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Sequence 173Away from my house, my farm, my barn, my friends Tony and the Yoders, my bed, my fireplace, and everything else I now… |
Sequence 194• Values and Attitudes Having worked with all of the above models that explore Place as Pedagogy, it is easy to applaud the… |
Sequence 319ideas of Erdkinder out of this milieu is the thesis that the documenta- tion in this paper seeks to demonstrate. She as much… |
Sequence 352you look at the long history of the West, that's the fight for the Western soul, and usually the period of the classical… |
Sequence 556Balancing Creativity and Service Although creativity and social service may seem dichotomous notions, it is the combination… |
Sequence 577Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 597Victor Davis Hanson is professor of Greek at California State University (Fresno) and lives on his family's farm in the… |
Sequence 8forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 66The fundamental disagreement between attachment parenting and Montessori philosophy lies in the definition and importance of… |
Sequence 67Montessori, Maria. The Discovery of the Child. 1948. Trans. M.J. Costelloe. Madras, India: Kalakshetra, 1967. Montessori,… |
Sequence 221child, the greater must be the preparation of the people who will take care of him or her. During the many years she spent in… |
Sequence 224been tried out in the home and in Infant Communities. 1 For instance, a low, large bed is a great help for the sensory and… |
Sequence 256teacher to begin anew lower elemen- tary classroom. MSHR is in the heart of Cleveland's "Little Italy"… |
Sequence 38Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |
Sequence 48Goo's CosMic PLAN AND THE WORK OF THE CHILD by Carol Cannon Dittberner Integrating the broad vision of cosmic education… |
Sequence 105You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.… |
Sequence 133REFERENCES Berry, Wendell. Sex, Economy, Freedom and Community. New York: Pantheon Press, 1992. Berry, Wendell. Recollected… |
Sequence 143trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 181clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 17Houses. This is not a snobby attitude. If we take in too many children who cannot follow their healthy inner urges, then we… |
Sequence 44children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 75care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 8Let me explain, very briefly, how I entered the Montessori world and how this experience changed deeply my personal and profes… |
Sequence 38the children and adolescents we serve on a daily basis. My belief is that they teach us, inform us, and pull us toward our own… |
Sequence 109never called work anything that they themselves originated. That is the typical way in which kids learn about what's work… |
Sequence 14REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 74REFERENCES Montessori, M. From Childhood to Adolescence. 1948. Rev. ed. Trans. AM. Joosten. Oxford, England: Clio, 1996.… |
Sequence 84REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 23context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 26Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 30ees need to understand fully the principles of geology, biology, and history. They need a good general background so that by… |
Sequence 59Philosophy of the Winnetka Curriculum, 1926); and those of two of Montessori's pupils: Makinden (Individual Work System)… |
Sequence 66matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 67Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 68Montessori, Maria. Spontaneous Activity in Education. 1916. Trans. Florence Simmonds. New York: Schocken, 1965. Vol. 1 of The… |
Sequence 91seriations, for instance in regard to the stature of children of the same race, sex and age but of opposite social conditions… |
Sequence 99other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 111This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 116The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 119differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 140Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 150tacked what she saw as general abuses of this human faculty: sixty years ago (in The Advanced Montessori Method) she denounced… |
Sequence 159environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 160Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 165shared direction and a common goal in our work. In stark contrast to this, there is cosmic education, which is for the second… |
Sequence 171Nature and, moreover, makes use of them, thus creating new possibilities. His technical skill has harnessed the forces of… |
Sequence 173context of a single force. With these kinds of discoveries, the children come to understand and appreciate the importance of… |
Sequence 178Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 190been lacking: the very environment which constitutes the keystone for an Erdkinder community experiment. 5. PAST EXPERIENCE… |
Sequence 211INTRODUCTION TO MARIO M. MoNTESSORI's uSYNTROPY AND PSYCHOLOGICAL GROWTH" by Camillo Grazzini Syntropy is a… |
Sequence 226with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 245Above and beyond Marconi and Marconi's amazing invention, Maria Montessori is moved by the grandeur of the human being… |
Sequence 26child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 38Yet I come to London, and every blessed child speaks good English. Who taught them? Where were the professors, the books, the… |
Sequence 40are you going to prick my ears so that I can put my earrings like you have them?" And later on, "Mother,… |
Sequence 73But grammar is a natural and enjoyable exploration if given at the right age. Even if you have a barrier against grammar… |
Sequence 74Montessori, Maria. The Montessori Elementary Material. 1916. Trans. Florence Simmonds. Madras, India: Kalakshetra, 1965. Vol… |
Sequence 109Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Church.… |
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 19the newness, by all the stimuli that overwhelm our lives today. When a baby is overstimulated there is generally one of two… |
Sequence 45REFERENCES Brazelton, T. Berry, & Stanley I. Greenspan. The Irreducible Needs of Children: What Every Child Must Have… |
Sequence 63treat your souls. So I will leave you with this: Be strong and moral young men and women, and as you face the world before… |
Sequence 117into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |
Sequence 26Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 132uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 159the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 178in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 196Montessori, Maria. The Child, Society and the World: Unpub- lished Speeches and Writings. 1979. Trans. Caroline Juler &… |
Sequence 198CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of… |
Sequence 199The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 200izing that illiteracy is a fundamental issue that must be solved. (Montessori, "Weltilliteracyus" 151) She… |
Sequence 201social conceptions, and was interned by the British just as she was. As a professor and later chancellor of the university, he… |
Sequence 202family and her close contact with Annie Besant, she became familiar with theosophical thought at an early age. Her intention… |
Sequence 203and exact body control, and the schooling of aesthetic taste through the guidance of competent and understanding adults in an… |
Sequence 205House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 209Because of its seclusion, the population of Kodai grew slowly despite the favorable climate, and always there were many more… |
Sequence 210and finally abandoned. Remaining are unique archives with histori- cal documents about the Jesuit missionaries in southern… |
Sequence 211children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was… |
Sequence 212opened a small school, where she began working with four children and eventually, together with other Indian women, cared for… |
Sequence 213Maria Montessori probably was notable to appreciate the unusual diversity of nature with the same open-mindedness with which… |
Sequence 216found herself for a time in a frustrating professional isolation: no official notice or acknowledgement of her work, no… |
Sequence 221ders of the physical world." While the experiments for the younger children were demonstrated to them by an adult,… |
Sequence 222All of this indicates how comprehensively Maria Montessori herself saw the concept of cosmic education and how seriously she… |
Sequence 223was quite likely also instrumental in the acceptance she and her ideas received in India. Another aspect of the Indian way of… |
Sequence 224between human beings and the cosmos comes up over and over again. For that reason, Maria Montessori, with her discourses about… |
Sequence 226On the other hand: The gradually concretized splendid vision of a cosmic education developing into a comprehensive didactic… |
Sequence 227Kramer, Rita. Maria Montessori: A Biography. New York: Putnam's, 1976. Krishnaswamy, S. "George Sydney Arundale… |
Sequence 228Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 38Yet we also have to interpret what Montessori says in the light of all her works, of everything that we can find, of her… |
Sequence 41criticism which does not stem from experimentation or even reflection. People just reacted against and criticized. I found a… |
Sequence 134vinced by anything that I've read. But, you know, some people are suggesting that. Q. I was just thinking, along the… |
Sequence 167REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 227Koch, Kenneth. Rose, Where Did You Get That Red? Teaching Great Poetry to Children. New York: Random House, 1973. Montessori… |
Sequence 262The Four Planes of Development bon1e· 3 9 15 21 Figure 1. The Four Planes of Development (cited in Grazzini 7) working… |
Sequence 361interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 398self-sufficiency. The adolescent attempts to find a base for a multifac- eted independence, but the greatest of all… |
Sequence 38REFERENCES Covey, Stephen R. The Seven Habits of Highly Effective People. New York: Simon & Schuster, 1989. Dyer,… |
Sequence 51• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 52Conference Proceedings, July 19-24, 1994, Washington, DC]. Rochester, NY: AMI/USA, 1995. 117-130. Lakoff, George. "… |