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Sequence 84A History of War and Peace "Enchance. Mademoiselle." An exercise in grace and courtesy, Paris, 1918… |
Sequence 91In Europe we had aprons far each activity. I think this came down from the Middle Ages, when each trade had its own costume… |
Sequence 92Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 128Montessori College Oost, Amsterdam, 2000 Architect: Herman Hertzberger Side view of the school Technical lesson Workshop… |
Sequence 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 175Letter from Morio M. Montessori to Morgot Woltuch, February 6, /950 This letter, written during Morio Montessori's 80… |
Sequence 14complexities involved in the maintenance or the loss of life. One message that is apparent is that Life is fragile and… |
Sequence 43exhibited in the later, experienced, seasoned tone of the old Plato of his last work, The Lnws. Intimidating? You bet. In… |
Sequence 10the good leader, the good manager will exercise that power in a partnership structure. These are very important distinctions… |
Sequence 8How do we both direct and protect the power of the will so that it can grow? This, in my opinion, is our greatest challenge… |
Sequence 13For example, a common reason for referral is that the child is observed to be quite vulnerable to distraction and to have… |
Sequence 6Through MIP, we developed a program for adolescents with AS called the Prelude to Inclu- sion(\ which embraces the… |
Sequence 3Two-year-olds are sometimes called "the terrible twos." But in an environment that meets their needs, they… |
Sequence 12comes of their studies, they are met with a mixture of alternative, complementary, and unrelated studies, provided by their… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 11ing the second year of our program, a student with a passion for marine biology set up a fifty-gallon marine reef aquarium.… |
Sequence 4Figure 1. Timeline of mathematics. Graphic by David Waski. primary tracking mechanism used in our schools today. It has bad… |
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 2"new child," the "spiritual embryo," endowed with inner wisdom, independence, dignity,… |
Sequence 4be left behind. This truly synthetic endeavor implies a drive forward towards a higher and spiritual goal, a better world,… |
Sequence 5courses in the constant back and forth between self and other, in the dynamics of going out for ex- ploration and coming… |
Sequence 11children are offered more and more challenge to their hand-under close supervision-we find they are capable of doing many… |
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 4into adolescence. (My future plans, when all of us are on one cam- pus, would be for the sixth-years to continue as… |
Sequence 8munity. Her pride was enormous and she hated being singled out as needing extra help. Often I would spend half our time… |
Sequence 21Learningdisabilitiescan affect some or all of the following domains: reading, attention, or language (articulation,… |
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 3weather, built environments, and the social circumstances of daily life). Carefully designed natural environments can help… |
Sequence 14the circle in printing the letter b; they form the circle before drawing the vertical line in printing the letter d. Anna… |
Sequence 2When I met Dana she was three years old. She was lying on a mat in an overcrowded day room of an institution surrounded by… |
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 28(The Culture of Educntio11), that we have to come to a point today where it is difficult to persuade youngsters that there is… |
Sequence 13I also remember that, when l was a university student (even more years ago), it was very common, almost fashionable, to talk… |
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 19a lesson on some of these things that they've had before is kind of boring for them because there isno context for it. So… |
Sequence 42ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 15In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 10In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 4process itself. As a result, their self-formation and appreciation of the strengths that they did possess were actually… |
Sequence 1HIGH ANXIETY, THE SEQUEL by Patrick F. Bassett Patrick Bassett offers wan11th, h11111or, and opti111is111 for independent… |
Sequence 3REVISITING SKILLS This historical approach helps tremendously with one of the big- gest challenges I face, and that is 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 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 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 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 2Antioch, also contributing to an early form of globalization. This trend continued with the trade links between the Roman… |
Sequence 12needs, something larger and greater than their obvious goals was being achieved. With each additional new idea and discovery,… |
Sequence 12to nature stimuli on morning nature walks would yield restorative benefits (e.g., better concentration, greater ease of… |
Sequence 27were tracked across the school day by segregating the pools of Tuesday /Thursday and Wednesday /Friday ESM signals into three… |
Sequence 7The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
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 13Rather than writing rhapsodically with no formal limitations, Beethoven uses a given form and then innovates within that.… |
Sequence 26Pink writes: Ultimately, [intrinsically motivated] behavior depends on three nutrients: autonomy, mastery, and purpose. [This… |
Sequence 6Not that the first and third periods (as I am describing them) aren't important. Without a carefully prepared first-… |
Sequence 17Second Period-Work of the Student with Adult Guidn11ce • Research, experimentation, reading, inquiry, discus- sion, and data… |
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 318 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
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 16the later attachment to the words we use for those actions. "Never give more to the mind than you do to the hand,… |
Sequence 25about storytelling, we're on solid ground to say that when engaged in storytelling, children are processing at many… |
Sequence 15a table, then say tnble and pause, the child will practice the word. In any case, now the new child knows what we call a table… |
Sequence 7sonal formation and practical training to be able to make it happen. The primary goals of Montessori education are the… |
Sequence 13Summarizing the key findings of Stuart Brown's research forces us to take a close look at the following realities: 1.… |
Sequence 4veloped, the interaction of that individual with the world, and ulti- mately their effect on the world, depends a great deal… |
Sequence 2PERSONAL EXPRESSION by Laurie Ewert-Kroeker fll view of the creative expressions of 1n11sic, the arts, and /a11g11age, La11… |
Sequence 5importance of this particular sensitivity in the adolescents we work with or, on the other hand, how often, out of genuine… |
Sequence 1p AYS TRIBUTE TO AUSTRALIA NAMTA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
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… |