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Sequence 98I wish to start with a quote. (Amazingly enough, it is not a quote from Dr. Montessori, whom I shall, instead, quote later on… |
Sequence 112Only if the child can fulfil] his task of adaptation in relation to all aspects of the surrounding environment, including the… |
Sequence 113Gives somewhere back the thoughts by England given; Her sights and sounds; dreams happy as her day; And laughter, learnt of… |
Sequence 120projects itself into the future and is sunk in the remotest ages of the past, thereby linking the past to the present and the… |
Sequence 159is supposed to be in Coptic and Latin. In the text that the children read, the Coptic is translated into English. For this… |
Sequence 169if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 171buried in Alexandria. Eventually the story moves into the Byzantine times, so you have the Emperor Justinian and Empress… |
Sequence 174An important note here is that there is only one building on this model that we kept from year to year, and that is the… |
Sequence 177Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 228Pennsylvania and the Carolinas. More Dutch came, not to New York, but to Pennsylvania. The French came and settled in South… |
Sequence 229REFERENCES Kohlberg, Lawrence. "Education for Justice: A Modern Statement of The Platonic View." Moral… |
Sequence 236ing its work, begin to connect to everything else: to the geosphere (the realm of minerals), to the hydrosphere (the world of… |
Sequence 245Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 300argues a lot, thinks, and, as a matter of fact, I believe, personally, that it's the first age for the serious study of… |
Sequence 314ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 317INTEGRATION OF DISCIPLINES IN THE HIGH SCHOOL by Christopher Kjaer Mr. Kjaer expresses t'1e i111porta11ce of encl,… |
Sequence 325ENVIRONMENTAL SYSTEMS AND SOCIETIES MoNTEssoRr-lB FRAMEWORK by Christopher Kjaer COURSE DESCRIPTION We live in an… |
Sequence 341MATHEMATICS MoNTESSORI-1B FRAMEWORK by Michael Waski BACKGROUND AND METHODOLOGY Each plane of development has its own… |
Sequence 385NAMTANEWS ADOLESCENT 01H£NTATION SHOWS RECORD ENROLLMENT IN 2009 Summer 2009 is NAMTA's biggest Orientation to… |
Sequence 394We will continue to hear Thomas telling earth's wonder tales in his soft North Carolina voice. We still hear him call-… |
Sequence 128• • • • • • ► ___ ....... .,. ... • • • • • • Figure 7. Even and odd numbers, from Aristotle's Metaphysics. In all… |
Sequence 132four or five, almost all of them say the left arrives first. The other square appears larger. What we did two years ago with… |
Sequence 133using for pedagogical purposes the history of mathematics. Surely she was a genius. Really she suggested very good acth ities… |
Sequence 134THE ESSENTIAL MONTESSORI MATH THROUGH THE YEARS by John McNamara John McNamara has developed a classical practitioners… |
Sequence 154A HISTORY APPROACH TO MATHEMATICS FOR THE ADOLESCENT by Michael Waski Miclznel Wnski shows //tat tlte 11tilizatio11 of… |
Sequence 207Figure 17. A square that is hall the area of the large square. This square, which has a diagonal equal to the edge of the… |
Sequence 240Claude Claremont utilized his classroom as more than just an environment for the instruction of pupils. He utilized his… |
Sequence 41school and the home. Her own term for the pedagogy she created was "Education as an Aid to Life," and… |
Sequence 110I want you to imagine Kerala-a long, thin state that stretches along the southwest coast of lndia-a state where the av- ernge… |
Sequence 112Culturally, Kerala had some interesting quirks as well. The Nair caste (the second highest) accorded women a lot of power. A… |
Sequence 131customs of indigenous cultures is important at all levels, but especially for Montessori education, where showing respect for… |
Sequence 139Washing Clothing The bottoms of feet are considered polluted in much of Asia, and this is reasonable since animals defecate… |
Sequence 147Remember the five simple rules to be happy: 1. Free your heart from hatred. 2. Free your mind from worries. 3. Live simply… |
Sequence 153Tai and his grandfather reading Tinlin in Tibet. But what our grandchildren love are the stories I bring back from Asia about… |
Sequence 160FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 167enhance a school, collected funds for a Montessori school in Haiti, and worked with an orphanage in the Dominican Republic.… |
Sequence 197Antioch, also contributing to an early form of globalization. This trend continued with the trade links between the Roman… |
Sequence 206able and efficient way of life. Through this endless work, human beings have become the creators of a supernature, that whi.ch… |
Sequence 214CONCLUSION If Dr. Montessori's principles and ideas on education were adopted universally through group consensus, this… |
Sequence 44CELEBRATING LIFE, NOT THEORIES by Sanford Jones Sa11ford Jones' article is a very perso11a/ essay (combined witlt a… |
Sequence 47There were five of us, three of us fresh from Bergamo, Italy or, should Isa y exhausted from Bergamo, and two others who had… |
Sequence 54The second spoke of the centerpiece of basic human tendencies is that of the mental faculties. The four faculties that Dr.… |
Sequence 59child and the natural world. Certain urban children without means of transport have never seen a farm or farm animals. Maurice… |
Sequence 82child around, then remove blindfold and have the child try to find the tree again. • Seton Walk: Spread students out along a… |
Sequence 98SPANNING SPACE by Claude A. Claremont Claude Claremont's little treasure book Spanning Space is a11 imagina- tive… |
Sequence 100How are bridges paid for? The need for them is evident, but who is to put them up? Time was when the builder of a bridge was… |
Sequence 158And this is all essential for reading. I know that reading has taken over in many schools as the most important subject-you… |
Sequence 180world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 232INITIATION TO THE KNOWLEDGE THAT Is THE PRIDE OF OUR CIVILIZATION by Donald C. Goertz Don Goertz's nccount of his… |
Sequence 233Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 257Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
Sequence 267"There is," says Montessori, "powerful inner development going on. This is a mystery just as the… |
Sequence 2WHAT Is NAMTA? The North American Montessori Teachers' Association provides a medium of study, interpretation, and im-… |
Sequence 5TABLE OF CONTENTS Publisher:~ Note by David Kahn ........................................................ Yll Foreword by… |
Sequence 6Part Two For a Science of the Formation of Man Chapter I On the Move with the "New Child" I. I Beyond the… |
Sequence 11XII Bambini (The Method of Scient(fic Pedagogy as applied lo child education in the Children's Houses) is explained by… |
Sequence 15XVI Didactics "Mauro Laeng" - University of Roma Tre - and promoter of educational and documentary… |
Sequence 184 Par/ One - Toward 1he Children's House: The Formalion Years distant origins: and if the course of the present… |
Sequence 19From Childhood to Youth 5 fundamentally a rural country in which half of the inhabitants were peasant farmers, cattle… |
Sequence 27From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 2814 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 3016 Chapter II Science and Society: Phrenasthenic Children II. I Civil commitment and scientific research Berlin, 22… |
Sequence 39Science and Society: Phrenasthenic Children 25 ' Jean M. G. ltard ( 1775-1838) !,rraduated in medicine and decided to… |
Sequence 4228 Part One - Toll'ard the Children ·s !louse: The Forma1io11 Years social and cultural sensibility, that is a coming… |
Sequence 43Science and Society: The Woman Q11es1io11 29 effective action that everywhere honored women's industriousness and left… |
Sequence 45Science and Sociely: The Woman Question 31 of the nineteenth century (Kramer believes that Montessori and Besant actually… |
Sequence 4834 Part One - To1rnrd the Children's I louse: The Formation Years of the pro-vote committee, and she - along with other… |
Sequence 5642 Par/ One - Toward /he Children's House: The Forma/ion Years did the school system do in the face of such biological… |
Sequence 57Anthropology in School 43 anthropological data were supplemented for pedagogical purposes. Her study of regional ethnic… |
Sequence 61Proposal for a Scientific Pedagogy 47 At the turn of the century, San Lorenzo experienced a period of renovation, much like… |
Sequence 6248 Part One - To11•ard the Children ·.1· House: The For111alio11 Years With regard to social policy, 1902 saw the approval of… |
Sequence 77Proposal/or a Scientlfic Pedagogy 63 Hence, a scientific pedagogy that promoted a new culture of the child and of his rights… |
Sequence 83Proposal.for a Sciemific Pedagogy 7 M. Montessori,// Me1odo de/la Pedagogia Scienlijica. Ecli=ione cri1ica. p.159. K Ibid. p.… |
Sequence 1091//ustrations 95 Illustration 40: Maria and Mario Montessori during a lesson in India, 1939. Illustration 41: Montessori in… |
Sequence 11298 Maria Montessori Through the Seasons of the "Method" Illustration 44: "The globe is a source of… |
Sequence 113Illustrations Illustration 45: ·'Exercises of practical life (Montessori school, India), Performed with great precision… |
Sequence 120106 Part Two - For a Science o.fthe Formation of Man teaching setting and care for physical life, while criticism focused on… |
Sequence 121On the Move with the "New Child" 107 Spanish one in I 9 l5; the Dutch in 1916, and the Danish in 1917. In… |
Sequence 122108 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 123011 the Move with 1he "New Child" 109 pre-school kind. When the state did put forward a child education… |
Sequence 124110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 129On the Move with the "New Child" I 15 attention to the study of the dynamics of child psichic life. The… |
Sequence 130116 Part Two - For a Science of the Formation of Man materials; playful and expressive activities, with particular regard lo… |
Sequence 132118 Chapter II School, Family and Society 11.1 Let's save the children! San Diego, 1917: "Last summer I went… |
Sequence 136122 Par/ Two - For a Science of Ifie Formal ion of Man compared to her previous one, she went to the Child Education… |
Sequence 139School, Fami(I' and Society 125 his dignity and sensibility. With The Child in the Fami~1·. Montcssori's… |
Sequence 140126 Par/ Two - For a Science oflhe Formal ion of Man government, in the person of minister of education Anile, continued with… |
Sequence 142128 Part Two - For a Science of the Formation of Man Finally, the fact that the atmosphere of orderly and disciplined work… |
Sequence 143School, Family and Society 129 would be respected and guaranteed in Italy. In the "Introduction" to the… |
Sequence 144130 Part Two - For a Science of the Formation of Man the accents, notations, shades, integrations, developments connected to… |
Sequence 145School. Family and Society 131 Montessori movement to the Italian pedagogical sphere. The journal continued its existence… |
Sequence 146132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 149School, Family and Society 135 Montessori as an honorary member of the Fascist party. Over the last few years many scholars… |
Sequence 150136 Chapter III Hopes and Disappointments Ill. I II Metodo de/la Pedagogia Scientijic:a: a way to comprehend childhood The… |
Sequence 151Hopes a11d Disappointments 137 the horizon must not stop there; that is the reason - not only this - for the elimination of… |
Sequence 169l55 Chapter IV Far from Italy: First Europe and then India IV.1 The Montessori movement without Maria Montessori ln 1930… |
Sequence 170156 Part Two - For a Science <1/'the Formation of Man and which drew participants from twenty-two different… |
Sequence 171Farji-0111 Italy: First Europe and then India 157 promises became almost offensive, Maria Montessori would not hesitate to… |
Sequence 173Far from Italy: First Europe and then India 159 who received Montessori's resignation as director of the Scuola di… |