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Sequence 6Science and Sociely: The Woman Question 31 of the nineteenth century (Kramer believes that Montessori and Besant actually… |
Sequence 231//ustrations 95 Illustration 40: Maria and Mario Montessori during a lesson in India, 1939. Illustration 41: Montessori in… |
Sequence 2698 Maria Montessori Through the Seasons of the "Method" Illustration 44: "The globe is a source of… |
Sequence 27Illustrations Illustration 45: ·'Exercises of practical life (Montessori school, India), Performed with great precision… |
Sequence 8110 Part Two - For a Science of the Formation of Man character-building. [ ... ] And this must be developed in our country,… |
Sequence 12School, Family and Society 129 would be respected and guaranteed in Italy. In the "Introduction" to the… |
Sequence 1l55 Chapter IV Far from Italy: First Europe and then India IV.1 The Montessori movement without Maria Montessori ln 1930… |
Sequence 2156 Part Two - For a Science <1/'the Formation of Man and which drew participants from twenty-two different… |
Sequence 3Farji-0111 Italy: First Europe and then India 157 promises became almost offensive, Maria Montessori would not hesitate to… |
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 9Far.from lta(I': First Europe and then India 163 Montessori's intellectual path thus opened up to new themes.… |
Sequence 11Far.from Italy: First Europe and then India 165 A human being formed within the conception of a world of industrious beings… |
Sequence 12166 Part T11·0 - For a Science of the Formation of Man prison camp in Ahmendnagar. Mother and son would be rejoined again two… |
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 15Far.from Ira~)': First Europe and 1he11 India 169 they could re-embrace children and grandchildren, respectively, who… |
Sequence 16170 Part Two - For a Science of the Formation of Man which, like India, had to face many difficulties with regard to the… |
Sequence 17Farjiwn Italy: First Europe and then India 171 would receive the same nomination in the following two years. However,… |
Sequence 19Farji-0111 fla(v: First Europe and then India !73 1 This monthly journal of the Ente Morale Opera Montessori had its lirst… |
Sequence 20174 Pan Two - For a Science of the Formation qf Man unlimited caution both when speaking and when approaching people… |
Sequence 21Far_ji-0111 Italy: First Europe and then India 27 AMI (ed.), cit.. p.47. 28 P. Giovetti. cit., p. I 03. 29 Ibid, p. IOI. 30… |
Sequence 6A Classic Work of Pedagogy 181 position. The 1950 edition also did not include the subsequent passage, found in all the… |
Sequence 13Maria Montessori Through the Seasons of the "Method'' 205 Montessori M., la scoperta de/ bambino, Milan,… |
Sequence 3Maria Montessori Through the Seasons of the ''Method" 213 in the model Children's House specially… |
Sequence 34REFERENCES Bronson, Po & Ashley Merryman. N11r/11res!tock: New TJ,i11ki11g About CJ,i/dre11. New York: Hatchette Book… |
Sequence 16rishl'r, David & Rcgin,1ld Bragonicr. What's What: A Visual Clo"ary ()f //11 l'hl/Slf,1I World… |
Sequence 14bubble) and common space (don't break anybody else's bubble). In this exercise, we can move our bodies in many… |
Sequence 7In a typical study we would have two hundred children doing this questionnaire eight times a day for a week, four or five… |
Sequence 17The Three Main Tasks of Preparing Adolescents for The Future 1. Allowing for AUTONOMY AND INITIATIVE That leads to… |
Sequence 10so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop… |
Sequence 73Montessori National Curriculum for the First Plane of Development from Birth to Six Years For this reason, the guidelines… |
Sequence 74Montessori National Curriculum forth• Flrn Plane of Development from Birth to Six Years Montesson, M. 1967 (19◄8 ltafian], The… |
Sequence 168Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years The human story is one of constant… |
Sequence 188Montessori National Curriculum for the Second Plane ol Development from Si~ to Twelve Years Society and civilization (2nd… |
Sequence 233Montessori National Curriculum for the Second Ptanc of Development from Sox 10 Twelve Years References Australian Language… |
Sequence 19Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 1THE UNCONSCIOUS IN HISTORY by Maria Montessori TJ,is article reprint suggests tltat we do what we need to survive while… |
Sequence 5the environment in which I was born (India) several decades ago. In those first years of my life, I absorbed the ways of my… |
Sequence 15whole and that his actions contribute to the welfare of this larger whole. From such experiences stems the feeling of… |
Sequence 7• Specific ways of handling tools that are in daily use in his environment: How to hold a spoon, how to carry a pitcher, how… |
Sequence 18of self-observation, of looking first to ourselves when we observe certain behaviors in the environment is essential to our… |
Sequence 10child as the agent of change. In The Discovery of the Child (67), Montes- sori writes of a British family who lived in India… |
Sequence 31See Chapter Ill, "My Contribution to Experimental Science" in The Advanced Montessori Method: Volu111e One (… |
Sequence 1exercises of Practical life: 3 to 6 coMPared to 6 to 12 KodaiKanal advanced course, india, 1943-441 lecture 762 by Mario M.… |
Sequence 456 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 HouseofChildren,3–6years Elementary,6–12years 4.… |
Sequence 979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
Sequence 1the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview The Kodaikanal years were from late 1942 to March, 1944, a… |
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 385 Kahn-Wikramaratne Interview • The Kodaikanal Experience students used to go away after the lecture; I would run up there… |
Sequence 486 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Working outside, Allahabad, India, 1928 the Theosophical Society had… |
Sequence 789 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and… |
Sequence 1the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview DAVID KAHN: You once alluded to Kodaikanal as a community in… |
Sequence 395 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with… |
Sequence 496 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with… |
Sequence 4110 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 unceasing toil of these agents explain so many of the phenomena with… |
Sequence 6112 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 We can make the human race better by assisting the child in building his… |
Sequence 9115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 2120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 10128 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 responsibility. What is the collective order but a realization of the… |
Sequence 1deePeninG cosMic education by Gerard Leonard This article is a special blend of research, theory, and practice, with clear… |
Sequence 3137 Leonard • Deepening Cosmic Education scientific community completed an extraordinary decade-long research titled “Global… |
Sequence 6140 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 can literally make you weep. In The Dream of the Earth, Thomas Berry… |
Sequence 9143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 3149 Allen • The Elementary Child’s Place in the Natural World prepares its environment. A marvelous, mysteri- ous, and… |
Sequence 1exPeriences in nature: resolute second-Plane directions toward erdKinder Gerard Leonard and Kathleen Allen Gerard Leonard… |
Sequence 10162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 2166 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Throughout my educational experiences, I was told stories that evoked an… |
Sequence 5241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 1everythinG i need to Know i learned in the forest by Vandana Shiva A lyrical storyteller, Vandana Shiva begins from the roots… |
Sequence 2274 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 beyond Monocultures From Chipko, I learned about biodiversity and… |
Sequence 4276 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the Poetry of the forest The Earth University is inspired by… |
Sequence 8286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 8286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 14292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder… |
Sequence 1exercises of Practical life: introduction and list by A.M. Joosten Albert Joosten wrote this article in 1968, and it is… |
Sequence 1Practical life: the Keystone of life, culture, and community by Uma Ramani Uma Ramani’s characterization of practical life… |
Sequence 652 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Our culture changed as new ways of doing things became part of our… |
Sequence 854 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 The new education consists not only in supplying the means of… |
Sequence 965 Soholt • Practical Life for the Older Children in the Casa their interest and continue to develop the practical life… |
Sequence 2086 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Creativity emerges when the intelligence guides the • hand to express… |
Sequence 1723 Black • Community a May you make of yourself a light, inspiring awe and wonder in each of the lives you touch everyday… |
Sequence 1children’s house: the PrePared environment as an oasis by Cheryl Ferreira Cheryl Ferreira vigorously pursues the Montessori… |
Sequence 1135 Ferreira • Children’s House: The Prepared Environment as an Oasis are set, we see the children slowly grow in independence… |
Sequence 1539 Ferreira • Children’s House: The Prepared Environment as an Oasis Montessori, Maria. “The House of Children.” Lecture de… |
Sequence 949 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 11111 Schaefer • The Montessori Adolescent and the Pedagogy of Journey a junior high.” She didn’t have to use the word… |
Sequence 1toWard the ultimate goal of Peace: hoW a montessori education at the high school level suPPorts moral develoPment through… |
Sequence 2226 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 Greater Twin Cities United Way. “Faces of Poverty: A United Way Report… |
Sequence 2250 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 to hurry for pick-up, getting a sitter, getting everyone fed and only to… |
Sequence 8130 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 a RefeRences Montessori, Maria. Education for a New World. 1946. Madras… |
Sequence 569 Urioste • Multicultural Inclusion in an Urban Setting the use of artificial rewards, including stars, tokens, • letter… |
Sequence 771 Urioste • Multicultural Inclusion in an Urban Setting for young Hispanic children in a Montessori classroom. During the… |
Sequence 17169 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL ———. 1994. From Childhood to Adolescence. 1948. Oxford:… |
Sequence 32202 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The trained Montessori adult observes the child and provides her with… |
Sequence 36206 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 53. Maria Montessori, The Formation of Man (Madras, India: Kalakshetra… |
Sequence 19269 Schonleber • Hawaiian Indigenous Education Kana‘iaupuni, S. M. (2007). A brief overview of culture-based education and… |
Sequence 21271 Schonleber • Hawaiian Indigenous Education Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching… |
Sequence 1749 Schaefer • Grace and Courtesy and Beyond com/2014/09/11/fashion/steve-jobs-apple-was-a-low- tech-parent.html>.… |