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Sequence 388with his chosen lifestyle and their admiration for his attentive- ness and intelligence. The world lost John in June of last… |
Sequence 410students." The report goes on to observe, "Everywhere you look, learning is taking place."… |
Sequence 55process itself. As a result, their self-formation and appreciation of the strengths that they did possess were actually… |
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 234The pharaohs and their nobles were very territorial and had stone markers set up to mark the boundaries of their lands.… |
Sequence 240Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
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 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 245Quintessentially integral to the Montessori experience is a prepared environment. We cannot change and reorder 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 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 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 119world brings them a variety of designs, ways to solve problems, the opportunity to explore the similarities and differences in… |
Sequence 184veloped, the interaction of that individual with the world, and ulti- mately their effect on the world, depends a great deal… |
Sequence 159Montessori National Curriculum for the Second Plane of Development from Six 10 Twelve Years Geometry and Measurement… |
Sequence 182Mon<essori National Curriculum for the Second Plane of Development from Six to Twelve Years Fundamental needs of… |
Sequence 194Montessori National Curriculum for the Second Plane ol Development from Si~ to Twelve Years Society and civilization (2nd… |
Sequence 291Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years History and the… |
Sequence 318section, "Self-Expression" is an intrinsic need of the human being who is shaping a conscious seH with an… |
Sequence 326lution relative to place and time the adolescent could make come to life through the re-imagination of lives lived, using the… |
Sequence 337EDUCATION AND PEACE RECONSIDERED Rereading Education and Peace [in March of 2011] with the junior class as part of a study of… |
Sequence 109PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 2818 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 part in work. Work can be of varied kinds in the garden: preparation of… |
Sequence 10393 Kahn-Montessori Interview • The Kodaikanal Experience the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview… |
Sequence 124114 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 contact between groups has varied from peaceful trade and exchange right… |
Sequence 125115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 218208 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the last chapter of my last book I have an extensive discussion and… |
Sequence 145139 Lillard • Playful Learning and Montessori Education what is montessori? Montessori education began in the early 1900s (… |
Sequence 153147 Lillard • Playful Learning and Montessori Education Choice in Montessori education varies by level (Lillard 2005). Free… |
Sequence 172166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 182176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 223217 Verschuur • Reflections reflecTions: a life’s work in monTessori by Mary B. Verschuur Mary Verschuur writes about… |
Sequence 110104 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 It is a Latin word that origi- nated in 509 BCE when Romans founded… |
Sequence 111105 Schaefer • History and Civility Then during the Renaissance, the Age of Science, and the Enlight- enment–a period of… |
Sequence 114108 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 maria monteSSori’S GreateSt act of civility On August 31, 1898 Maria… |
Sequence 116110 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 a medical doctor–the first ever trained in Rome. She was bold and… |
Sequence 10095 Leonard • The Montessori Classroom good fortune to be welcomed and taught about Mexico by wonderful people who are so… |
Sequence 6557 O’Shaughnessy • The Observation Scientist The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual… |
Sequence 8274 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Evan, Age 4½ Evan is four and one-half years old. He has been in an… |
Sequence 117109 Lontz • Observation: A Practice That Must Be Practiced from all over the world to see this work. They wanted to see these… |
Sequence 2519 Coulter • All Is Gift: Enjoying the Presence of God a aCknoWlEdGMEntS by Patricia Coulter With profound gratitude to… |
Sequence 3428 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 It is noteworthy that the language by which we draw near to the mystery… |
Sequence 152146 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 about the second question? Abraham took his animals and changed his land… |
Sequence 256250 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Child study is an old-fashioned term. Interestingly, it originated at… |
Sequence 299293 Luborsky • The Role of the Occupational Therapist ADHD and Motor Development Of particular interest to the OT is the… |
Sequence 343337 Luborsky • The Role of the Occupational Therapist Listen: this might be using an mp-3 player, playing • a drum or a… |
Sequence 452446 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 Canada Lower Elementary Guide West- side Montessori Academy, Start… |
Sequence 453447 The NAMTA Journal • Classifieds health insurance, professional de- velopment opportunities, housing and transportation… |
Sequence 2620 The NAMTA Journal • Vol. 42, No. 3 • Summer 2017 the early years of Italian unification. During this time there was much… |
Sequence 7569 Doerr, Good, and Waski • The Water Molecule inspire students in the creation of action plans that could be used for… |
Sequence 101The Casa dei Bambini: Paths to Culture This talk was presented at the NAMTA conference titled The Casa dei Bambini on the… |
Sequence 107Science and the Montessori Casa dei Bambini Some years ago in Toronto a battle raged around the merit or demerit of colouring… |
Sequence 114AMI Journal 2017 - 2018 page 113 its life—and its own task to perform in a mutual service relationship. This service is… |
Sequence 138AMI Journal 2017 - 2018 page 137 Montessori, of course, talked of the farm, living and working on the land. But she had… |
Sequence 1411 Chawla and White • Place-Based Education and Citizen Science Children, Youth and Environments – special issue on “Place-… |
Sequence 7572 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 gunship, with its seventeen cannons and its ability to sail fast in… |
Sequence 7875 Christian • The Anthropocene: Threshold 8 of modern statistical analysis, computers allowed governments, banks,… |
Sequence 3232 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 References Blain, Lionel. “Two Philosophies Centered on Hope: Those of G… |
Sequence 3636 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Jacqui - I identify as a Montessorian of Color, because being a… |
Sequence 123Montessori • Meditation On Silence 123 previous chaotic impulses which had been the mind’s reaction when thwarted along the… |
Sequence 40Materials which are purchased in Europe and which are not available in the United States (e.g. zoology pictures) may be… |
Sequence 9Montessori Futures by Larry Lewis Mr. Lewis makes little distinction between Montessori elementary and Montessori pre-… |
Sequence 28A first task is lo lead children to recognize explicitly certain basic patterns in a (·on<-rt't r society,… |
Sequence 36Classroom Management: Insight Through Observation by Jean K. Miller Since becoming involved in Montessori in 1964, I have… |
Sequence 30Claremont's Point of View: Literature and Grammar by Mrs. Francesca Claremont Transcribed and Edited by Jim and… |
Sequence 35For a moment, I want to go to another aspect. I mentioned earlier gymnastic metrics, getting the children to move to simple… |
Sequence 66OPTIONAL FEATURES You have a wonderful opportunity to explore Europe during the time between the end of the Congress and your… |
Sequence 67Announcement: Munich Flights The MONTESSORI CONGRESS PACKAGE is a special travel tour that has been designed to help you… |
Sequence 17LITERATURE THROUGH HISTORY AND GEOGRAPHY by Francesca Claremont Transcribed and Edited by Jim and Frances Fitzpatrick The… |