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Sequence 1A MONTESSORI MULTICULTURAL ENVIRONMENT WITH SOUTHEAST ASIAN REFUGEE CHILDREN by Mw-iel W Adcock Ms. Adcock's… |
Sequence 5Another issue of particular importance was language. Within the classroom the children spoke Vietnamese, Laotian, Chinese,… |
Sequence 8The adults soon realized that the children's response was indeed substantial; concentration and independence began to… |
Sequence 1ONE WORLD, ONE DRUM by Tom Sipes My first teaching assignment was in a Catholic seminary in East Africa, in the town of… |
Sequence 1A SELECTION OF CHILDREN'S BOOKS FOR MONTESSORIANS By Charlene S. Trochta Twenty-Five Favorites: Some New, Some Old… |
Sequence 9understand the past, but don't pretend to predict the future. We can't see past processes directly, but learn to… |
Sequence 3scale, another time computing the relative distances between the plan- ets to a scale that would fit in the classroom. The… |
Sequence 2Dependent variables in the study were the motor skill of eye-hand co-ordination, visual perception skills of figure ground and… |
Sequence 6The Greek Educational Analogue We look to the classics at this point, not to suggest that a study of the ancient culture… |
Sequence 5that is overwhelming for the moment? (Elicits the collaboration of the group) Sarah: Individualizing, Lois-have you tried… |
Sequence 1CLASS DISCUSSION A Scenario For The Trivium by Journet Kahn Dr. Kahn looks at the liberal arts of logic, grammm; and… |
Sequence 1OFT-TOLD TALES by David H. Millstone With Homer as thefr guide, Vermont elementary students spend six months in a voyage to… |
Sequence 12References Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape thinking in the classroom. San… |
Sequence 19But I think that these more basic issues of working on collaboration, working on redefining the role of the teacher, on… |
Sequence 10viva] of the fittest demands, safeguarding tradition in order to under- stand how co achieve social and technical skills… |
Sequence 7achievements. Educated Victorians were more familiar with long-ago battles on the windy plains of Troy, the wooden horse, and… |
Sequence 13Had the faculty done the right kind of homework and thought clearly about the words they were using and encouraging their… |
Sequence 9awful. I hated it," I answered firmly. I had a feeling that she would not appreciate that response. It turns out I… |
Sequence 3it a little, thus relieving them of responsibility for engaging in such a childish activity. Besides, they still enjoy being… |
Sequence 14the t i n ings ngl o- fY, au & f>eau ng is po- ttry, tincf:'from the p f other na- tions, f… |
Sequence 11have been traced, and seventeen Robin Hoods. This snowballing happens because there are so few names. Even in England-… |
Sequence 9and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |
Sequence 103and meaning in the universe is one of the ways we provide a secure environment. But we also create a context in which there is… |
Sequence 1WORLD MONTESSORI: RENEWAL THROUGH COOPERATION by David Kahn What is the task confronting education? It is above all the task… |
Sequence 1MARIA MONTESSORI AND THE "GLASS HOUSE" by Alan Bonsteel, MD Dr. Bonstee/' s article not only conveys… |
Sequence 2these "deficient" children, in 1907 she took her new teaching prin- ciples to "normal"… |
Sequence 3In addition to help from her longtime assistants, Helen Parkhurst and Adelia Pyle, Montessori was accompanied by her son,… |
Sequence 4lecture extensively to wider audiences, including a combined session of the 53rd annual convention of the National Education… |
Sequence 11Once, long ago, more than 3,000 years before our time, on the island of Ithaca off the west coast of Greece, lived a king… |
Sequence 7The great work for the child, as for all humans, is to become a conscious collabo- rator with the unfolding of the universe… |
Sequence 7THE RESURGENCE OF COSMIC STORYTELLERS by Brian T. Swimme Brian Swimme' s insight into the Story of the Universe… |
Sequence 4tion of agrarianism, I will try to suggest to you, is tied to Western culture. In other words, Western culture would not have… |
Sequence 5culture, not because it failed, but because it succeeded beyond their wildest dreams. In other words, using the old Platonic… |
Sequence 7What happened? What made this unique culture? I've argued, and I think I can make the argument very briefly this morning… |
Sequence 8corporate agriculture-farm owners don't want to live where they farm because it's boring, it's dirty; they… |
Sequence 10want to use that word superiority, but Greek military prowess surely is a sign of cultural dynamism. In addition, diversified… |
Sequence 11them first to get the tangent taste out, and then you press them into olive oil. As for barley or wheat, you have to cut it… |
Sequence 14wore-that they would be absolutely formidable and terrifying against foreigners. Herodotus says that when the Persians met… |
Sequence 16digms of exclusion-not unlike modern America. The Hellenistic period is a wide-open period similar to our own, where money… |
Sequence 16the spectrum. On the small end-20- and 30- and 40-acre farms-we see a person who inherits a farm and finds out that if raisins… |
Sequence 24related but are slightly different, which we might term survival or entrepre- neurial. A: Absolutely. As I said I've… |
Sequence 13Maslow, Abraham H. The Farther Reaches of Human Nature. NY: Viking, 1971. Montessori, Maria. The Secret of Childhood. Trans.… |
Sequence 1MARIA MONTESSORI: A LEARNER TAUGHT BY CHILDREN by Robert G. Buckenmeyer In 1915, Maria Montessori traveled to San Francisco… |
Sequence 2phenomenon have more disas- trous effects than in education. Teachers have the best inten- tions, but best intentions kill… |
Sequence 11I wish you to enjoy the vision of the human being in the first season of life, blossoming at the warmth of a Person, or of a… |
Sequence 13the teacher and the scientist an Apostolic spirit. This Apostolic spirit sees not only the spirit of study about the child but… |
Sequence 21The Last Bargain "Come and hire me," I cried, while in the morning I was walking on the stone-paved road.… |
Sequence 28the ecological sense of our connection to the cosmos and other genera- tions of living beings. Our own personal destiny cannot… |
Sequence 2THE CULTURAL SIGNIFICANCE OF THE STORY OF THE UNIVERSE by Brian Swimme Edited by Connie Barlow This article portrays the… |
Sequence 8In 1915, Dr. Montessori traveled to California to attend the Panama Pacific International Exposition in San Francisco. She… |
Sequence 25Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 99Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 231In 1915, Dr. Montessori traveled to California to attend the Panama Pacific International Exposition in San Francisco. She… |
Sequence 2THE HAND-THOUGHT-LANGUAGE NEXUS by Frank R. Wilson Frank Wilson's scholarly book depicts cognitive scientists and… |
Sequence 5record of the life of the child in societies without writing. But we know that some must have grown to maturity; otherwise we… |
Sequence 1During the ride back from the hunger center, I reflected upon my encounter with poverty. When I arrived home my mother stood… |
Sequence 10Attention Grabber The Butter Battle Book, by Dr. Seuss (New York: Random House, 1984), was read to the students. Yes, middle… |
Sequence 10I repeat the same thing about money in order that the immorality and error bound up with it may be destroyed, and we must… |
Sequence 17exist in other cultures. We're not supposed to speak of Western chauvinism now, but I think that I can prove to you that… |
Sequence 18ence, and material overabundance. The nature of human nature being what it is, we would quickly, as Nietzsche said, sink into… |
Sequence 19critics. I think in this case the Right was right, that eventually our capitalist system would create so many goods and… |
Sequence 20What happened? What made this unique culture? I've argued, and I think I can make the argument very briefly this morning… |
Sequence 1or Los Angeles. But the Greeks who began to live on the farm created a chauvinism about what they did and who they were.… |
Sequence 3In addition, diversified crops don't require the same soil and climatic conditions. With diversification, now farmers… |
Sequence 4started to have threshing floors, presses, small little agricultural production centers right on their farms or shared by a… |
Sequence 7We have that legacy of dynamism in the West, for good or for evil. The danger for a Western army is always another Western… |
Sequence 8In the Hellenistic period we will see farms of 5,000, 10,000, 15,000- the largest I know of was over 70,000 acres in Egypt.… |
Sequence 3become a mechanic. They become less connected with the land. They use capital from off the farm to subsidize losses on the… |
Sequence 10happen. But the reality is that probably a.ll of the schools in this room, or the majority of them, are in urban environments… |
Sequence 8HUMANITIES PROJECTS 2000-2001 Study of the Maya I. Study of Living Things II. Technology and the Building Up of Civilization… |
Sequence 20students be able to choose to study any period, any person, any technological achievement at any time? There are good reasons… |
Sequence 30In some ways, it started with our election study, when two people were invited to each represent the views of Gore and Bush on… |
Sequence 6Balancing Creativity and Service Although creativity and social service may seem dichotomous notions, it is the combination… |
Sequence 29synchrony. New experiences and understandings reconfigure these au tom a tic patterns. Learning is required when an en… |
Sequence 8CorneJ1, Joseph Bharat. Sharing Nature with Children: The Classic Parents' and Teachers' Nature Awareness Guide-… |
Sequence 13them through and onward, or at the very least, lie in wait until a fertile time when the memory of what they experienced with… |
Sequence 13We are not alone. We cannot do everything. We can do many things. Thank you for your kind attention. REFERENCES Greenleaf,… |
Sequence 17off the roof will be collected in large cisterns for watering the gardens and washing. We also chose to use straw bale… |
Sequence 17to hold in our hearts and minds the big picture, and for the love of our children and the future, to keep our own fire of hope… |
Sequence 22--- ------------------------------ seeming independence from nature and our bodily existence. The first Semitic aleph-beth… |
Sequence 34Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |
Sequence 3If a child is to keep alive his inborn sense of wonder without any such gift from the fairies, he needs the companionship of… |
Sequence 20From Nova Scotia to San Francisco J Seated for lunch in the glass-walled classroom, Palace of Education and Social Economy,… |
Sequence 47The time in the past is gone when Rome and Greece were mixed with the memories, sometimes justly unsympathetic memories, of… |
Sequence 48past, condemning one to waste time on issues that already have been solved or, at least, issues that have been put in some… |
Sequence 49young man is supposed to wear to the chariot races as well as what exercises will mold attractive feet and biceps to excite… |
Sequence 4fn this paper, I will summarize the fundamentals of current re- search-basedK-12 social, emotional, ethical, and aca-… |
Sequence 5books, television, and computers. As these technologies have grown, so has the potential risk of disembodiment. Abram's… |
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 28argues a lot, thinks, and, as a matter of fact, I believe, personally, that it's the first age for the serious study of… |
Sequence 42ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 14Berry, Thomas. "It Takes a Universe." Save the Hermitage. June 3, 2009 <https:/ /beholdnature.org/tbh… |
Sequence 19The pharaohs and their nobles were very territorial and had stone markers set up to mark the boundaries of their lands.… |
Sequence 4other ways. This child has grown into this environment where he knows it is to his benefit to look for all things that he… |
Sequence 8the children in the class will know where the child is going in a short time. Parents of children in the class who are from a… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 30last eight days of the trip. For some, this can be a very difficult task; for all, it is a learning experience. Tn the… |
Sequence 3Figure 1. The world map of scientific discovery. and how the syllabus provides a vehicle for integrated science instruction.… |
Sequence 688 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 9143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |