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Sequence 33education of children. She prepared a children's chapel, called an Atrium, so children could have a living experience… |
Sequence 34Outdoor class, Esco/a Nocionol Montessori, Barcelona, I930s Cntatan folk dancing, 1930s Spain, continued lnstitucio… |
Sequence 55The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
Sequence 126Movement and Silence, continued Children love silence and immobility and practice it spontaneously. One day [in Sevres,… |
Sequence 132Religious Education Such things, therefore, must appeal to their tender minds as the end of effort patiently sustained,… |
Sequence 152Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
Sequence 185Far Journey to the Southlands (Australia and New Zealand) We are indebted to Debbie Senoff-Langford of Chicago for graciously… |
Sequence 5Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 7short, Montessori's emerging spiritual identity in her work is the fervor of the reform movement. Sofia Cavalletti, co-… |
Sequence 33it has never been tried (37). Why not? But what does succeed in the character education of a human being, indeed, if "… |
Sequence 4nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 43"See," T said, "lww wise and strong somebody is, nnd l10wbrnve. See !tow 111ucft fte cared about… |
Sequence 3to the Montessori-Pierson Estates, that gave me the possibility to do this very interesting (at least for me!) work. Let me… |
Sequence 10It was home to a center of learning-the "House of Wis- dom"-that was dedicated to the translation and… |
Sequence 11Possible student explorations: • Why do cities fail? • Why are some cities marginalized in history? How can we determine… |
Sequence 6Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 14Pennsylvania and the Carolinas. More Dutch came, not to New York, but to Pennsylvania. The French came and settled in South… |
Sequence 1GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 23The question was raised earlier, What did nomadic tribes do with the old or disabled? In many tribes, there is evidence that… |
Sequence 4to go home and defend her borders, she left behind a rich reposi- tory of artistic, political, and architectural artifacts.… |
Sequence 28100 Maria Montessori Through the Seasons of !he "Method" Illustration 47: "The boy penetrates the… |
Sequence 6108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
Sequence 2School, Family and Society 119 committee included Ernesto Nathan. The trip also had the patronage of the National Education… |
Sequence 6School, Family and Society 123 Moreover, in 1918 Montessori had been received in private audience with pope Benedict XV,… |
Sequence 14School. Family and Society 131 Montessori movement to the Italian pedagogical sphere. The journal continued its existence… |
Sequence 15132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 5Far from Italy: First Europe and then India 159 who received Montessori's resignation as director of the Scuola di… |
Sequence 6160 Par/ Two - For a Science of the Formation of Man disappointments, requests for help, mediations, threatened break-ups and… |
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 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 18172 Part Two - For a Science of the Formation o_/Man overlooked children's rights and explained. ''There are… |
Sequence 6A Classic Work of Pedagogy 181 position. The 1950 edition also did not include the subsequent passage, found in all the… |
Sequence 4214 Maria Montessori Through the Seasons of the ··Method" intelligent activity and lead to the independence and… |
Sequence 2summary of the syllabus derived precisely from Montessori's book, From Childhood to Adolescence. Perhaps you think that… |
Sequence 1MONTESSORI HISTORY IN SEARCH OF A SOUL by David Kahn I realize only too well thnt l nm losing my faith i11 the possibility… |
Sequence 3necessary to consider morality for it is impossible to conduct life without this technique. This may not seem a very elevated… |
Sequence 5This continual effort and experi- ence of living together is important. We must look at it from the point of view of a… |
Sequence 515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 818 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 part in work. Work can be of varied kinds in the garden: preparation of… |
Sequence 626 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 in the wind and grow until they are at the height of a child’s shoulder… |
Sequence 626 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 in the wind and grow until they are at the height of a child’s shoulder… |
Sequence 254 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Children serving soup, Laren, Holland, 1940, courtesy of Margot Waltuch… |
Sequence 284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
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 1the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview DAVID KAHN: You once alluded to Kodaikanal as a community in… |
Sequence 2218 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 The Montessori movement has certainly flourished here in the United… |
Sequence 3219 Verschuur • Reflections and practical life items. Working with our hands we made what we needed and the work served me… |
Sequence 696 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Baghdad, and The Spice Road from the Moluccas through South India to… |
Sequence 294 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 That there is no easy an- swer to this question concerned the Ancient… |
Sequence 1QuesTiOn and answer: ObservaTiOn in The eleMenTary classrOOM by Kay Baker In this article, Kay Baker sets out to answer the… |
Sequence 4362 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Holland?”—that being the country where we then were working. On being… |
Sequence 3415 Montessori • Observation and Development three months he tries to lift it up. He tries very hard and goes on trying,… |
Sequence 1idenTifying True norMaliTy in The eleMenTary child by Kay Baker Kay Baker offers a look at the needs and manifestations (… |
Sequence 3AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 2AMI Journal 2017 - 2018 page 75 attention to the fact that we mustn’t place floor mats over the line. Because, like any… |
Sequence 94AMI Journal 2017 - 2018 page 75 attention to the fact that we mustn’t place floor mats over the line. Because, like any… |
Sequence 154AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 95AMI Journal 2017 - 2018 page 75 attention to the fact that we mustn’t place floor mats over the line. Because, like any… |
Sequence 155AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 1MONTESSORI: A COMPREHENSIVE APPROACH FROM BIRTH TO MATURITY Guadalupe Borbolla is the director of Colegio Montessori de… |
Sequence 2the loss of human perspective and then of moral values. It is a lesson applicable to our field as well: work done solely for… |
Sequence 5of country a more vital force than any instinctive pieties of blood and soil. The whole piece depends on the thought America… |
Sequence 5instinctual behavior of the salmon. Being human beings, however, they have built up their behavior patterns through education… |
Sequence 2got used to it. If you threw a party and all your guests were in tears until about two o'clock in the morning, it was… |
Sequence 2The USA office/warehouse was set up in the summer of 1975 with the first orders being shipped in August of that year. After… |
Sequence 9Working and Earning Many of the activities of Erdkinder - whether in a hostel, on the farm, or in the shop - provide… |
Sequence 2Erdkinder: The Experiment for the Experiment The following is transcribed by Ann Freeman from tape recordings of a conversa-… |
Sequence 4her what the group would be discussing here.) said that she would be interested in making arrangements for the Mercy Center to… |
Sequence 12adaptable than the mother. I don't even talk about the fathers. Tomorrow, if you go to Europe for three months, the… |
Sequence 13a clarity of vision. But anyone's vision can fail. How can we build in experimental controls so that we can have the same… |
Sequence 14some of what is done does not come from Montessori, they know after thirteen years what works practically. Erdkinder Atlanta… |
Sequence 1Feature: Nienhuis - Who Are You? by David Kahn Introduction When a customer receives a refined. polished nomenclature box,… |
Sequence 2The factory operation gives many impressions - order, precision, solidity, and once again good humor. The employees are both… |
Sequence 3At the end of that period everything was together, the showroom, the factory, the offices and the warehouse, but the… |
Sequence 6neatly planted shrubs, vines and flowers with hand laid brick paths. Bert has built a farmpen near the house; the goats… |
Sequence 27. They create unity between thought, will, and action. We are speaking of universal principles guiding the development of man… |
Sequence 2Plank: We lived right in the school at first, and then around the corner. We were in a working class district where there were… |
Sequence 4one, i.e. the less divergent education of their children. should be the first to be organized. 5. An advantage is that such a… |
Sequence 3cial child especially in Europe. Both Eldert and Montessori Jr. in panel discussion later that day expressed a negative view… |
Sequence 2Kahn: This was the Dewey environment. Wikramaratne: Yes. One day, I made my fellow teachers furious. I challenged the idea of… |
Sequence 6What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu- lum derived from Mrs. Joosten's… |
Sequence 1The Kodaikanal Experience - Chapter II Kahn-Montessori Interview David Kahn: You once alluded to Kodaikanal as a community in… |
Sequence 4Montessori: Well, they do get an illustration of the facts, and if they don't have this kind of sentiment, they should… |
Sequence 226 Dr. Vernout: The fee depends on what taxes the parents are paying. The lowest fee is $30 a year and the highest is about $… |
Sequence 3Callender: In the United States, and in Holland too, I understand we are in a period of declining school enrollment. How has… |
Sequence 428 Dr. Vernout: I could not say a percentage; it differs. With the whole class, some are doing extra work, but some of them… |
Sequence 10disciplined, are mutually helpful, and pursue their work with joy. So one way we can create and preserve a harmony is to be… |
Sequence 1Montessori Secondary Education: An Outline of Possibility by Dr. J. Koning edited by David Kahn Dr. Koning's practical… |
Sequence 2The Child's Nature: Mario Montessori and A.S. Neill Discuss their famous schools and their radical approaches to child… |
Sequence 430 Not a photograph: only the eyes have seen for remembrance. The Master of Cere- monies conducts us to another room already… |
Sequence 1October, 1983 Dear Mr. Kahn Letter to the Editor In reviewing Rita Kramer's biography, MARIA MONTESSORI. some years ago… |
Sequence 5Approximate Mailing Date Jan. 15, 1984 Winter April I. 1984 Spring-Summer Publication Schedule 1983-84 Publication… |
Sequence 2Merrill, Jenny B. (1910). A neglected corner in the Montessori method. The Kindergarten-Primary Magazine, 11., 125, (1).… |
Sequence 911-a Lyon, Peter. (1963). Success stor : the life and times of S. s. McClure (pp. 350-52). New York: Charles Scribner… |
Sequence 2324 Mendleson, Robert S. Parentectomy--Is it ever indicated? NAMTA Quarterly, ..!., 10-14, 5). Mendleson, Robert S. (1975… |
Sequence 28Montessori, Maria. (1984). Quotations from The Child in the Family. Communications,!!_, 14, (1). Montessori, Mario. (1962… |
Sequence 3031 Gupta, R. K. (1964). Consciousness and the child. Around the Child, .2_, 42-45, (4). Hillman, Rebecca. (1968, Fall… |
Sequence 32I. Neurological Claremont, Claude. (1968). The two children. Communications, 3/4, 6-18, (7). 33 Feexman, Jerry E.… |