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Sequence 1London, England MONTESSORI AND THE DEEPER FREEDOM by Mario M. Montessori and Claude A. Claremont I am inclined to think that… |
Sequence 1London, England THE CHILD BEFORE SEVEN YEARS OF AGE THE CHILD AFTER SEVEN YEARS OF AGE and WHAT CHILDREN TAUGHT DR.… |
Sequence 10If we are raising a generation that finds violence normal, what kind of society are we building? Certainly not one that will… |
Sequence 13"normal" education and that "normal" children desperately needed help. If Dr. Montessori… |
Sequence 2THE INTEGRATION OF CULTURES: THE MONTESSORI CONTRIBUTION by Winfried Bohm translated by Devan Barker In this masterful… |
Sequence 8REFERENCES Bly, Robert. The Sibling Society. Reading, MA: Addison-Wesely, 1996. Montessori, Maria. The Absorbent Mind. 1949… |
Sequence 16It is important for us not to change the vision of Dr. Montessori by creating a reductive attitude to what we do, by focusing… |
Sequence 7Montessori also speaks of the environment in a more inclusive sense when she speaks of a trinity made up of the child, the… |
Sequence 13community, since the former and the latter are quite distinct in terms of the community members, the aims, and therefore the… |
Sequence 31REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:… |
Sequence 23REFERENCES Alston, P., ed. The Best Interests of the Child: Reconciling Culture and Human Rights. Florence, Italy:… |
Sequence 16encode (write) multiple forms of representation creates opportunities for activating, developing, and refining our minds. We… |
Sequence 6the wife of two kings and later was to become the mother of two kings. For some years, Eleanor and Henry were content. They… |
Sequence 16student's preferred form, such as a scrapbook, a story, an annotated photo album, or a timeline. Since writing these… |
Sequence 1MARIA MONTESSORI: A LEARNER TAUGHT BY CHILDREN by Robert G. Buckenmeyer In 1915, Maria Montessori traveled to San Francisco… |
Sequence 1!)~------------ THE SPIRITUAL DEVELOPMENT OF THE CHILD: KEEPING THE BALANCE by David Kahn Montessori learned from observed… |
Sequence 2DISCOVERING THE REAL SPIRITUAL CHILD (PART 1) by Sofia Cavalletti Sofia Cavalletti cites Montessori's description of… |
Sequence 6The current spiritual renaissance, even outside traditional reli- gious institutions, shows the necessity and the desire of… |
Sequence 10AN INTERNATIONAL MOVEMENT Evidence of the suitability of the Catechesis of the Good Shepherd for children of diverse cultures… |
Sequence 1DOING WHAT THE HEART ALREADY KNOWS A PERSONAL STORY OF THE LIFE OF THE SPIRIT by Gertrud Mueller Nelson A delightful memoir… |
Sequence 2Our mother, 1 five years in America and fresh to the ways of Ameri- can Catholicism, was not daunted by being a woman. A lay… |
Sequence 1SCIENCE AND FAITH: MARIA MONTESSORI' S PRINCIPLES OF EDUCATION by Robert G. Buckenmeyer Dr. Buckenmeyer' sarray of… |
Sequence 17not yet fully formed: he has not yet gathered about him the last folds of his robe of flesh and of love which is made up of… |
Sequence 16The human is a great collaborator. And nature welcomes a gentle intervention. The trees' wounds will heal, and the maple… |
Sequence 9When they are in high school, are former Montessori students reaching out to others? Are they volunteer tutors? Are they… |
Sequence 20Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford, England: Clio, 1994. Montessori, Maria.… |
Sequence 10the school and public library; the child who, after a lesson on rainfall in England, came to say that she had discovered that… |
Sequence 19REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 8cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 20Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 1NURTURING THE RESPECTFUL COMMUNITY THROUGH PRACTICAL LIFE by Joen Bettmann Joen Bettmann 's depiction of Practical Life… |
Sequence 25Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 25REFERENCES Montessori, Maria." Advice to Teachers." Montessori Notes [publication ofThe Montessori Society… |
Sequence 4HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 23HISTORY Of course, Maria Montessori' s work encountered detractors from the beginning 1 . Close on the heels of her… |
Sequence 50REFERENCES Montessori, Maria." Advice to Teachers." Montessori Notes [publication ofThe Montessori Society… |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 141NURTURING THE RESPECTFUL COMMUNITY THROUGH PRACTICAL LIFE by Joen Bettmann Joen Bettmann 's depiction of Practical Life… |
Sequence 145Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 185cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 194REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 217the school and public library; the child who, after a lesson on rainfall in England, came to say that she had discovered that… |
Sequence 9ously. He was always a great scholar. He loved to study everything and he still does, so I expected him to tell me about what… |
Sequence 18percent of people, both here and in Japan and Germany, where they have also done research, say "No, I don't know… |
Sequence 7We must present the human story, and this goal is the central and overarching history theme of any Montessori adolescent… |
Sequence 8In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the… |
Sequence 18other people's misery is none of his concern, that there is no reason to get upset just because someone else is in pain,… |
Sequence 20Feshbach, Norma Deitch. "Studies of Empathic Behavior in Children." Progress in Experimental Personality… |
Sequence 21Kohn, Alfie. No Contest: The Case Against Competition. Boston: Houghton Mifflin, 1986. Landes, William M., & Richard… |
Sequence 22Radke-Yarrow, Marian, Carolyn Zahn-Waxler, & Michael Chapman. "Children's Prosocial Dispositions and… |
Sequence 23Zahn-Waxler, Carolyn. "Conclusions: Lessons from the Past and a Look to the Future." Altruism and Aggression… |
Sequence 3Presenters at the Innovation within Limits Seminar E. Thomas Casey, registered architect, came to the Taliesin Fellowship in… |
Sequence 1MARGARET E. STEPHENSON: FOLLOWING THE CHILD ACROSS THE PLANES OF DEVELOPMENT by David Kahn Margaret E. Stephenson's… |
Sequence 2Montessori Institute of Milwaukee. Miss Stephenson now lives in England, where she is an AMI lecturer, examiner, and trainer… |
Sequence 17But as well as this material territory to be exposed to the child, with the ways in which man has come into contact with other… |
Sequence 6chosen by adults are wrong. Moreover, these centers of interest are superfluous, for the child is interested in everything. Do… |
Sequence 13Houses and Montessori elementary schools increase around the world, there will probably come about an increasing demand for… |
Sequence 30REFERENCES Gross, Michael. Montessori' s Concept of Personality. Diss. U of Nebraska, 1976. Livingstone, Richard.… |
Sequence 32Koch, S., & D. Leary, eds. A Century of Psychology as Scie11ce. New York: McGraw-Hill, 1985. Lerner, R. 011 the… |
Sequence 23REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 17First Column: Preparation for Adult Life (Humanities) Montessori's three thematic approaches to history are The Study of… |
Sequence 18the Scientific Revolution, and England and America during the Indus- trial Revolution. For each academic year, we will select… |
Sequence 29purpose. That means precisely that history and its purpose cannot make sense to a community without a purpose. If there is no… |
Sequence 1THE w ORK OF THE CHILD AND COSMIC EDUCATION by Peter Gebhardt-Seele Projecting a utopian world free from developmental… |
Sequence 9REFERENCES Montessori, Maria. Kosmische Erziehung [Cosmic Ed11ca- lio11J. Freiburg, Germany: Herder, 1988. German trans-… |
Sequence 14REFERENCES Eliot, Lise. What's Going On in There? How the Brain and Mind Develop in the First Five Years of Life. New… |
Sequence 1HOMO LOQUENS: LANGUAGE IN THE CONTEXT OF COSMIC EDUCATION by Margaret E. Stephenson Placing language in the context of human… |
Sequence 2Then, perhaps, we would have children and teenagers and also adults able to use language intelligently in a culture of… |
Sequence 3then be false to any man." Shakespeare, that great player with words- and what a testimony that is to the spirit and… |
Sequence 17REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 30Graves, Donald. "Making Meaning Clear: The Logic of Revision." Journal of Basic Writing (1981, Fall/Winter… |
Sequence 9· It paraphrased Montessori on the psychological characteris- tics of the adolescent. • It emphasized the development of the… |
Sequence 4ization: Theory and Research. Ed. D. Goslin. New York: Rand McNally, 1969. Kohlberg, L., & C. Gilligan. "The… |
Sequence 7together and pull other people into their goals such as Greenpeace. Do you know how efficient recycling would be if only one… |
Sequence 134. To encourage the students to explore their widening world and to consider themselves as responsible citizens of our… |
Sequence 6Social life is notsittingin a room together or living in a city. It does not regard social relations. The essence is that… |
Sequence 17The parents have to accept that you cannot give guarantees for one year. We can guaran- tee that we will get the child to a… |
Sequence 5Joosten: Scientifically speaking, then already you do not have your experiment. Erdkinder Atlanta: It would be better to keep… |
Sequence 1Joosten: You say that the first-year children may not be able to manage more than four and a half days. You also are a mother… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 13sure to have placed on them. Academically. They have exerted their own pressure upon themselves during the years from six to… |
Sequence 2After the Second World War, several secondary Montessori schools were founded in Germany. In general, they followed the same… |
Sequence 8A difficulty, certainly felt in Europe-but in this country too-is the anxiety related to curriculum: that students might not… |
Sequence 11part of my thinking. It seems that what others do around you rubs off on you. So we need not be concerned about our Erdkinder… |
Sequence 17movements of Germany at the time. Why attach a German name to a concept that was originally presented in Italian and published… |
Sequence 18and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this… |
Sequence 21reason that the twentieth century was early christened the "Century of the Child." At the same time that… |
Sequence 22university where he buried himself in theology and philosophy with an eye to the ministry, eventually finishing his doctoral… |
Sequence 23students to apprentice themselves to master craftsmen, usually school employees or experts brought to the school for that… |
Sequence 25tantly, education were all associated almost exclusively with the city, which grew as a cultural rather than industrial center… |
Sequence 26Finally, academic learning was to be closely tied to the interests of the students and was to be thoroughly integrated with… |
Sequence 28techniques of gardening. These courses eventually developed into multi-week excursions to the country, where fire-building,… |
Sequence 29ideas of Erdkinder out of this milieu is the thesis that the documenta- tion in this paper seeks to demonstrate. She as much… |
Sequence 3really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 4INTERNATIONAL BIBLIOGRAPHY OF TEXTS CONCERNING ERDKINDER Excerpted from Winfried Bohm. International Montessori Bibliogra… |
Sequence 12THE FUTURE OF ERO KINDER The school where the children live, or rather their country homes, can also give them the… |
Sequence 5king, and he needed a queen. He needed a good queen, a queen with experience. Louis and I were separated on the first day of… |
Sequence 6And in 1189, Henry died, leaving the throne to my beloved son Richard the Lionhearted. Rkhard knew he was my favorite, and… |
Sequence 17Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 10Hopefully this weekend has given you a little renewal of this vision. I want to give you two quotes. One is from E.M. Standing… |