Skip to main content
  • Maria Montessori
    • Maria Montessori's Life
      • Timeline
      • Biography
      • Early Years
    • Maria Montessori's Work
    • Maria Montessori's Travels
    • Awards and Honours
      • Honorary Doctorate University of Durham
    • Objects and Treasures
    • Photos, Videos and Audio
      • Audio
      • Photographs
      • Videos
    • Colleagues and Friends
    • Courses and Students
      • Courses Given by Maria Montessori
    • Montessori Materials
    • The Press
  • Publications
    • Books and Writings
      • Publishing History
      • Montessori Book Translations
      • Montessori-Pierson Publishing Company
    • Treasure Articles
    • AMI Journal
    • The NAMTA Journal Collection
    • The NAMTA Journal Listing
    • Montessori Quotes
  • Archives
    • Search Archives
    • Special Collections
    • Search Inside Web Archives
    • Search Inside Documents
  • News
  • Maria Montessori
    • Maria Montessori's Life
      • Timeline
      • Biography
      • Early Years
    • Maria Montessori's Work
    • Maria Montessori's Travels
    • Awards and Honours
      • Honorary Doctorate University of Durham
    • Objects and Treasures
    • Photos, Videos and Audio
      • Audio
      • Photographs
      • Videos
    • Colleagues and Friends
    • Courses and Students
      • Courses Given by Maria Montessori
    • Montessori Materials
    • The Press
  • Publications
    • Books and Writings
      • Publishing History
      • Montessori Book Translations
      • Montessori-Pierson Publishing Company
    • Treasure Articles
    • AMI Journal
    • The NAMTA Journal Collection
    • The NAMTA Journal Listing
    • Montessori Quotes
  • Archives
    • Search Archives
    • Special Collections
    • Search Inside Web Archives
    • Search Inside Documents
  • News
Donate

Breadcrumb

  1. Home
  2. Search Inside Documents

Search Inside Documents

Displaying results 1401 - 1500 of 2415

The NAMTA Journal, Volume 21, Number 2, 1996, Spring

Sequence 32
Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology…
Sequence 33
Gruber, H. (1974). Darwin on man: A psychological study of scientific creativity. New York: Dutton. Haney, W., &…
Sequence 34
Resnick, L. (1987). The 1987 presidential address: Learning in school and out. Educational Research, pp. 13-20. Rogoff, B. (…
Sequence 49
REFERENCES Gardner, H. (1993). Frames of mind (2nd ed.) New York: Basic Books. (Original work published 1983) Hermstein, R…
Sequence 69
CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked…
Sequence 83
• Good and strong preparation of teachers/ guides Two quotes follow, giving us food for thought about the future. First, in…
Sequence 84
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. Montessori, M. (1994). The absorbent mind. Oxford: Clio…
Sequence 101
games were once part of natural play, and there is nothing to replace their contribution to neurological organization for the…
Sequence 105
THE MATHEMATICAL INTELLIGENCE SEEN THROUGH THE LENS OF THE MONTESSORI THEORY OF THE HUMAN TENDENCIES Kay M. Baker Dr. Baker…
Sequence 120
was a cognitive psychologist he was a biologist, so maybe there's something about watching growing things that makes you…
Sequence 127
story? The brain knows that the spiritual feelings that people have are important. You have to deal with that in some way. In…
Sequence 131
Donaldson, M. (1978). Children's minds. New York: W. W. Norton. Feuerstein, R. (1980). The dynamic assessment of…
Sequence 142
Follow the child. Trust her judgments. Inspire trust by trusting. Why does it seem so difficult? Follow the child. Find…
Sequence 149
Decision-maki_ng by the students is important. Under the guid- ance of the resident adults, they decide what to plant, which…
Sequence 150
Greek, ·French, Latin, science, history. High school ends with the toughest exam in one's life. Without passing it, one…
Sequence 154
rewarded. We did trust her with our 6- to 12-year-olds. That was more of a challenge, because there is a competing model, the…
Sequence 168
bility. What is it? We do not know, but we must hasten to find out. It must be the child who reveals to us what happens during…
Sequence 177
spiritual exercises, having found the path ... of ascent to the inner heights of the soul" (1949 /1984, p. 207). Is…
Sequence 182
When something is amiss in our classroom, in our school, among the parents, or within ourselves, why not take Montessori'…
Sequence 201
independence in the child's life. Dr. Sears states, "Independence is not, in itself, one of our most important…
Sequence 209
MONTESSORI TODAY: A COMPREHENSIVE APPROACH TO EDUCATION FROM BIRTH TO ADULTHOOD, BY p AULA POLK LILLARD by David Kahn…
Sequence 222
And these separate energies, finding nothing to satisfy them, give rise to innumerable combinations of wrong and deviated…
Sequence 246
In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant…
Sequence 268
sibilities/ advancement. Mail hand- written cover letter, resume with ref- erences to: Maria Montessori Ctr., 32450 W. 13…

The NAMTA Journal, Volume 21, Number 3, 1996, Summer

Sequence 14
THE CHILDREN' s HOUSE by Lili E. Peller Lili Peller' s interest in creating the right environment as a decisive…
Sequence 30
THEORIES OF PLAY by Lili E. Peller As a Montessorian and psychoanalyst, Lili Peller provides a developmental perspective on…
Sequence 45
Bornstein, B. (1935). Phobia in a two-and-a-half-year-old child. Psa. Quart., 4. Erikson, E. H. (1937). Configurations in…
Sequence 73
importance of modelling appropriate behavior not merely for the children but for their parents as well! REFERENCES Corbett,…
Sequence 82
space is not very large, but it allows the children access to the outdoors at any time. We use this space all year long for…
Sequence 91
be whether that is significant and which environmental factors mitigate or aggravate it. This information is not publicized,…
Sequence 92
Belsky, J., & Braungart, J. M. (1991). Are insecure-avoidant infants with extensive day-care experience less stressed…
Sequence 101
Real learning gets to the heart of what it means to be human. Through learning we recreate ourselves. Through learning we…
Sequence 124
The design of seating and gathering areas can add playfulness to an educational site, creating an inviting, whimsical…
Sequence 144
The days are flying by. In two days I'll be home away from this place I can freely calJ home. Away from my house, my…
Sequence 156
The Center for Socratic Practice The Judson Montessori School 705 Trafalgar San Antonio, Texas 78216 (210) 344-3117…

The NAMTA Journal, Volume 22, Number 1, 1997, Winter

Sequence 43
REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of…
Sequence 50
is try or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you…
Sequence 83
story told by an Inuit woman to ethnologist Rasmussen early in this century: In the very earliest time when both people and…
Sequence 120
• "You can tell a story and not make it boring. You learn to get your point across. It's better to tell a story…
Sequence 121
Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).…
Sequence 123
EVOLUTION AND FLOW by Mihaly Csikszentmihalyi Dr. Csikszentmihalyi presents his theory of "flow" in the…
Sequence 147
chemicals is obviously an attempt to recapture some of the qualities of optimal experience by artificial means. Alcohol,…
Sequence 178
REFERENCES Montessori, M. {1966). The secret of childhood. New Delhi: Orient Longmans. (Original work published 1936)…
Sequence 188
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered…
Sequence 192
learning approaches. This strong concern of the teachers points to the test's lack of balance in supporting a wide…
Sequence 237
inclusive community, not one that divides them in order to conquer, but one that unifies them in order to set them free. I…
Sequence 238
Healy, J. (1990). Endangered minds: Why children don't think and what we can do about it. New York: Touchstone/Simon…
Sequence 258
Salary scale based on degrees and ex- perience. Excellent benefits. For an application call Brian Giersch, Supvr. of…
Sequence 260
New Jersey, 28 Conrow Rd., Delran, NJ 08075, 609/461-2121. New York 33 year established growing schools seeking a trained 0…

The NAMTA Journal, Volume 22, Number 2, 1997, Spring

Sequence 14
But before we do that, let me talk a little bit about what these activities are like. After I did these original interviews,…
Sequence 50
And I said, "Well, don't worry. Just go out and stop people in the street and within half an hour you will find…
Sequence 80
religion, etc. So the question is, to what extent is the field in your organization open to change? Sometimes a discipline or…
Sequence 89
As they grew up in adolescence, almost all of these people felt, of course, marginal, because they did not conform to the…
Sequence 107
REFERENCES Foster, R. (1978). Celebration of discipline. New York: Harper & Row. Krishnamurti, J. (1953).…
Sequence 115
adult and the children, as these expressions of the spirit pour out of their daily experiences of togetherness-their oneness…
Sequence 121
of the intellect for its own sake. The reasoning mind has a much grander task: The work of humanity that always loves more,…
Sequence 126
REFERENCES Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.…
Sequence 141
REFERENCES Gebhardt-Seele, P. (1997). Evaluating experiences in adolescent programs. The NAMTA Journal, 22(1), 14-21.…
Sequence 155
the children applaud-they seem to be so delighted with this period of silence they impose on themselves. MUTUAL Am AND…
Sequence 161
It is possible to conceive a universal movement for human reconstruction which follows a single path. Its sole aim is to help…
Sequence 199
At least some of the teenagers in this study were demonstrating that they understood the requirements of growth. They had…
Sequence 200
Kobasa, S.C., & Maddi, S.R. (1977). Existential personality theory. In R. Corsini (Ed.), Current personality theories…
Sequence 211
small school, located in a newly reno- vated barn, with 3-6 and 6-9 classes. Our farm setting lends itself to gar- dening…
Sequence 215
the mission of the School is to invest in effective and committed Montessori teachers in order to ensure academic excellence…
Sequence 217
Assistant to Infancy sought to fill preg- nancy leave, starting immediately, with potential for continued team teaching…

The NAMTA Journal, Volume 22, Number 3, 1997, Summer

Sequence 39
between practitioners and philosophers is essential for the eventual development of an Erdkinder. Returning to the chart, Mr…
Sequence 70
It was also decided that the proceedings of the Colloquium would be transcribed, circulated to all the participants, and…

The NAMTA Journal, Volume 23, Number 1, 1998, Winter

Sequence 36
WHY REWARDS FAIL How come? Very quickly, let me suggest a couple of possible reasons (see Figure 2). If you want more on any…
Sequence 65
had they not had a democratic class meeting about something appar- ently irrelevant like how do we want to decorate our room.…
Sequence 66
Kohn, A. (1992) No contest: The case against competition (Rev. ed.). Boston: Houghton Mifflin. Kohn, A. (1993). Punished by…
Sequence 103
• Use the "gentling the violence" technique, developed by a Hungarian woman named Magda Gerber, who founded…
Sequence 104
Branden, N. (1997). The art of living consciously. New York: Simon & Schuster. Briggs, D.C. (1970). Your child's…
Sequence 114
goal-oriented individual. The thirst for knowledge, the spontaneous desire to discover and explore, is supported by and…
Sequence 125
We will come to realize that each child has artistic potential and each child will relish the deep satisfaction derived from…
Sequence 142
fixed in your mind. What is your place in the cosmos? What is the child's place in the cosmos? What is our purpose on the…
Sequence 143
Fried an, B. (1962). The feminine mystique. New York: Houghton Mifflin. Mann, A. (1996, August). [Untitled workshop]. In…
Sequence 172
So with medicine. The first recognition would be that there cannot be well humans on a sick planet. The way to human well-…
Sequence 174
Theologically, the responsibility of the human is to perceive the evolutionary universe as the primary revelatory experience…
Sequence 200
The Psalms which reflect lamentation and thanksgiving might be seen as part of the cultivation side of the dyad. As injustice…
Sequence 208
REFERENCES Anderson, B.W. (1986). Understanding the Old Testament (4th ed.). Englewood Cliffs, NJ: Prentice Hall. Anderson,…
Sequence 232
particular case, the teacher was talking about the invasion of China by Genghis Khan in 1213 and how Genghis Khan moved down…
Sequence 238
is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to…
Sequence 244
culture, not because it failed, but because it succeeded beyond their wildest dreams. In other words, using the old Platonic…
Sequence 260
quite accurate analysis. I think we all have to realize that farms like mine are being destroyed in California. All of my…
Sequence 326
Grazzini, C. (1996). The four planes of development. The NAMTA Journal, 21(2), 208-241. Kahn, D. (1997a). Normalization and…
Sequence 334
My own experiences working with children and farming con- firmed what Sarver (1985) postulates: that caring for another im-…
Sequence 337
studied, the experience of working with the earth and connecting it to curriculum only enhanced the learning. Despite the…
Sequence 364
settings and is currently enrolled in the Elementary training course would be preferred. Competitive salary and benefits.…

The NAMTA Journal, Volume 23, Number 2, 1998, Spring

Sequence 9
which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of…
Sequence 33
where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was…
Sequence 36
direttamente da Dio. lo nascondo il mio immenso potere e lo uso per ridurre la mia divinita a umanita- per diventare come te…
Sequence 37
discoveries of Maria Montessori, which are set forth in this book, special assistants were trained to guide the mothers in the…
Sequence 40
Kodaikanal, India THE KooAIKANAL EXPERIENCE: KAHN-MONTESSORI INTERVIEW by David Kahn David Kahn: You once alluded to…

The NAMTA Journal, Volume 24, Number 1, 1999, Winter

Sequence 40
THE INTEGRATION OF CULTURES: THE MONTESSORI CONTRIBUTION by Winfried Bohm translated by Devan Barker In this masterful…
Sequence 54
Montessori, Maria. "Gott und das Kind." Trans. Helene Helm- ing. Mitteilungen der Deutschen Montessori-…
Sequence 57
La Dottoressa wanted to find out more about me: the how and the why and the who and the what. Her approach to people was to…
Sequence 61
ing fourteen leaf-shaped insets with wooden frames. The study of leaves launched the children into a detailed and particular…
Sequence 90
It is important for us not to change the vision of Dr. Montessori by creating a reductive attitude to what we do, by focusing…
Sequence 110
Montessori, Maria. The Montessori Method. Trans. A. George. 1912. New York: Schocken, 1962. Montessori, Maria. The Secret of…
Sequence 123
REFERENCES Aries, P. Centuries of Childhood. New York: Vintage, 1962. Csikszentmihalyi, M. Flow: The Psychology of Optimal…

Pagination

  • First page First
  • Previous page Prev
  • …
  • Page
    11
  • Page
    12
  • Page
    13
  • Page
    14
  • Current page
    15
  • Page
    16
  • Page
    17
  • Page
    18
  • Page
    19
  • …
  • Next page Next
  • Last page Last

Extracted Agents from OCR

  • Montessori (1001)
  • Maria (649)
  • Maria Montessori (480)
  • Schocken (382)
  • AMI (360)
  • Education (312)
  • Oxford (308)
  • Harper (195)
  • David (159)
  • Mario (141)
  • Kahn (139)
  • New (130)
  • Inc (123)
  • Cambridge (122)
  • AMI Communications (110)
  • American Montessori Society (109)
  • Simon (105)
  • John (103)
  • Ballantine (101)
  • Peace (92)
  • quot (87)
  • Claremont (86)
  • Schuster (86)
  • Clio (85)
  • Doubleday (85)
  • Montessori Education (83)
  • Brown (82)
  • Communications (82)
  • Mario M (80)
  • NAMTA (80)
  • Penguin (78)
  • Holt (76)
  • Maria Montessori's (74)
  • Thomas (72)
  • Robert (70)
  • Dewey (69)
  • HarperCollins (67)
  • Society (67)
  • Rinehart (66)
  • Claude A (65)

Extracted Places from OCR

  • India (1266)
  • United States (1109)
  • London (1105)
  • Rome (1020)
  • Italy (940)
  • England (654)
  • York (635)
  • Chicago (622)
  • sion (621)
  • Washington (602)
  • America (571)
  • Bergamo (530)
  • Montessori (527)
  • Madras (508)
  • Amsterdam (494)
  • Cleveland (447)
  • California (446)
  • Australia (392)
  • Germany (365)
  • Atlanta (359)
  • Mexico (354)
  • Boston (339)
  • Holland (339)
  • Canada (328)
  • Adyar (285)
  • France (275)
  • Denver (258)
  • Baltimore (246)
  • San Francisco (241)
  • Kodaikanal (239)
  • Africa (238)
  • American (231)
  • Ohio (231)
  • Portland (226)
  • Japan (209)
  • Netherlands (209)
  • Paris (209)
  • San Lorenzo (207)
  • (-) New York (1883)
  • (-) Europe (549)
  • Linkedin
  • Facebook
  • Twitter
  • Instagram
  • YouTube
  • Spotify
  • Apple Podcasts
  • Soundcloud
Association Montessori Internationale © 2025

AMI Montessori Archives
The digital library and archives of the
Association Montessori Internationale

Koninginneweg 161
1075 CN Amsterdam
Netherlands

+31 20 6798932
Contact Us
  • Archival Policies
  • Digital Preservation Policy
  • Digital Repository Policy
  • Preservation Digitisation Standards
  • File Naming Conventions
  • Style Guidelines and Conventions
  • Editorial Policy
Important Information
  • Impressum
  • About AMI
  • About This Website
  • Privacy Policy
  • Cookie Settings

Maria Montessori's Life and Work
AMI's archivists will share treasures illuminating the life, work, innovation and legacy of Maria Montessori.

Special Collections
The AMI Montessori Archives will feature special collections including the entire collection of the AMI Journal and The NAMTA Journal.

Our Websites
  • https://montessori-ami.org
  • https://montessori-esf.org
  • https://tot.montessori-ami.org
  • https://archives.montessori-ami.org
  • https://montessori-architecture.org
  • https://mdda.montessori-ami.org
  • https://montessoridigital.org
  • https://montessori150.org
  • https://aidtolife.org