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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 19Hannaford, C. S111nrl Moves: Why Leaming ls Not All i11 Your Head. Arlington, VA: Great Ocean Publishers, 1995. Hart, R.… |
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 7• Figure 1. Two charts illustrating spiritual territory. The first chart, the one on the left, depicts" all sorts of… |
Sequence 12Therefore, this idea of language as being something that divides as well as something that unites is very important and very… |
Sequence 13I also remember that, when l was a university student (even more years ago), it was very common, almost fashionable, to talk… |
Sequence 25Montessori, Maria. Unpublished lecture. International Montessori Conference. Amsterdam. 1950. Montessori, Mario M. The… |
Sequence 7Finally, we need to tell stories that arise out of the children's interests. If a child comes in and shares something… |
Sequence 26studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 12diverse group of students in the classroom. The group talked about ethnocentrism and prejudice, stereotyping and cultural… |
Sequence 14Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 15Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 17BOOKS FOR CHILDREN Earthworms Kalman, Bobbie. The Life Cycle of n11 Enrl/1wor111. New York: Crabtree, 2004. Simon, Seymour… |
Sequence 4process itself. As a result, their self-formation and appreciation of the strengths that they did possess were actually… |
Sequence 4human function of language is reflected in the book of Genesis. In the first pages we read: When the Lord God had formed out… |
Sequence 11Montessori, Maria. Tile For111ntio11 of Mn11. 1955. Oxford: Clio, 1989. Montessori, Maria. Unpublished lectures. Dr. Maria… |
Sequence 18REFERENCES Arensburg, Baruch, & Anne-Marie Tillier. "Speech and the Neanderthals." Endeavour 15.1 (… |
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 25Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 28Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 6potential friends. Tt is not that difficult, but it is not natural. If we consider them potential enemies, believe me, they… |
Sequence 2ated this side of our mission when she es- tablished Educateurs sans Fronticres to offer support and inspiration to the… |
Sequence 5Montessori principles and practices unfold and the children blos- som in the same way as we see all over the world. From this… |
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 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 3Mary, with her brother and father, searched for, col- lected, and sold "curies" (short for "… |
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 20CONCLUSION Fundamental to the Montessori approach to learning are the three respects-respect for self, respect for others (… |
Sequence 1MONTESSORI INTERNATIONALISM AND PEACE by Susan Mayclin Stephenson Over the past decade, S11sa11 Stephenson !,as been an… |
Sequence 16Tile Arts The arts of the Himalayan region are astounding. The colors are rich and the images reflect thousands of years of… |
Sequence 23to a Bhutanese-Tibetan teacher named Lhamo Pemba, who had re- ceived her AMI Primary Diploma in London years earlier. Lhamo… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
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 2Science and Socie~1•: Phrenasthenic Children l7 an aspect which would also characterize her speech in the London congress of… |
Sequence 318 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
Sequence 722 Part One - Toward the Children's House: The Formation Years and the suitable education methods for each case. The… |
Sequence 2Science and Society: The Woman Question 27 How to deal with claims of woman's inferiority? By abandoning the reasons of… |
Sequence 328 Part One - Toll'ard the Children ·s !louse: The Forma1io11 Years social and cultural sensibility, that is a coming… |
Sequence 4Science and Society: The Woman Q11es1io11 29 effective action that everywhere honored women's industriousness and left… |
Sequence 530 Part One - Toward the Children's /louse: The Formation Years wages of their male colleagues - and intellectually,… |
Sequence 12Science and Society: The Woman Question 37 11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
Sequence 4106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
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 6School, Family and Society 123 Moreover, in 1918 Montessori had been received in private audience with pope Benedict XV,… |
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 14School. Family and Society 131 Montessori movement to the Italian pedagogical sphere. The journal continued its existence… |
Sequence 15132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 16School, Family and Society 133 5 Montessori reports on her Barcelona experience in / bambini vive111i 11ella Chiesa. Note di… |
Sequence 1l55 Chapter IV Far from Italy: First Europe and then India IV.1 The Montessori movement without Maria Montessori ln 1930… |
Sequence 2156 Part Two - For a Science <1/'the Formation of Man and which drew participants from twenty-two different… |
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 3Maria Montessori Through the Seasons of the "Method" 195 Dal/'Unita ad oggi. Da contadini a operai (… |
Sequence 9Maria Afontessori Through the Seasons of the "Method" 20 I de/le dmme italia11e, year I, no.6, 19 February… |
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 4veloped, the interaction of that individual with the world, and ulti- mately their effect on the world, depends a great deal… |
Sequence 7If a three-to-six-year-old child can keep his house clean and tidy, serve at a table, and wash the dishes, then why would an… |
Sequence 21Montessori National Curriculum Framework References Australian Education Ministers 2008, Melbourne Declarat,on on EducatJonal… |
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 13section, "Self-Expression" is an intrinsic need of the human being who is shaping a conscious seH with an… |
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 30clarify that, even though we have limited our discussion here to the kerygma-the Christian message-we have been speaking… |
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 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 1cosMic education by Margaret E. Stephenson Margaret Stephenson begins with the reasoning elementary child as he answers… |
Sequence 2120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 4122 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Education cannot be dismissed as an insignificant factor in people’s… |
Sequence 9143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 1the adolescent: taKinG on the tasK of huManity— conductinG the dialoGue between nature and suPranature by Laurie Ewert-… |
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 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 1movement and character lecture, london, 1946 by Maria Montessori Dr. Montessori’s words from the 1946 London Lectures… |