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Sequence 12hear a baby's cries in the next room and ignore it, saying, "Oh, babies cry. They'll outgrow it."… |
Sequence 12Yesterday, PeterGebhardt-Seele reminded us of the way Montessori used the term Erdkinder. Our prepared environment is not a… |
Sequence 12Economics Perspective The temperature and geology of the region necessitated a rich trade economy for the city as much food… |
Sequence 13Anthropology Perspective The name Bnghdnrf literally means "God-Given" or "Gift from God."… |
Sequence 14· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 20Nationalist and Independence Movements A. Origins of independence movements in Africa and Asia; B. Methods of achieving… |
Sequence 8The goa I is to be able as adults to exercise self-control in all areas of life: the ability to follow through, to make our… |
Sequence 8munity. Her pride was enormous and she hated being singled out as needing extra help. Often I would spend half our time… |
Sequence 34very odd social behavior. It turned out that this boy was obsessed with the solar system, and also that he often used this… |
Sequence 2SENSORY INTEGRATION AND CONTACT WITH NATURE: DESIGNING OUTDOOR INCLUSIVE ENVIRONMENTS by Nilda Cosco and Robin Moore Nilda… |
Sequence 13Teaching as much as possible is not to teach somebody but to teach the subject. This tendency is justified by educational… |
Sequence 16the teacher-student relationship as opposed to chemistry as opposed to language as opposed to nature study. Each one of these… |
Sequence 13I also remember that, when l was a university student (even more years ago), it was very common, almost fashionable, to talk… |
Sequence 16Only if the child can fulfil] his task of adaptation in relation to all aspects of the surrounding environment, including the… |
Sequence 17Gives somewhere back the thoughts by England given; Her sights and sounds; dreams happy as her day; And laughter, learnt of… |
Sequence 7Finally, we need to tell stories that arise out of the children's interests. If a child comes in and shares something… |
Sequence 12diverse group of students in the classroom. The group talked about ethnocentrism and prejudice, stereotyping and cultural… |
Sequence 3the Bengle to Patagonia, the Galapagos Islands, New Zealand, and back to England, and of Darwin's patient scientific… |
Sequence 4process itself. As a result, their self-formation and appreciation of the strengths that they did possess were actually… |
Sequence 5Old English covers the period from the first Anglo-Saxon settle- ments in England up to about UOO CE. Symbols used in the… |
Sequence 7The Story of '\umbers: \\'e t•xp,rnd on thl' conn•pt of what number is. Ihm do peopll' view n•,1lity? I… |
Sequence 2Claude decided to earn an advanced degree in engineering at the University of Rome. The winds of war were blowing on the… |
Sequence 3By his own accounting, he was the only English-speaking man to do so. Maria Montessori must have quickly recognized the poten… |
Sequence 25Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 6potential friends. Tt is not that difficult, but it is not natural. If we consider them potential enemies, believe me, they… |
Sequence 1GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 8the children in the class will know where the child is going in a short time. Parents of children in the class who are from a… |
Sequence 15trade this meat to Bantu villagers for iron pots, wooden goods, or basketry. Hunting is usually done in groups, with men,… |
Sequence 16Because of their nomadic way of life, the Saa mi do not have permanent houses. They use easy-to-move tents, which are… |
Sequence 1THE SHAPES OF OUR WORLD by Roger Downs Citing fascinating research, Professor Dow11s c/znllenges 11s not to take for granted… |
Sequence 2and capitalization? And what's more, with apologies to Shakespeare, why was "this sceptred isle" of… |
Sequence 8and there are 192 countries that are members of the United Nations (UN). But that's not the end of the issue. There are… |
Sequence 2Maria Montessori commented on the need for moral education: It is at seven years that one may note the beginning of an… |
Sequence 4society, Mary's scientific work was at the highest level. In recognition of her work, despite a deep male bias, she was… |
Sequence 18participation in actions meant to bring social justice to people in the classroom, in the community, all over the world. We… |
Sequence 16Tile Arts The arts of the Himalayan region are astounding. The colors are rich and the images reflect thousands of years of… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 10For our school, the project has provided an opportunity to heal some of the discomfort felt in the neighborhood when we bought… |
Sequence 2Antioch, also contributing to an early form of globalization. This trend continued with the trade links between the Roman… |
Sequence 3new future. He had remarked to a friend not long before, "I am not satisfied with the work I have done so far. From… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 6periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 38hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 318 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
Sequence 530 Part One - Toward the Children's /louse: The Formation Years wages of their male colleagues - and intellectually,… |
Sequence 1082 Maria Montessori Through the Seasons of the "Method" Illustration IS: '·Children's House of Mr… |
Sequence 5On the Move with the "New Child" 107 Spanish one in I 9 l5; the Dutch in 1916, and the Danish in 1917. In… |
Sequence 2School, Family and Society 119 committee included Ernesto Nathan. The trip also had the patronage of the National Education… |
Sequence 5122 Par/ Two - For a Science of Ifie Formal ion of Man compared to her previous one, she went to the Child Education… |
Sequence 8School, Fami(I' and Society 125 his dignity and sensibility. With The Child in the Fami~1·. Montcssori's… |
Sequence 10School. Fa111i~v and Sociely 127 Lombardo Radice, who drafted those programs, had intended religious education in an open… |
Sequence 1l55 Chapter IV Far from Italy: First Europe and then India IV.1 The Montessori movement without Maria Montessori ln 1930… |
Sequence 3Farji-0111 Italy: First Europe and then India 157 promises became almost offensive, Maria Montessori would not hesitate to… |
Sequence 5Far from Italy: First Europe and then India 159 who received Montessori's resignation as director of the Scuola di… |
Sequence 7Far/i·om Ita~1•: First Europe and then India 161 she would later analyzc in more detail in her essay "The Erdkinder… |
Sequence 9Far.from lta(I': First Europe and then India 163 Montessori's intellectual path thus opened up to new themes.… |
Sequence 11Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 13Farji-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 14168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and… |
Sequence 15Far.from Ira~)': First Europe and 1he11 India 169 they could re-embrace children and grandchildren, respectively, who… |
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 17Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 19Farji-0111 fla(v: First Europe and then India !73 1 This monthly journal of the Ente Morale Opera Montessori had its lirst… |
Sequence 21Far_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 2212 Maria Montessori Through 1he Seasons of the "Method"' desks". Illustration 8: The… |
Sequence 16the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 35Pink, Daniel. A Wl,o/e New Mind. New York: Riverhead Books, 2005. Ramachandran, V.S. A Brief Tour of Humnn Co11scio11s11ess… |
Sequence 5how to get along with others, how to respect people who knew more than what they did, was the normal way for all humans to… |
Sequence 4veloped, the interaction of that individual with the world, and ulti- mately their effect on the world, depends a great deal… |
Sequence 8the present. What Montessori offers here is a fundamental approach: allow the human personality to freely develop, cultivate… |
Sequence 15We have to wait until the 1926 edition of l/ Metodo de/In Pedngogin Scientificn, the third ltalian edition, to have a more… |
Sequence 20Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 176Mon<essori National Curriculum for the Second Plane of Development from Six to Twelve Years Fundamental needs of… |
Sequence 285Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years History and the… |
Sequence 291Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Bibliography Dewey, J… |
Sequence 13section, "Self-Expression" is an intrinsic need of the human being who is shaping a conscious seH with an… |
Sequence 16Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 16EDUCATION AND PEACE RECONSIDERED Rereading Education and Peace [in March of 2011] with the junior class as part of a study of… |
Sequence 19Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 9PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it… |
Sequence 1the house of children lecture, KodaiKanal, 1944 by Maria Montessori This article vividly describes the indoor and outdoor… |
Sequence 515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 818 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 part in work. Work can be of varied kinds in the garden: preparation of… |
Sequence 919 Montessori • The House of Children Copyright © 1944 Montessori-Pierson Publishing Company. NAMTA would like to express its… |
Sequence 846 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There are studies of elementary school children that rate the children’s… |
Sequence 284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 1the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview DAVID KAHN: You once alluded to Kodaikanal as a community in… |
Sequence 8114 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 contact between groups has varied from peaceful trade and exchange right… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 1Place and PedaGoGy by David Orr David Orr’s classic article links education to living in the outdoors and studying all… |
Sequence 8208 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the last chapter of my last book I have an extensive discussion and… |
Sequence 16234 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 websites Natural Learning Initiative: www.naturalearning.org LEED (U.S… |
Sequence 2270 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 workers, fisherfolk, engineers, students, incorrigible writers, weeping… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 3139 Lillard • Playful Learning and Montessori Education what is montessori? Montessori education began in the early 1900s (… |
Sequence 11147 Lillard • Playful Learning and Montessori Education Choice in Montessori education varies by level (Lillard 2005). Free… |
Sequence 30166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 37173 Lillard • Playful Learning and Montessori Education Schacker, Jennifer. 2003. National Dreams: The Remaking of Fairy… |
Sequence 1children’s house: the PrePared environment as an oasis by Cheryl Ferreira Cheryl Ferreira vigorously pursues the Montessori… |