Search Inside Documents
Displaying results 1001 - 1100 of 1288
Sequence 120projects itself into the future and is sunk in the remotest ages of the past, thereby linking the past to the present and the… |
Sequence 159is supposed to be in Coptic and Latin. In the text that the children read, the Coptic is translated into English. For this… |
Sequence 169if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 171buried in Alexandria. Eventually the story moves into the Byzantine times, so you have the Emperor Justinian and Empress… |
Sequence 174An important note here is that there is only one building on this model that we kept from year to year, and that is the… |
Sequence 177Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 229REFERENCES Kohlberg, Lawrence. "Education for Justice: A Modern Statement of The Platonic View." Moral… |
Sequence 236ing its work, begin to connect to everything else: to the geosphere (the realm of minerals), to the hydrosphere (the world of… |
Sequence 245Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 300argues a lot, thinks, and, as a matter of fact, I believe, personally, that it's the first age for the serious study of… |
Sequence 314ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 394We will continue to hear Thomas telling earth's wonder tales in his soft North Carolina voice. We still hear him call-… |
Sequence 104child'.s experience with seeing patterns and the ability to predict what may happen or what should happen. Planning means… |
Sequence 41school and the home. Her own term for the pedagogy she created was "Education as an Aid to Life," and… |
Sequence 110I want you to imagine Kerala-a long, thin state that stretches along the southwest coast of lndia-a state where the av- ernge… |
Sequence 112Culturally, Kerala had some interesting quirks as well. The Nair caste (the second highest) accorded women a lot of power. A… |
Sequence 131customs of indigenous cultures is important at all levels, but especially for Montessori education, where showing respect for… |
Sequence 139Washing Clothing The bottoms of feet are considered polluted in much of Asia, and this is reasonable since animals defecate… |
Sequence 147Remember the five simple rules to be happy: 1. Free your heart from hatred. 2. Free your mind from worries. 3. Live simply… |
Sequence 153Tai and his grandfather reading Tinlin in Tibet. But what our grandchildren love are the stories I bring back from Asia about… |
Sequence 167enhance a school, collected funds for a Montessori school in Haiti, and worked with an orphanage in the Dominican Republic.… |
Sequence 197Antioch, also contributing to an early form of globalization. This trend continued with the trade links between the Roman… |
Sequence 206able and efficient way of life. Through this endless work, human beings have become the creators of a supernature, that whi.ch… |
Sequence 214CONCLUSION If Dr. Montessori's principles and ideas on education were adopted universally through group consensus, this… |
Sequence 54The second spoke of the centerpiece of basic human tendencies is that of the mental faculties. The four faculties that Dr.… |
Sequence 82child around, then remove blindfold and have the child try to find the tree again. • Seton Walk: Spread students out along a… |
Sequence 158And this is all essential for reading. I know that reading has taken over in many schools as the most important subject-you… |
Sequence 180world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 208Kahn, David. "Normalization and Normality across the Planes of Development." Tlte NAMTA Jo11r11a/ 22.2 (1997… |
Sequence 267"There is," says Montessori, "powerful inner development going on. This is a mystery just as the… |
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 45Science and Sociely: The Woman Question 31 of the nineteenth century (Kramer believes that Montessori and Besant actually… |
Sequence 1091//ustrations 95 Illustration 40: Maria and Mario Montessori during a lesson in India, 1939. Illustration 41: Montessori in… |
Sequence 11298 Maria Montessori Through the Seasons of the "Method" Illustration 44: "The globe is a source of… |
Sequence 113Illustrations Illustration 45: ·'Exercises of practical life (Montessori school, India), Performed with great precision… |
Sequence 124110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
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 170156 Part Two - For a Science <1/'the Formation of Man and which drew participants from twenty-two different… |
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 174160 Par/ Two - For a Science of the Formation of Man disappointments, requests for help, mediations, threatened break-ups and… |
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 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 188174 Pan Two - For a Science of the Formation qf Man unlimited caution both when speaking and when approaching people… |
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 195A Classic Work of Pedagogy 181 position. The 1950 edition also did not include the subsequent passage, found in all the… |
Sequence 219Maria Montessori Through the Seasons of the "Method'' 205 Montessori M., la scoperta de/ bambino, Milan,… |
Sequence 227Maria Montessori Through the Seasons of the ''Method" 213 in the model Children's House specially… |
Sequence 41REFERENCES Bronson, Po & Ashley Merryman. N11r/11res!tock: New TJ,i11ki11g About CJ,i/dre11. New York: Hatchette Book… |
Sequence 89rishl'r, David & Rcgin,1ld Bragonicr. What's What: A Visual Clo"ary ()f //11 l'hl/Slf,1I World… |
Sequence 121bubble) and common space (don't break anybody else's bubble). In this exercise, we can move our bodies in many… |
Sequence 167In a typical study we would have two hundred children doing this questionnaire eight times a day for a week, four or five… |
Sequence 177The Three Main Tasks of Preparing Adolescents for The Future 1. Allowing for AUTONOMY AND INITIATIVE That leads to… |
Sequence 198so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop… |
Sequence 79Montessori National Curriculum for the First Plane of Development from Birth to Six Years For this reason, the guidelines… |
Sequence 80Montessori National Curriculum forth• Flrn Plane of Development from Birth to Six Years Montesson, M. 1967 (19◄8 ltafian], The… |
Sequence 174Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years The human story is one of constant… |
Sequence 194Montessori National Curriculum for the Second Plane ol Development from Si~ to Twelve Years Society and civilization (2nd… |
Sequence 239Montessori National Curriculum for the Second Ptanc of Development from Sox 10 Twelve Years References Australian Language… |
Sequence 340Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 11THE UNCONSCIOUS IN HISTORY by Maria Montessori TJ,is article reprint suggests tltat we do what we need to survive while… |
Sequence 35the environment in which I was born (India) several decades ago. In those first years of my life, I absorbed the ways of my… |
Sequence 45whole and that his actions contribute to the welfare of this larger whole. From such experiences stems the feeling of… |
Sequence 53• Specific ways of handling tools that are in daily use in his environment: How to hold a spoon, how to carry a pitcher, how… |
Sequence 64of self-observation, of looking first to ourselves when we observe certain behaviors in the environment is essential to our… |
Sequence 76child as the agent of change. In The Discovery of the Child (67), Montes- sori writes of a British family who lived in India… |
Sequence 131See Chapter Ill, "My Contribution to Experimental Science" in The Advanced Montessori Method: Volu111e One (… |
Sequence 8Maria Montessori, India, approximately 1940 |
Sequence 144 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 intellectual understanding of nature and ecology. Cosmic Education… |
Sequence 6353 Montessori • Exercises of Practical Life: 3 to 6 Compared to 6 to 12 exercises of Practical life: 3 to 6 coMPared to 6 to… |
Sequence 6656 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 HouseofChildren,3–6years Elementary,6–12years 4.… |
Sequence 8979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
Sequence 9181 Part II • History of the Universe: The Earth and the Integration of the Human Personality Part II e History of the… |
Sequence 9383 Kahn-Wikramaratne Interview • The Kodaikanal Experience the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview… |
Sequence 9484 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 9686 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Working outside, Allahabad, India, 1928 the Theosophical Society had… |
Sequence 9989 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and… |
Sequence 10696 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with… |
Sequence 10797 Kahn-Montessori Interview • The Kodaikanal Experience Walking the line carrying various objects including a pink tower,… |
Sequence 120110 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 unceasing toil of these agents explain so many of the phenomena with… |
Sequence 122112 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 We can make the human race better by assisting the child in building his… |
Sequence 130120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 138128 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 responsibility. What is the collective order but a realization of the… |
Sequence 145135 Leonard • Deepening Cosmic Education deePeninG cosMic education by Gerard Leonard This article is a special blend of… |
Sequence 147137 Leonard • Deepening Cosmic Education scientific community completed an extraordinary decade-long research titled “Global… |
Sequence 150140 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 can literally make you weep. In The Dream of the Earth, Thomas Berry… |
Sequence 153143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 159149 Allen • The Elementary Child’s Place in the Natural World prepares its environment. A marvelous, mysteri- ous, and… |
Sequence 163153 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder exPeriences in nature:… |
Sequence 172162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 176166 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Throughout my educational experiences, I was told stories that evoked an… |
Sequence 251241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |