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Sequence 4Children learn in the context of important relationships. The best way to help very young children grow into curious,… |
Sequence 9Dr. Montessori wrote in The Absorbent Mind, "Man possesses creative sensitivities instead of hereditary models of… |
Sequence 18uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 9the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 9Love and Knowledge cannot be separated: "Man must be edu- cated. It is true that education can create a better kind… |
Sequence 17attempts I made to dig out information about Maria Montessori's stay and work in Koda i. My inquiries were frequent! y… |
Sequence 2ESTABLISHING THE ERDKINDER APPENDICES AS AN AUTHORITY by Baiba Krumins Grazzini Baiba Krumins Grazzini was chosen to open… |
Sequence 8criticism which does not stem from experimentation or even reflection. People just reacted against and criticized. I found a… |
Sequence 2COMMUNITY, FREEDOM, AND DISCIPLINE IN A CARING CLASSROOM by John McNamara John McNamara characterizes adolescents through… |
Sequence 1How MY STUDENTS SEE THEIR ADOLESCENT EXPERIENCE AND TURN OUT IN LIFE by John McN amara The chorus of letters written to… |
Sequence 2MONTESSORI THEORY: V ALORIZATION by Jenny Hoglund Personality, mental and moral independence, the law of maximum effort,… |
Sequence 1WHAT TO EXPECT FROM THE THIRD PLANE USING THE PLANES OF DEVELOPMENT CHART AS A BASIS OF THEORY by Baiba Krumins Grazzini… |
Sequence 20other. For this power is the quintessential one for the probing of not only science, but history, geography, mathematics, and… |
Sequence 1THE ROLE OF THE DISCIPLINES FOR COSMIC EDUCATION by Baiba Krumins Grazzini Baiba Krumins Grazzini continues to discuss… |
Sequence 16convinced when they saw some sugar transform itself into a fuming mass of the blackest coal under their eyes, after sulfuric… |
Sequence 17geography, etc., allowing practical experience in addition to studying books. For this type of school, secondary school… |
Sequence 1THE ROLE OF THE SPECIALIST by Baiba Krumins Grazzini This article touches on the roles of specialist and generalist as… |
Sequence 1HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 21Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 2THE MONTESSORI HIGH SCHOOL FOR THE STUDY OF NATURE AND SOCIETY A PROPOSAL by David Kahn David Kahn presents a high school… |
Sequence 12Overview Staging Areas for Montessori High School Urban Centers L~tle Italy Neighborhood useum of Nalural HislorY, ershey… |
Sequence 16• Joint funds development (administrative) · Carpentry assistance 4. The Little Italy Neighborhood The Little Italy… |
Sequence 22THE MONTESSORI INTERNATIONAL BACCALAUREATE DESIGN Careful explication of Montessori primary texts, including Maria… |
Sequence 2TEN MONTESSORI IDEAS THAT CONVERT PARENTS TO THE CHILD'S POINT OF VIEW by David Kahn This outline serves as a guide for… |
Sequence 14or kept. Dr. Montessori put it in the context of limits and also in relation to serving the spiritual life:" A child… |
Sequence 2Farm life and education seem inseparable to me. I didn't seek a school in the country, but when the opportunity was there… |
Sequence 16The piece of metal that holds the eraser is caUed the ferrule and is made of brass (a combination of zinc and copper). Zinc is… |
Sequence 23into a being that is far superior to us. He will not only be capable of a better way of living but will be the only person who… |
Sequence 24Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 10ITHE .4 PLANs~ OF DJVELOPMENT! I TH «BULB> ,~~~' ~ ~ Figure 1. The Bulb. Maria Montessori, Rome, 1951 (cited… |
Sequence 1MONTESSORI: CHILDREN, NATURE, AND GROWING UP GREEN PREFACE TO "NATURE AND EMBODIED EDUCATION" BY KEVIN… |
Sequence 33Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 35Psychology: Vol. 1. Theoretical Models of Human Develop- ment. Ed. R.M. Lerner. Series ed. W. Damon. 6th ed. New York: Wiley… |
Sequence 1QUALITIES OF A MONTESSORI SECONDARY MATHEMATICS PROGRAM by Christopher Kjaer, John McNamara, and Michael W aski The… |
Sequence 12tempt a mind/body to think, to discover order in phenomena, to gain an intense pleasure in the process, and to become… |
Sequence 1OF HEROES AND THE HEROIC: REFLECTIONS ON THE EARLY LIFE AND ACHIEVEMENTS OF MARIA MONTESSORI by Lawrence Schaefer Lnrry… |
Sequence 5In secondary school Maria had at first studied mathematics, then science, and in the university she studied biology. All were… |
Sequence 8Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 9Early in September, 1898, Italy and its educational establishment were rocked when an Italian anarchist assassinated Elizabeth… |
Sequence 11Butitisin the human con- text that we must come to un- derstand the depth of this tragedy-the terrible wrench to a mother… |
Sequence 13condition-the tenants were in charge of the care and maintenance of the tenements. It acted as a sort of covenant. And he… |
Sequence 16could he have done if he felt frustrated with the situation? Because kids are going to come across bad stuff even if they… |
Sequence 1THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Kru 111ins Grnzzini puts the relationsl1ip between child a11d society… |
Sequence 7gain perspective on things, and sort out whatever troubled them. Natural areas appear to function this way for younger… |
Sequence 9contacted Dr. Montessori to help with an urban renewal project in the San Lorenzo District of Rome. The press referred to… |
Sequence 10What They Showed Us One day, in great emotion, I took my heart in my two hands as though to encourage it to rise to the… |
Sequence 12Italy, continued Writing on che chalkboard, an early Italian Montessori school, dote unknown. "They revealed a… |
Sequence 13Sometimes very tiny children show a precocious skill and accuracy of movement that must arouse our wonder. If an environment… |
Sequence 18America Welcomes Dottoressa Montessori Elementary class, The Washington Montessori School, Washington D.C., around I 9 I 6 18… |
Sequence 28Far Journey to the Southlands REPORT Montessori Methods of Education. M. M. SIMPSON. '-"""… |
Sequence 76A Scottish Montessori School The child has a great passion to learn. If he did not, how could he find his bearings in the… |
Sequence 85There was not a separation between indoors and outdoors.. . . Laughingly, we used to say, "There is never any bad… |
Sequence 125In this passage written in 1967, Claude Claremont described how to start the Silence Game: "Setting her chair in a… |
Sequence 140Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 152Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 164Rome, 1886 Los Angeles. I 915 United States, 19 I 7 United Kingdom, 1929 1870 Maria Montessori born on August 3 I in… |
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 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 176Maria Montessori's Vision '- Maria Montessori greeting children at the St Angelo School in Rome, around 1911 Man… |
Sequence 184Notes and Sources, continued What They Showed Us (Italy) The photos of the first Casa dei Bambini and the Casa in Milan are… |
Sequence 185Far Journey to the Southlands (Australia and New Zealand) We are indebted to Debbie Senoff-Langford of Chicago for graciously… |
Sequence 190Notes and Sources, continued Three major bibliographies of Montessori-related books and articles have appeared in recent… |
Sequence 1MONTESSORI: p ATHWAYS TO EDUCATION REFORM, 1907-2007 by David Kahn Tllis nrticle puts i11to sepnrntenccou11ts n brief… |
Sequence 3ACT I. THE DRAMA OF SAN LORENZO: LINKING SOCIAL ANO EDUCATIONAL REFORM-1907 Montessori con temporaries travel to Rome in… |
Sequence 6oxidation. Extensive oxidation of organic matter takes oxygen out of the atmosphere and replaces it with carbon dioxide. At… |
Sequence 5Figure 1. The Four Planes of Development: The "Constructive Rhythm of Life." Maria Montessori, Perugia,… |
Sequence 2THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
Sequence 24Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 2A BRIEF HISTORICAL PREFACE TO THE TASK OF CURRICULUM REFORM: A PERSONAL AND THEREFORE A LIMITED REPORT by J. A. Wyatt, PhD… |
Sequence 70REFERENCES Arendt, Hannah. Tire H11111a11 Condition. Chicago: U of Chicago P, 1998. Aelian. Historical Miscella11y. Loeb… |
Sequence 2THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 18practice. It is this practice period that is very important in the years three to six. Presentation, repetition, practice.… |
Sequence 28Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 2THE TODDLER AND THE TEENAGER: A COMPARISON OF THE FIRST AND THIRD PLANES OF DEVELOPMENT by Annette M. Haines A1111e/le… |
Sequence 3to the Montessori-Pierson Estates, that gave me the possibility to do this very interesting (at least for me!) work. Let me… |
Sequence 5Details and correspondences thc1t passed unobserved for a long time, suddenly become clear, like a revelation, sending a… |
Sequence 2FROM CHILDHOOD THROUGH ADOLESCENCE: JOURNEY OF THE SPIRIT by James Webster This heartfelt essay explores the so111eti111es… |
Sequence 1EXPERIENCES IN NATURE: RESOLUTE SECOND-PLANE DIRECTIONS TOWARD ERDKINDER by Gerard Leonard and Kathleen Allen Gerard… |
Sequence 2SCIENCE AND MATHEMATICS: WHAT Is FORMED IN THE ELEMENTARY THAT BLOSSOMS IN THE THIRD PLANE by Peter Gebhardt-Seele Peter… |
Sequence 1ELEMENTARY MORAL OUTCOMES LEADING TO A SuccEssFUL ADOLESCENT Col\1MUNITY by Greg MacDonald Greg MncDona/d applies the… |
Sequence 2UNRAVELING THE 1.1MYSTERY OF THE ADOLESCENT" AND FINDING WHAT'S FUNDAMENTAL by Laurie Ewert-Kroeker Lnurie… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 2DEEPENING ERDKINDER PRINCIPLES WITHOUT A FARM: PEDAGOGY OF PLACE IN A NEIGHBORHOOD by Jacqui Miller and Barbara Fox Arbor… |
Sequence 2MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 1 by John McNamara Keeping to… |
Sequence 2GLIMPSING MATURITY: CHARACTERIZING THE FIFTEEN- TO EIGHTEEN-YEAR-OLD by Gena Engelfried ft is essential to Montessori high… |
Sequence 2MATHEMATICS, SCIENCE, AND TECHNOLOGY FOR THE WHOLE THIRD PLANE: A BIRD'S-EYE VIEW, PART 2 by Christopher Kjaer… |
Sequence 2HIGH SCHOOL HUMANITIES: SOCIAL SCIENCES, HISTORY, AND METACOGNITION by James Moudry Jn111esMoudry puts thegrowing111odem… |
Sequence 24REFERENCES Adler, Mortimer)., Robert Hutchins, et al., eds. Great Books of the Western World. 54 vols. Chicago: Encyclopredia… |
Sequence 1EDUCATION AND PEACE: CURRICULUM INTEGRATION AT MONTESSORI HIGH SCHOOL by Regina Feldman Tl,e following text explores… |
Sequence 7REFERENCES Bourdieu, Pierre. O11t/ine of n T/,eory of Prnctice. New York: Cambridge UP, 1977. Montessori, Maria. Ed11cntio11… |
Sequence 2FINDING PEACE AT AGE EIGHTEEN by Saraya van Someren Boyd Following a series of theoretical Colloquium presentations 011 the… |
Sequence 2WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 1CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 5should recognize that we have not yet taken all the possible steps to favor the harmonious and integrated development of… |
Sequence 2THE SCIENCE BEHIND THE ABSORBENT MIND: NEUROBIOLOGY FOR MONTESSORIANS by Lise Eliot Drawing on her extensive experience in… |
Sequence 1PROFILE: SANTA CRUZ MONTESSORI SCHOOL by Karen Donovan Santa Cruz Montessori School, with a history of forty-five years, has… |
Sequence 1THE DISCIPLINES: THEIR EVOLVING ROLES FROM CHILDHOOD TO ADOLESCENCE by David Kahn Looking at elementary progmms from the… |
Sequence 1LANGUAGE: THE SONG OF LIFE by Baiba Krumins Grazzini Ms.Krumins Grazzi11 i's lecture begi11s with a vision of articulate… |
Sequence 17Gives somewhere back the thoughts by England given; Her sights and sounds; dreams happy as her day; And laughter, learnt of… |
Sequence 23a time there was a child, and the child asked why, and we told the story of why. And once upon a time there was an adolescent… |