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Sequence 9l:f you wish to learn of Alexandria and the Scroll and the lighthouse, you too must become their keeper. Along with me, you… |
Sequence 26studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 2adequate tools for facilitating access to these fascinating studies, so that whenever the motivation arises it can be applied… |
Sequence 17BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 33time, it's the people in it, it's how they relate to the place, it's how they relate to each other. And in the… |
Sequence 18REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
Sequence 1TECHNOLOGY AND THE ADOLESCENT: FINDING THE TRUE BALANCE IN THE PREPARED ENVIRONMENT by Linda Davis and Colin Palombi Two… |
Sequence 13REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 3Mary, with her brother and father, searched for, col- lected, and sold "curies" (short for "… |
Sequence 1UNCOVERING HOME: PEDAGOGY OF PLACE THROUGH A NEIGHBORHOOD HISTORY HUMANITIES PROJECT by Annie Frazer A1111ie Frazer… |
Sequence 19CONCLUSION If Dr. Montessori's principles and ideas on education were adopted universally through group consensus, this… |
Sequence 36Faber Taylor, A., & F.E. Kuo. "Children with Attention Deficits Concentrate Better after Walk in the Park.… |
Sequence 4very logical, but when put into practice are not so" (Unpublished 1944 lectures 7). Her pragmatism was particularly… |
Sequence 131\lontt>..,..,ori, l\-1.lria. Unpublishl•d 19-!6 lecture.., Dr l\.1.uia Monll'..,..,ori'.., lntern,Hional lr… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 27Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
Sequence 1214 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 318 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
Sequence 10Science and Society: Phrenasthenic Children 25 ' Jean M. G. ltard ( 1775-1838) !,rraduated in medicine and decided to… |
Sequence 1111/ustrations •• •• Illustration 17: "Working with clay - Resting. Confiding in Mme Pujol". Illustration… |
Sequence 14116 Part Two - For a Science of the Formation of Man materials; playful and expressive activities, with particular regard lo… |
Sequence 9126 Par/ Two - For a Science oflhe Formal ion of Man government, in the person of minister of education Anile, continued with… |
Sequence 16170 Part Two - For a Science of the Formation of Man which, like India, had to face many difficulties with regard to the… |
Sequence 2212 Maria Montessori Through 1he Seasons of the "Method"' desks". Illustration 8: The… |
Sequence 34REFERENCES Bronson, Po & Ashley Merryman. N11r/11res!tock: New TJ,i11ki11g About CJ,i/dre11. New York: Hatchette Book… |
Sequence 21in isolation to solve one problem), it might not be so bad to sit and think of your seminar question for an entire hour!… |
Sequence 22Monteuori National Curriculum Framework Mooney C G 2000. Theones of childhood: an introduction to Dewey, Montesson. Erikson,… |
Sequence 233Montessori National Curriculum for the Second Ptanc of Development from Sox 10 Twelve Years References Australian Language… |
Sequence 19Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 5REFERCNC[S Cavaletti, Sophia. L1r•i11g Lil11rg11: Ele111c11/nry Refl1•c/io11s. Chicago: Liturgy Training Publication<… |
Sequence 1AN ADVENTURE: THE CATECHESIS OF THE GooD SHEPHERD by Sofia Cavalletti Translator's Note This essay was written in… |
Sequence 30clarify that, even though we have limited our discussion here to the kerygma-the Christian message-we have been speaking… |
Sequence 3319. Maria Montessori, Autoeducazione (Milan: Garzanti, 1970), 83. (Translator's note: See note 3 above.) 20. Franz Marc… |
Sequence 3433. Translator's note: Although Sofia Cavalletti does not mention it in the text, I have taken the liberty of naming this… |
Sequence 515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 543 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness a question for schools as we have more and… |
Sequence 644 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There have been some amazing studies done right here in South Chicago.… |
Sequence 1250 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 migrating animals: monarch butterflies, birds, creatures that move… |
Sequence 355 Montessori • Exercises of Practical Life: 3 to 6 Compared to 6 to 12 HouseofChildren,3–6years Elementary,6–12years 3.… |
Sequence 1Maria Montessori’s cosMic vision, cosMic Plan, and cosMic education by Camillo Grazzini This classic position of the breadth… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 10116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Montessori, Maria, “Educazione cosmica,” 8. manuscript published in the… |
Sequence 11163 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder Montessori, Maria. The… |
Sequence 1the adolescent: taKinG on the tasK of huManity— conductinG the dialoGue between nature and suPranature by Laurie Ewert-… |
Sequence 6188 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 larger curriculum which would include the study of relationships between… |
Sequence 3281 O’Shaughnessy • Epilogue: The Child and the Environment fects of ozone depletion, celebrate Earth Week, see videos about… |
Sequence 3281 O’Shaughnessy • Epilogue: The Child and the Environment fects of ozone depletion, celebrate Earth Week, see videos about… |
Sequence 18106 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 meaningful and that, therefore, my life, in self-surrender, had a goal… |
Sequence 2110 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Easy Flour Paste Materials: 1/2 cup cold water (add more if the paste is… |
Sequence 1858 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 1into the city: near north montessori school and the uses of environment by Rick Mosher Rick Mosher’s coining of the word… |
Sequence 2114 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Our program is relatively large for a Montessori school; we have more… |
Sequence 13125 Mosher • Into the City ness, health care, city government, and so on. The points that the young people raised were… |
Sequence 15127 Mosher • Into the City a references Kahn, David. “The Unfolding Drama of the Montessori Adolescent in America.” The… |
Sequence 8150 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 When we took the personality of the child into account in and of itself… |
Sequence 17159 Ludick • The Positive Personality of the Montessori Adolescent Dazzling by flashes of his light! Then she suggests, he… |
Sequence 5153 Shubitz • What is the Ideal Infant Group Care Environment It is essential for the proper functioning of the nervous… |
Sequence 18166 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 have seen children totally change as they acquire a love for things and… |
Sequence 3219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 2030 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 of education, for this is the only way to build a new world and to bring… |
Sequence 9167 Excerpt • Like Leaven by Patricia Coulter 37. C.S. Lewis, “The Weight of Glory,” in The Weight of Glory and Other… |
Sequence 20110 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Leonard, G. “An Interview with Thomas Berry.” The NAMTA Journal 16.3 (… |
Sequence 713 Ewert-Krocker • Scaffolding for Discovery in the Third Plane ronment. We see the outcomes in maturity, responsibility,… |
Sequence 317 Rathunde • Creating a Context for Flow I did not become fully aware of the parallels between flow theory and Montessori… |
Sequence 735 Sawyer • Group Flow and Group Genius that goal. But Silver noticed something unusual about the adhesive—it formed itself… |
Sequence 1442 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 notice the lack of flow and leave to find new challenges elsewhere.… |
Sequence 1644 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 entious listener. These are the magical moments, the best moments in… |
Sequence 2048 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Group flow participants are the highest performers. Cross, R., &… |
Sequence 2351 Sawyer • Group Flow and Group Genius Group flow fades after a few years. Page 376 of: Weick, K. E., & Roberts, K… |
Sequence 1Technology And The prepAred environMenT For The Third-plAne child by Cynthia Castiglione Cynthia Castiglione presents Near… |
Sequence 2132 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 How are you adaptable? • How do you allow your classroom, your school… |
Sequence 4399 O’Shaughnessy • The Observation Scientist bibliOgraPhy Joosten, A. M. “Errors and Their Correction.” Bombay: Indian… |
Sequence 11195 O’Shaughnessy • The Road Home Ellerton, Roger. “The Power of Thought.” The Sideroad. <http://www.sideroad.com/… |
Sequence 5253 Patell • Observation esting over a period of time before something interesting actually occurs. Montessori says “be… |
Sequence 1741 Jackson • A Workmanship of Risk 18. MacGregor, Jeff. “The Maestro.” Smithsonian Magazine, 46.8 (November 12, 2015): 52-86… |
Sequence 1WhaT’s going on WiTh This child? child sTudy for The 21sT cenTury by Allison Jones and Jacqueline Cossentino Allison Jones… |
Sequence 14276 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 atypical child is evaluated comprehensively and both medical and… |
Sequence 3078 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 bibliograPHy Berry, T. The Great Work: Our Way Into the Future. New… |
Sequence 7AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 5AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 6AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 4AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 6The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 5AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 1The Toddler and the Teenager: A Comparison of the First and Third Planes of Development This talk was presented at The Fourth… |
Sequence 31The Toddler and the Teenager page 138 The Toddler and the Teenager: A Comparison of the First and Third Planes of… |
Sequence 32AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 37The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 50AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 58AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 84AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 118AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 32The Toddler and the Teenager page 138 The Toddler and the Teenager: A Comparison of the First and Third Planes of… |
Sequence 33AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 38The Totality of Montessori page 132 notes 1 Montessori, Maria. (1949). ). “Lecture III, The Absorbent Mind.” The San Remo… |
Sequence 51AMI Journal 2017 - 2018 page 119 are endowed’36 —this is the study, the science of peace Montessori asks us to create.… |
Sequence 59AMI Journal 2017 - 2018 page 111 sensory integration so critical for abstract learning. The child at the second plane of… |
Sequence 85AMI Journal 2017 - 2018 page 85 gift of man, an invention of his creative spirit which, as a fundamental discovery, lies at… |
Sequence 119AMI Journal 2017 - 2018 page 51 references Bowles, S. & Gintis, H. Schooling in Capitalist America. New York: Basic… |
Sequence 1PlACe-BAseD eDuCATioN AND CiTiZeN sCieNCe: resourCes For leArNiNg BeyoND The ClAssrooM 4 Louise Chawla is professor emerita… |