary Courses, every Academic Year •Assistants… |
Sequence 160The Story of '\umbers: \\'e t•xp,rnd on thl' conn•pt of what number is. Ihm do peopll' view n•,1lity? I… |
Sequence 240Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 264an AMI trained Head of School, who works closely with our long term, committed and motivated AMI trained faculty, staff and… |
Sequence 17potential friends. Tt is not that difficult, but it is not natural. If we consider them potential enemies, believe me, they… |
Sequence 78trade this meat to Bantu villagers for iron pots, wooden goods, or basketry. Hunting is usually done in groups, with men,… |
Sequence 79Because of their nomadic way of life, the Saa mi do not have permanent houses. They use easy-to-move tents, which are… |
Sequence 99and there are 192 countries that are members of the United Nations (UN). But that's not the end of the issue. There are… |
Sequence 109society, Mary's scientific work was at the highest level. In recognition of her work, despite a deep male bias, she was… |
Sequence 123participation in actions meant to bring social justice to people in the classroom, in the community, all over the world. We… |
Sequence 143Tile Arts The arts of the Himalayan region are astounding. The colors are rich and the images reflect thousands of years of… |
Sequence 160FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 197Antioch, also contributing to an early form of globalization. This trend continued with the trade links between the Roman… |
Sequence 56tells the story of a nature walk with her children in the woods out- side her school in Wisconsin. She was at the head of the… |
Sequence 100How are bridges paid for? The need for them is evident, but who is to put them up? Time was when the builder of a bridge was… |
Sequence 104This teaches another of the engineer's secrets. There are dif- ferent kinds of forces. Compression is one of them. But… |
Sequence 115new future. He had remarked to a friend not long before, "I am not satisfied with the work I have done so far. From… |
Sequence 233Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 236periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 275AMI Montessori Training Centre of British Columbia Vancouver, Canada Assistants to Infancy: Ages O - 3 I Beginning June 20… |
Sequence 6Part Two For a Science of the Formation of Man Chapter I On the Move with the "New Child" I. I Beyond the… |
Sequence 3218 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
Sequence 121On the Move with the "New Child" 107 Spanish one in I 9 l5; the Dutch in 1916, and the Danish in 1917. In… |
Sequence 122108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
Sequence 133School, Family and Society 119 committee included Ernesto Nathan. The trip also had the patronage of the National Education… |
Sequence 136122 Par/ Two - For a Science of Ifie Formal ion of Man compared to her previous one, she went to the Child Education… |
Sequence 139School, Fami(I' and Society 125 his dignity and sensibility. With The Child in the Fami~1·. Montcssori's… |
Sequence 141School. Fa111i~v and Sociely 127 Lombardo Radice, who drafted those programs, had intended religious education in an open… |
Sequence 143School, Family and Society 129 would be respected and guaranteed in Italy. In the "Introduction" to the… |
Sequence 169l55 Chapter IV Far from Italy: First Europe and then India IV.1 The Montessori movement without Maria Montessori ln 1930… |
Sequence 171Farji-0111 Italy: First Europe and then India 157 promises became almost offensive, Maria Montessori would not hesitate to… |
Sequence 173Far from Italy: First Europe and then India 159 who received Montessori's resignation as director of the Scuola di… |
Sequence 175Far/i·om Ita~1•: First Europe and then India 161 she would later analyzc in more detail in her essay "The Erdkinder… |
Sequence 177Far.from lta(I': First Europe and then India 163 Montessori's intellectual path thus opened up to new themes.… |
Sequence 179Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 181Farji-om Italy: First Europe and then India 167 heard a word that was not the right one, and then smiled to him. As one… |
Sequence 182168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and… |
Sequence 183Far.from Ira~)': First Europe and 1he11 India 169 they could re-embrace children and grandchildren, respectively, who… |
Sequence 184170 Part Two - For a Science of the Formation of Man which, like India, had to face many difficulties with regard to the… |
Sequence 185Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 187Farji-0111 fla(v: First Europe and then India !73 1 This monthly journal of the Ente Morale Opera Montessori had its lirst… |
Sequence 189Far_ji-0111 Italy: First Europe and then India 27 AMI (ed.), cit.. p.47. 28 P. Giovetti. cit., p. I 03. 29 Ibid, p. IOI. 30… |
Sequence 23the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 109CHILDREN THE MAKERS OF CULTURE: THE ARTIST WITHIN by Olga Dantus Olgn Da11t11s writes 11 refreshing, impressionistic view of… |