Search Inside Documents
Displaying results 1 - 82 of 82
Sequence 3ality, let us then also recognize that it was built on respect for the child in this capacity, on recognition of his place in… |
Sequence 12The sense of awe may seem less evident, but it becomes apparent in early adolescents' not uncommon bewildered fascination… |
Sequence 19THE CONSEQUENCES OF FLOW There are many reasons why experiencing flow is beneficial. Per- haps the most important is also the… |
Sequence 12I said, uoh my God, how can they use the word creative in connection with synchronized swimming?," which to me… |
Sequence 13excavating ruins and describing how to build. The techniques, the skills, the information about building and sculpting were… |
Sequence 23REFERENCES Alston, P., ed. The Best Interests of the Child: Reconciling Culture and Human Rights. Florence, Italy:… |
Sequence 18• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 81• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 3condition and ultimate destiny as individuals and as members of a human race. It calls us to a "heads up"… |
Sequence 16And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 17Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 85Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 86And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 15We tell many stories of the great and famous inventions and discoverers of history from Archimedes to the present, and other… |
Sequence 3work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 28of earning one's mind. Earning one's freedom. Or so it seems in those ancient texts. Should a realizable curriculum… |
Sequence 44rupting the good principles of their original virtuous nature ... but the true, content mortal alone earns and cultivates… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 17form several tragedies in a single day long tour de force. In order to ensure that all the invited nobles and their retinues… |
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 5From Childhood to Youth 7 most and she constantly supported her. In her own family, Renilde had admired the scholarly,… |
Sequence 1214 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 13On the Move with the "New Child" I 15 attention to the study of the dynamics of child psichic life. The… |
Sequence 16School, Family and Society 133 5 Montessori reports on her Barcelona experience in / bambini vive111i 11ella Chiesa. Note di… |
Sequence 17152 Parr Two - For a Science of the Formation of Man Montessori mitigated the tone of a short reference to the conditions of… |
Sequence 2194 Maria Montessori Through the Seasons of the "Method" handicapped child], in Vita dell 'i11fwda.… |
Sequence 3Maria Montessori Through the Seasons of the "Method" 195 Dal/'Unita ad oggi. Da contadini a operai (… |
Sequence 5Maria Montessori Through the Seasom of the "Method" 197 D'Arcangeli M. A., Luigi Credaro e la Rivista… |
Sequence 8200 Maria Montessori Through the Seasons o_f the "Method'' Rome, Edizioni "Vita dell'… |
Sequence 14206 Maria Montessori Through the Seasons of the "Method" "Notizie sul movimento per il metodo… |
Sequence 15Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 1211 Maria Montessori Through the Seasons of the '·Method'" Index of Illustrations Illustrations I, 2, 9,… |
Sequence 31See Chapter Ill, "My Contribution to Experimental Science" in The Advanced Montessori Method: Volu111e One (… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 7141 Leonard • Deepening Cosmic Education of everything from a tiny molecule of glucose to the work of bacteria, bats, oak… |
Sequence 1the adolescent: taKinG on the tasK of huManity— conductinG the dialoGue between nature and suPranature by Laurie Ewert-… |
Sequence 1Making The Inner Self Vivid By Jeanne Franklin Chery Jeanne Chery is an elementary teacher at Ruffing Montessori School in… |
Sequence 36 Savoye, Jo Wood & Welter, Marsha Breitman. (1974). In the classroom: Brayer painting, vegetable printing, fish… |
Sequence 142. History of Education Quarterly. Burstyn, Joan. (1979). 19, 145-49, (5). 3. Journal of Teacher Education. Haberman,… |
Sequence 8485 Raman, S. P., & Bowen, Elizabeth L. (1975). Nutrition and development. The Constructive Triangle, l, 41-46, (6… |
Sequence 21ality, let us then also recognize that it was built on respect for the child in this capacity, on recognition of his place in… |
Sequence 82The sense of awe may seem less evident, but it becomes apparent in early adolescents' not uncommon bewildered fascination… |
Sequence 141THE CONSEQUENCES OF FLOW There are many reasons why experiencing flow is beneficial. Per- haps the most important is also the… |
Sequence 77I said, uoh my God, how can they use the word creative in connection with synchronized swimming?," which to me… |
Sequence 78excavating ruins and describing how to build. The techniques, the skills, the information about building and sculpting were… |
Sequence 209REFERENCES Alston, P., ed. The Best Interests of the Child: Reconciling Culture and Human Rights. Florence, Italy:… |
Sequence 166• human settlement and needs of settlement, including impact studies • evolution of the environment in relation to human… |
Sequence 39condition and ultimate destiny as individuals and as members of a human race. It calls us to a "heads up"… |
Sequence 176And also: "This solidarity between human beings, which projects itself into the future and is sunk in the remotest… |
Sequence 177Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 137We tell many stories of the great and famous inventions and discoverers of history from Archimedes to the present, and other… |
Sequence 189work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 1691948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 157of earning one's mind. Earning one's freedom. Or so it seems in those ancient texts. Should a realizable curriculum… |
Sequence 173rupting the good principles of their original virtuous nature ... but the true, content mortal alone earns and cultivates… |
Sequence 160FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 233Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 247form several tragedies in a single day long tour de force. In order to ensure that all the invited nobles and their retinues… |
Sequence 268hand 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 21From Childhood to Youth 7 most and she constantly supported her. In her own family, Renilde had admired the scholarly,… |
Sequence 2814 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 129On the Move with the "New Child" I 15 attention to the study of the dynamics of child psichic life. The… |
Sequence 147School, Family and Society 133 5 Montessori reports on her Barcelona experience in / bambini vive111i 11ella Chiesa. Note di… |
Sequence 166152 Parr Two - For a Science of the Formation of Man Montessori mitigated the tone of a short reference to the conditions of… |
Sequence 208194 Maria Montessori Through the Seasons of the "Method" handicapped child], in Vita dell 'i11fwda.… |
Sequence 209Maria Montessori Through the Seasons of the "Method" 195 Dal/'Unita ad oggi. Da contadini a operai (… |
Sequence 211Maria Montessori Through the Seasom of the "Method" 197 D'Arcangeli M. A., Luigi Credaro e la Rivista… |
Sequence 214200 Maria Montessori Through the Seasons o_f the "Method'' Rome, Edizioni "Vita dell'… |
Sequence 220206 Maria Montessori Through the Seasons of the "Method" "Notizie sul movimento per il metodo… |
Sequence 221Maria Montessori Through the Seasons of the "Method" 207 Giunti-Bemporad Marzocco, 1970. Prezzolini G.,… |
Sequence 225Maria Montessori Through the Seasons of the '·Method'" 211 Index of Illustrations Illustrations I, 2, 9,… |
Sequence 131See Chapter Ill, "My Contribution to Experimental Science" in The Advanced Montessori Method: Volu111e One (… |
Sequence 125115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 151141 Leonard • Deepening Cosmic Education of everything from a tiny molecule of glucose to the work of bacteria, bats, oak… |
Sequence 185175 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the adolescent: taKinG on the tasK of huManity—… |
Sequence 78Omares1 Dr. Columbia. SC 29210 Elementary teacher before August I. Ten year old. year-round school for potentially-gifted.… |
Sequence 49Making The Inner Self Vivid By Jeanne Franklin Chery Jeanne Chery is an elementary teacher at Ruffing Montessori School in… |
Sequence 116 Savoye, Jo Wood & Welter, Marsha Breitman. (1974). In the classroom: Brayer painting, vegetable printing, fish… |
Sequence 222. History of Education Quarterly. Burstyn, Joan. (1979). 19, 145-49, (5). 3. Journal of Teacher Education. Haberman,… |
Sequence 9285 Raman, S. P., & Bowen, Elizabeth L. (1975). Nutrition and development. The Constructive Triangle, l, 41-46, (6… |