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Sequence 1The Second Plane of Development - Fertile Field for Sowing the Seeds of Culture by Sanford Jones Real problematics as weff… |
Sequence 3not be foreign to him when he encounters them in his more formal study of history at the junior level. By placing before the… |
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 1A Tribute to Miss Lena The death of Miss Lena Wikamaratne on August 6, 1982 marks still another generational loss to the… |
Sequence 4of white aprons awaits the prospective "helpers." Preparing food can be used for another purpose also. We… |
Sequence 6061 CULTURAL STUDIES Devi, Dipti. (1963). Festivities observed in the Montessori Shishu Bhavan. Around the Child,~. 54-58… |
Sequence 138140 RECREATION Khandekar, A. w. (1971). Recreation and relaxation in education. Around RESEARCH A. Achievement Argy,… |
Sequence 192194 Bjorksten, Christel. (1983). Neuropsychological "soft signs" in children and rehabilitation… |
Sequence 204206 Trochta, Charlene S. (1981). The professional Montessorian: An examination of conscience. NAHTA Quarterly, ~. 5-9, (… |
Sequence 77prepared environment throughout all the hours that they spend in the Children's House. Surely we cannot ignore Dr.… |
Sequence 75development, and the disadvantaged child; second, teacher training and teacher and teaching differences; and third, the… |
Sequence 105THE NATURE AND THEORY OF SILENCE ACTIVITIES IN THE CHILDREN'S HOUSE by Mary Black Verschuur Ph.D With the incisiveness… |
Sequence 106Culturally too, silence has many interpretations. Within our society silence can be construed as inferring compliance or… |
Sequence 108Montessori did, however, write extensively on the will and the development of will in young children. Later interpreters of… |
Sequence 109ordinary noises consequent thereon. "9 The effort is made by each indi- vidual in the collective to suspend and… |
Sequence 110consciousness of the command he/she has over the control of his/her own body. When this conscious awareness is arrived at and… |
Sequence 111could make the children silent and yet claim freedom. The age-old misconceptions of freedom and discipline surfaced for… |
Sequence 112is expanded and we have the opportunity to reach out towards things which are normally beyond ow· reach, widening our horizons… |
Sequence 113requires participation. And finally, but importantly, silence should only be initiated at normal times when the room and those… |
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 12MATIIEMMICS - Average Percentile Ranks California Achievement Test Grade3 Grade4 Grade6 TotalGrouJJ Montessori Group 58.… |
Sequence 14director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 68In a 1.946 lecture in London Montessori said, "Education today needs one reform. If it is to prepare man for the… |
Sequence 142Don't call it Montessori. If it works along Montessori lines, that is good. But there is no Montessori method for the… |
Sequence 170reversal in attitude of the children affected by the response to stimuli of the environment including the apparatus and the… |
Sequence 182servation and discovery, freedom and discipline. These are not things which are switched off and on for certain periods… |
Sequence 16The child still needs a prepared environment for his work and activities. Dr. Montessori warns us: "Education between… |
Sequence 221Virginia Ghent Montessori School is accepting applications for the position ofElemen- ta ry Directress/Director for the… |
Sequence 215birth to 3 years of age, the child from 3 to 6 years, the child from 6 to 12, concerns a much more detailed look at individual… |
Sequence 69Montessori triangle? Surely the adult in the environment is indispens- able at any time of the day, and especially when the… |
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 221Practical Life One of the guide's greatest resources in offering the more restless and less easily focused child deeply… |
Sequence 225Children's House, except more loquaciously. Some children need more repetition, and all the children seem to enjoy the… |
Sequence 81needs of each are different, it causes conflict and very often the needs of the adults will take precedence over the needs of… |
Sequence 86children, especially in the Children's House, we often look to the immediate situation at hand and try to figure out what… |
Sequence 91because an inner need or directive of the child is not being met. Balancing of freedom and discipline (or responsibility) is… |
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 111For every material selected for the Practical Life area, the guide has the responsibility to know it fluently, so that all… |
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 59impulse towards work." 1 She had noticed that impulse in the work of that first group of children she was asked to… |
Sequence 104life of a group and to live it for himself, no longer so closely attached to and dependent upon his own family. The child… |
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 81she brought them to analyze the words into sounds; (b) to relate the symbols of the alphabet with these sounds (not with the… |
Sequence 51It is amazing how wise teenagers can be. It came as a revelation to me how sensitive they could be to and how aware they could… |
Sequence 62• The lessons in grace and courtesy: Here the young one incarnates respect and the practice of his culture in its most… |
Sequence 65connected with economics or service or maintenance of the Erd kinder setting. Movement for the grow- ing young person is a… |
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 476So according to Montessori, the task of the educator is to "prepare an environment" with scientifically… |
Sequence 232what their child has received until they have moved into the elemen- tary school arena and they see the results in their… |
Sequence 130self. A well-developed will and a clear sense of belonging enable the adolescent to create a polite forum for debate and… |
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… |
Sequence 17Houses. This is not a snobby attitude. If we take in too many children who cannot follow their healthy inner urges, then we… |
Sequence 158Kirkby, Mary Ann. "Nature as Refuge in Children's Envi- ronments." Children's Environments… |
Sequence 23context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 35developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 98materials, and the latter is essential if we are to devise appropriate presentations for children in the future. • To pass… |
Sequence 108These further developments were subsumed under sensorial, lan- guage, and arithmetic/math (the existing areas) wherever… |
Sequence 110language in all its various aspects or all of the math, and how the fifth album with its old identity tag was simply a working… |
Sequence 121Children's House. For this is how the public at large, teachers, and even college professors viewed her work: Montessori… |
Sequence 134Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 136Figure 7. World Map Showing the Main Peninsulas of the World. Etymologies The teacher or children can research the stories or… |
Sequence 226with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 26It must be stressed that this stage is of the utmost importance both for the young children and for those who emer school at… |
Sequence 160THE GREAT RIVER by Baiba Krumins Grazzini The Great River is sometimes referred to as a metaphor for human unity, which has… |
Sequence 127is necessary within the limits of the farm for the adolescent to understand the potential joint venture between nature and… |
Sequence 198CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of… |
Sequence 205House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 207classes existed for students from the ages of six to twelve, but in Kodaikanal Maria Montessori developed cosmic education as… |
Sequence 208about this: " ... when coming to Kodaikanal, a whole new world opened up for Mario. He was mostly experimenting and… |
Sequence 209Because of its seclusion, the population of Kodai grew slowly despite the favorable climate, and always there were many more… |