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Sequence 15interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 14Conference Proceedings, July 19-24, 1994, Washington, DC]. Rochester, NY: AMI/USA, 1995. 117-130. Lakoff, George. "… |
Sequence 16The piece of metal that holds the eraser is caUed the ferrule and is made of brass (a combination of zinc and copper). Zinc is… |
Sequence 13* * * So if this is part of the human predicament-the idea that we are given this urge to continually refine, to make things… |
Sequence 55The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
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 184Notes and Sources, continued What They Showed Us (Italy) The photos of the first Casa dei Bambini and the Casa in Milan are… |
Sequence 235. Economics can interact with almost any discipline as well as provide insight into the school's business and service… |
Sequence 4nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 19REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 13REFERENCES Montessori, Maria. "The Four Planes of Education." From lectures given in Edinburgh, 1938, and… |
Sequence 26certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 6Now that is a very interesting metaphor Mario Montessori is using because in Greek mythology the Hydra was a monster, and… |
Sequence 28early and continue to build incrementally on their independence and realization of empowerment. We show them that even though… |
Sequence 28100 Maria Montessori Through the Seasons of !he "Method" Illustration 47: "The boy penetrates the… |
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 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 22Monteuori National Curriculum Framework Mooney C G 2000. Theones of childhood: an introduction to Dewey, Montesson. Erikson,… |
Sequence 291Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Bibliography Dewey, J… |
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 7Prayer The confirmation of what we said about the children's joy is found in the child's prayer, which is never the… |
Sequence 414 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 one for a library, one for a kitchen, another for a laboratory, and so… |
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 254 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Children serving soup, Laren, Holland, 1940, courtesy of Margot Waltuch… |
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 8142 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 we can help the child see how each contributes an essential part in the… |
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 1helping the Child in the Conquest of the Written language by A. M. Joosten A. M. Joosten writes from his deep and long… |
Sequence 1Technology in The MonTessori clAssrooM: beneFiTs, hAzArds And prepArATion For liFe by Greg MacDonald Greg MacDonald cites… |
Sequence 31131 Lontz • Observation: A Practice That Must Be Practiced ---. To Educate the Human Potential. 1948. Oxford: Clio, 1989.… |
Sequence 4362 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Holland?”—that being the country where we then were working. On being… |
Sequence 10272 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 children with the same disability type tended to group together and… |
Sequence 3AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 5AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 3AMI Journal 2017 - 2018 page 135 the cure As a remedy for the many deviations of modern childhood, Montessori said we must… |
Sequence 34AMI Journal 2017 - 2018 page 135 the cure As a remedy for the many deviations of modern childhood, Montessori said we must… |
Sequence 152AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 154AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 166AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 35AMI Journal 2017 - 2018 page 135 the cure As a remedy for the many deviations of modern childhood, Montessori said we must… |
Sequence 153AMI Journal 2017 - 2018 page 17 references Campbell, Bernard G. Humankind Emerging. Boston: Little, Brown, 1982. Grazzini… |
Sequence 155AMI Journal 2017 - 2018 page 15 second plane Researchers from UCLA, the National Institute of Mental Health, and McGill… |
Sequence 167AMI Journal 2017 - 2018 page 3 Guest Editor: David Kahn Editorial Board Kay Baker PhD, AMI director of training at the… |
Sequence 9102 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Yesterday I gave the example of the alphabet. It’s extraordinary to think… |
Sequence 1PRACTICAL LIFE AS A MODEL FOR CONNECTING THE CHILD TO HIS WORLD Junnifa Uzodike is an AMI-trained Montessori educator for… |
Sequence 8Going forward, we must expect and encourage students to dig deeply into subjects and ideas they are curious about. Teachers… |
Sequence 976 The NAMTA Journal • Vol. 44, No. 1 • Winter 2020 nections, the way Ted Sizer did with his opening homeroom period of 35… |
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 3structured things we were exposed to. There was attention to hand work and fine arts. Our intellectual life in Austria was… |
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 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 1AMI/USA: Form Follows Function by Sanford Jones Mr. Jones describes his direcrions and achievemenrs for his first year as… |
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 1"Life is a Series of Rebirths" by David Kahn The 1983 Summer Institute One did not know what to expect at… |
Sequence 5Approximate Mailing Date Jan. 15, 1984 Winter April I. 1984 Spring-Summer Publication Schedule 1983-84 Publication… |
Sequence 1Montessori Elementary Teacher Training Study Project Cleveland Report on Training Centers Intro by Peter Gebhardt Seele The… |
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.… |
Sequence 3435 Declaration of the rights of the child. (1969). Communications,~' 3-7, (5). Garcia, Vicki Wilson. (1979).… |
Sequence 4344 Claremont, Claude. of Montessori. (1949, June 3). The activity school--The purposefulness Times Educational Supplement… |
Sequence 46Long, John. (1982). NAMTA Quarterly, The elementary child, the curriculum and Montessori. 2, 10-16, (7). 47 Lucas, Ann F… |