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Sequence 74A Montessori Beacon to the World Sometimes very tiny children show a precocious skill and accuracy of movement that must… |
Sequence 92Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 98The Vision of the Assistants to Infancy ... the new-born child is not only a body ready to function as a body, but a… |
Sequence 132Religious Education Such things, therefore, must appeal to their tender minds as the end of effort patiently sustained,… |
Sequence 133The heart of the Catechesis for the child under six is the parable of the Good Shepherd Qohn I 0). Over 50 years of research… |
Sequence 136Display Case fo Religious education and the Montessori method This display case contains early editions of Montessori's… |
Sequence 138Religious Education, continued Pope John Paul II visiting on atrium in Rome, /983 The atrium is in Nostro Signora de Lourdes… |
Sequence 152Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 164Rome, 1886 Los Angeles. I 915 United States, 19 I 7 United Kingdom, 1929 1870 Maria Montessori born on August 3 I in… |
Sequence 165/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
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 168Books Published by Maria Montessori Mario Monressori, /roly, 191 2 __ during Her Lifetim_e _____ _ 1909. II Metodo de/Ja… |
Sequence 172Correspondence, continued - ...... .. ... //- -··- :;:~: ., -..:_ ::-:~··.:::~ -✓- .,; .,._,. 6 ..P… |
Sequence 176Maria Montessori's Vision '- Maria Montessori greeting children at the St Angelo School in Rome, around 1911 Man… |
Sequence 183The Journey Begins As early as 1898, Dr. Montessori was promoting educational reform as a means to end social inequities.… |
Sequence 184Notes and Sources, continued What They Showed Us (Italy) The photos of the first Casa dei Bambini and the Casa in Milan are… |
Sequence 185Far Journey to the Southlands (Australia and New Zealand) We are indebted to Debbie Senoff-Langford of Chicago for graciously… |
Sequence 188Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 190Notes and Sources, continued Three major bibliographies of Montessori-related books and articles have appeared in recent… |
Sequence 3ACT I. THE DRAMA OF SAN LORENZO: LINKING SOCIAL ANO EDUCATIONAL REFORM-1907 Montessori con temporaries travel to Rome in… |
Sequence 5Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 17Montessori, Maria. "HL1man Solidarity in Time and Space." Trans. Renilde Montessori. Tl,e Sn11 Re1110… |
Sequence 3been in Montessori work for almost half of the century we are celebrat- ing. Surely r have something to say on the topic, for… |
Sequence 2THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
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 4nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 10Montessori referred to children who possessed habits of deep concentration (i.e., those who had repeated flow experiences) as… |
Sequence 2Ps1co-AruTMtr1cA AND Ps1co-GEOMETRiA by Benedetto Scoppola Tlie introduction of the psycho-disciplines tlirougli Professor… |
Sequence 6cycle. This is so vitally important because this experience is the most direct way for a child to access the laws of nature,… |
Sequence 9erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 14· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 2WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 4Maria Montessori spoke of education as giving an "aid to life" but, in order to achieve this, adult… |
Sequence 1CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 2THE MONTESSORI INFANT AND THE WHOLE DEVELOPMENTAL CONTINUUM by Judi Orion Ms. Orion explicates the concept of the spiritual… |
Sequence 3the brain are called engrams. These are the representations of experience, be it visual, auditory, gustatory, olfac-… |
Sequence 5is this phenomenon that teachers often describe as the "light bulb" turning on: The brain lights up like a… |
Sequence 10the cause of humanity-to bring human society to a unity wherein each contributes to the harmonious existence of all.… |
Sequence 1NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
Sequence 2Lynn and I were attending the AMI International Congress in Amsterdam in 1979 when Dr. Silvana Montanaro first described Dr.… |
Sequence 1CHILD DEVELOPMENT STUDIES by Mary Reinhardt Ms. Reinhardt presents a practical article on upper ele111entary "appren… |
Sequence 1MOTHER AS THE FIRST PREPARED ENVIRONMENT by Susan Tracy S11sa11 Tracy's deep research about the prenatal, periHntnl,… |
Sequence 6Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 11to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 1MONTESSORI MARKETING: STORIES AND STRATEGIES by Mark Berger Mark Berger urges schools to "levernge the voices… |
Sequence 1MONTESSORI MATHEMATICS: A N EUROSCIENTIFIC PERSPECTIVE by Benedetto Scoppola Benedetto Scoppoln joi11s t/1e Montessori world… |
Sequence 9• • • • • • ► ___ ....... .,. ... • • • • • • Figure 7. Even and odd numbers, from Aristotle's Metaphysics. In all… |
Sequence 23,------- l Figure 26. Two similar hexagons containing similar triangles. bigger hexagon is the original triangle that we… |
Sequence 2Claude decided to earn an advanced degree in engineering at the University of Rome. The winds of war were blowing on the… |
Sequence 28Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 3Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 4very logical, but when put into practice are not so" (Unpublished 1944 lectures 7). Her pragmatism was particularly… |
Sequence 2INITIATION TO THE KNOWLEDGE THAT Is THE PRIDE OF OUR CIVILIZATION by Donald C. Goertz Don Goertz's nccount of his… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 4to go home and defend her borders, she left behind a rich reposi- tory of artistic, political, and architectural artifacts.… |
Sequence 6periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 8With the picture of Rome's history cradled in our cerebella, we move on to an overview of the orders of architecture,… |
Sequence 9Clearly ancient Rome, far beyond any other place, epitomized the classical world, but within Rome's walls there is also… |
Sequence 10Intellectual Preparation: The Sites With our overview of the history complete and a temporal framework securely in place, we… |
Sequence 11of Roman Civilization is first on the list because it contains a visual, archaeological record of Rome's evolution laid… |
Sequence 13Numerous additional sites, artifacts, ruins, remains, and rubble line the sidewalks, lie just around the bend, or wait across… |
Sequence 14Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 15Quintessentially integral to the Montessori experience is a prepared environment. We cannot change and reorder the… |
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 19dome, what, we ask aloud, would have made a like contribution in launching the Renaissance, and where would we be in our… |
Sequence 21Constantine, who, despite killing his brother and later his wife, the Empress Fausta (at the behest of his mother, St. Helena… |
Sequence 22man civilization: the love of parents for their children, education, women, and slavery, which the students examine through… |
Sequence 23and was a skill needed only by the slaves who did the accounting and kept the books. Aristocratic families also gave their… |
Sequence 24environment of Ancient Rome into which we are about to embark. We have instead prepared an intellectual environment to which… |
Sequence 26It is necessary that the human personality should be pre- pared for the unforeseen, not only for the conditions that can be… |
Sequence 27Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
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 31There are times when the tiredness at day's end feels over- whelming. But there is no number for calling in sick and no… |
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 4XLV of the various [talian editions. The passages were sometimes retranslated because the original translation in English did… |
Sequence 13 Chapter I From Childhood to Youth 1.1 Before// Metodo de/la Pedagogia Scientijica "The time in which woman was… |
Sequence 24 Par/ One - Toward 1he Children's House: The Formalion Years distant origins: and if the course of the present… |
Sequence 5From Childhood to Youth 7 most and she constantly supported her. In her own family, Renilde had admired the scholarly,… |
Sequence 8I O Part One - Toll'ard the Children's /-louse: The Formation Years managed to move him so much that the good friar… |
Sequence 11From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 1214 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 2Science and Socie~1•: Phrenasthenic Children l7 an aspect which would also characterize her speech in the London congress of… |
Sequence 520 Part One - Toward the Children's House: The Formation Years pedagogical methods tailored to their needs and through… |
Sequence 722 Part One - Toward the Children's House: The Formation Years and the suitable education methods for each case. The… |
Sequence 10Science and Society: Phrenasthenic Children 25 ' Jean M. G. ltard ( 1775-1838) !,rraduated in medicine and decided to… |
Sequence 8Science and Socie~)': The Woman Queslion 33 lll.4 "Women everywhe,·e, arise!" Montessori 's… |
Sequence 934 Part One - To1rnrd the Children's I louse: The Formation Years of the pro-vote committee, and she - along with other… |
Sequence 1136 Part One - Toward the Children ·s House: The Formation Years alcoholism. cnvironmcn1al conditions and race. The… |
Sequence 12Science and Society: The Woman Question 37 11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
Sequence 139 Chapter IV Anthropology in School IV. l Studies of philosophy and anthropology "Enrolled at university as a… |
Sequence 3A11thropology in School 41 is possible that Montessori did not perceive science and religion as opposing one another, also… |
Sequence 644 Part One - Toward the Children ·s llouse: The Formation Years ' Luigi Crcdaro ( 1860-1939) relined his s1Udies in… |
Sequence 448 Part One - To11•ard the Children ·.1· House: The For111alio11 Years With regard to social policy, 1902 saw the approval of… |
Sequence 650 Part One - Toward the Children's I louse: The Formation Years House, and others followed in Via dei Campani and in… |
Sequence 1256 Part One - Toward the Children's House: The Formation Years vegetable garden, and inside the "House"… |
Sequence 23Proposal.for a Scientific Pedagogy 67 Activities in nature are impo1tant also for the education and coordination of movement… |
Sequence 2468 Part One - Toward the Children's House: The Formation Years She also cited her own works, mainly Antropo!ogia… |
Sequence 25Proposal.for a Sciemific Pedagogy 7 M. Montessori,// Me1odo de/la Pedagogia Scienlijica. Ecli=ione cri1ica. p.159. K Ibid. p.… |