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Sequence 107THE CULTURAL SIGNIFICANCE OF THE STORY OF THE UNIVERSE by Brian Swimme Edited by Connie Barlow This article portrays the… |
Sequence 21Silver polishing, Laren, Holland, 1948 16 The NAMTA Journal • Vol. 25, No. I • Winter 2000 |
Sequence 54Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 63Some of you may remember those early days of WM! when the course and office were at 3000 Connecticut Avenue,opposite the Zoo… |
Sequence 102Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 198Montessori, Maria. The Secret of Childhood. 1936. New York: Stokes, 1939. Orem, R.C., ed. Montessori: Her Method and the… |
Sequence 219Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 234DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 250READERS RESPOND TO THE WHOLE-SCHOOL MONTESSORI HANDBOOK; INSPIRES ADMINISTRATOR-TEACHER RETREAT The scope, organization… |
Sequence 29Q: Do you think that a child absorbed in a video game is in Flow? A: Yes, they can be in Flow, and usually they stay in Flow… |
Sequence 95moment in time for all time. It is time that has significance for all times and all people. It is a moment in time to be… |
Sequence 96[Interview with Donald Brownlee]. [Minneapolis] Star Tribune February 5, 2000. Jaynes, Julian. The Origin of Consciousness in… |
Sequence 127Every staff person at Lake Country School will tell you that they have met the noble adolescent. Every adolescent guide who… |
Sequence 186brain and spinal cord of mammals a very, very long time ago, and had endowed the monkey's limbs with assured, acrobatic… |
Sequence 187Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 234reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |
Sequence 261Persons involved in teacher train- ing are also invited to contact Prairie Hill for infonna tion regarding spon- sorship… |
Sequence 25But as well as this material territory to be exposed to the child, with the ways in which man has come into contact with other… |
Sequence 106The four planes of development, as recognized by Dr. Montessori, are four stages, relatively equal in length, in the formation… |
Sequence 107Houses and Montessori elementary schools increase around the world, there will probably come about an increasing demand for… |
Sequence 114the stone gatherers and their geological discoveries, through the food gatherers and their botanical discoveries, through the… |
Sequence 121for humanity only if he is recognized as being the product of two earlier planes of development. Dr. Montessori recognized… |
Sequence 13Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 44way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 45Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 46Koch, S., & D. Leary, eds. A Century of Psychology as Scie11ce. New York: McGraw-Hill, 1985. Lerner, R. 011 the… |
Sequence 98REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 199burden for a child to be "bad" or "good." We must relieve every child of that burden and… |
Sequence 125• 4 merges= 16 units (from 400 to SOO neurons, a 25% increase) Therefore, it takes a 150% increase to pass beyond the two-word… |
Sequence 182CELEBRATING WRITING: PUBLISHING STUDENT WORK Celebrating student work by publishing it is one of the most exciting… |
Sequence 10emerged with prominent Montessori educators of the suburbs and cities deciding to move into the "third plane"… |
Sequence 19ing examples of spontaneous discipline through visiting ex- isting Montessori adolescent programs, consolidating past… |
Sequence 41emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 211A NEW EDUCATION FOR THE SECONDARY SCHOOL A PUBLIC LECfURE GIVEN AT UTRECHT, JANUARY 18, 1937 (ORIGINAL IN FRENCH) by Maria… |
Sequence 231ERDKINDER: THE EXPERIMENT FOR THE EXPERIMENT Interview with Margaret E. Stephenson and A.M. Joosten The followi11g… |
Sequence 235tessori children, to one day be able to have a Montessori Erdkinder. But be very active. It is better to do something than… |
Sequence 247Joosten: You say that the first-year children may not be able to manage more than four and a half days. You also are a mother… |
Sequence 249good as its criteria and the controls and the people executing the experiment must have clarity of vision. But anyone's… |
Sequence 250Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 278The education of young people in a commu- nity that is not isolated but only separated from the larger society entails… |
Sequence 279The first objective is reached through experience with music, language, and "travaux artistiq11es" (drawing… |
Sequence 281MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 308and Holland, where the interest was greatest, Montessori told her followers that she wasn't yet ready to discuss this… |
Sequence 397in their own work replicate the spirit that motivates us here at Lamberene." A.S. Neill, in a conversation with Pat… |
Sequence 535in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 561brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 562Erikson, E. H. Young Man Luther. New York: W.W. Norton & Company, 1958. Gardner, H. Creating Minds. New York: Basic… |
Sequence 577Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 578Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 251nesota River, about 30 miles from Minneapolis. A beautiful, expansive additiontoourbuildingwillbecom- pleted by fall of 2002… |
Sequence 153Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 211TEACHING NATURE: FROM PHILOSOPHY TO PRACTICE by David Hutchison David Hutchison looks at educational resistance to nature… |
Sequence 64"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 129SCHOOLS DISCOVERING THEIR COSMIC TASK by Terry N. Ford This is a very honest account of n school's trinls nnd errors as… |
Sequence 197Hudson Country Montessori School in New Rochelle, New York is look- ing for a few great teachers and one administrator for… |
Sequence 51REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 52of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-… |
Sequence 54Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 20Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 67Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 111This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 1894. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 221We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 223Mario Montessori, Baarn, Holland, early 1970s 216 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 236We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 26child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 154Th is observation experiment, although traumatic for some, opens the door to self-observation and discovery. It allows us to… |
Sequence 155Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 172Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 187sense, regardless of how it turns out" (Havel 181). Optimism cannot be commanded, as Frankl observes, but hope can be… |
Sequence 131them through and onward, or at the very least, lie in wait until a fertile time when the memory of what they experienced with… |
Sequence 158Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 212growing, young central MN com- munity. Send resume to: Swan River Montessori Charter School P.O. Box 876 Monticello, MN… |
Sequence 62ourselves when we make mistakes. We want our politicians and industrial leaders to learn from their mistakes. We all should do… |
Sequence 132uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 139And Mario Montessori, Jr., her grandson, and once president of the International Psychoanalytical Association, told us at an… |
Sequence 178in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 199The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 277New York 42 year established school 3-6, 6- 12, Junior High. Seeking 0-3 guide and a qualified school administra- tor.… |
Sequence 57directress to set up primary class- room. Music, Latin, language im- mersion, parent library. Very supportive O to 3 trained… |
Sequence 33AlsoNAMTAis pleased to acknowledge its Journal editorial team, in particular Renee Pendleton and Katherine Wilson, for their… |
Sequence 45You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 65ENVISIONING THE WHOLE THIRD PLANE: MONTESSORI ERDKINDER AND URBAN ADOLESCENT PROGRAMS HELP EACH OTHER by David Kahn David… |
Sequence 67At the same time that McNamara was nurturing his classroom model, Phil Gang sought out the AMI point of view. In 1976,… |
Sequence 68Participants experience clarity and social cohesion around the Erdkinder farm school experience, which is, in some cases,… |
Sequence 75Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New York: Schocken… |
Sequence 85environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 167REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 386Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 409Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 433Montessori saw peace as more than the absence of war; war, she said, destroys the constructive impulses in us. The aura,… |
Sequence 139to 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 199have the sensorial experience of those relationships in nature and in supranature. So it follows logically that they must be… |
Sequence 214Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 43paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 44Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 91ogy, and futurists who predict the success of human problem solving. In addition, representatives of the Dutch Montessori… |
Sequence 116extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 214Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 247As an occupational therapist, it has been an honor to serve as consultant to the Montessori classroom. It is always a delight… |