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Sequence 266Nationalist and Independence Movements A. Origins of independence movements in Africa and Asia; B. Methods of achieving… |
Sequence 138The 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 241pleasehanddeliverormailforarrival by Monday, February 2nd, 2009 Ben Moudry Great River School 1326 Energy Park Drive St.… |
Sequence 27Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 51munity. Her pride was enormous and she hated being singled out as needing extra help. Often I would spend half our time… |
Sequence 113very odd social behavior. It turned out that this boy was obsessed with the solar system, and also that he often used this… |
Sequence 59Teaching as much as possible is not to teach somebody but to teach the subject. This tendency is justified by educational… |
Sequence 62the teacher-student relationship as opposed to chemistry as opposed to language as opposed to nature study. Each one of these… |
Sequence 109I also remember that, when l was a university student (even more years ago), it was very common, almost fashionable, to talk… |
Sequence 128Finally, we need to tell stories that arise out of the children's interests. If a child comes in and shares something… |
Sequence 226diverse group of students in the classroom. The group talked about ethnocentrism and prejudice, stereotyping and cultural… |
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 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 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 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 184veloped, the interaction of that individual with the world, and ulti- mately their effect on the world, depends a great deal… |
Sequence 182Mon<essori National Curriculum for the Second Plane of Development from Six to Twelve Years Fundamental needs of… |
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 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 262252 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to live deeply in the abiding wonder and beauty and intimacy presented… |
Sequence 292282 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 vision of the integrated indoor/outdoor experience. We must re-examine… |
Sequence 298288 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 significant services for us, such as inventing the wheel, discovering… |
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 1610 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 that of which we are fully capable. We often experience intense joy in… |
Sequence 2115 Black • Community the child can develop a life. That is why we call this institu- tion a House of Children. The idea is… |
Sequence 2216 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 ful activity upon which the child can focus her concentration. This is… |
Sequence 2620 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 able young man serving as a mentor and companion to the young man with… |
Sequence 182176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 4135 Black • Montessori All Day all the little objects made of various material, whether brass, silver or wood, laying and… |
Sequence 4236 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 optimal child development available when it is needed? We are, after all… |
Sequence 5044 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 children might climb and jump from. Well-developed outdoor spaces are… |
Sequence 5448 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Does it take a different kind of adult to successfully implement an all-… |
Sequence 5953 Cossentino • Following the Family following The familY: an overview of The BirTh-To-six research ProjecT by Jacqueline… |
Sequence 7064 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 was working towards meeting the remaining specifications listed in the… |
Sequence 9892 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Cornerstone Montessori School, St. Paul, MN |
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 112106 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Cornerstone Montessori School, St. Paul, MN |
Sequence 113107 Black and Davis • Montessori All Day, All Year MontessorI all day, all year by Connie Black and Liza Davis Introducing… |
Sequence 3123 O’Shaughnessy • The Observation Artist Jackson reports that “People who focus well report feeling less fear, frustration… |
Sequence 4840 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 5345 O’Shaughnessy and Patell • Interview on the History of Observation tion. In those days, the early days (the 1960s),… |
Sequence 5850 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 some other cause apart from what seems to be superficially obvious so we… |
Sequence 6153 O’Shaughnessy and Patell • Interview on the History of Observation MOLLY. What would you say about a child for whom… |
Sequence 6456 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Cornerstone Schools, St. Paul, Minnesota |
Sequence 6557 O’Shaughnessy • The Observation Scientist The ObservaTiOn scienTisT by Molly O’Shaughnessy Once the reasons for habitual… |
Sequence 7668 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 wOrk curves fOr individual children The practice of creating work curves… |
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 10496 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 clearly explains what is missing is the “Point of Contact” (239). Stand… |
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 120112 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 the ball tracker, put it in the tray and put it away. Isn’t that great?… |
Sequence 145137 MacDonald • Becoming a Scientific Observer for the services of these professionals and to pay for the tools and… |
Sequence 162154 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 that we have presented too late! Yet for the child, these activities do… |