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Sequence 197movements of the universe-that nature was both teacher and guide. Even as historical traditions arose in certain contexts,… |
Sequence 200The Psalms which reflect lamentation and thanksgiving might be seen as part of the cultivation side of the dyad. As injustice… |
Sequence 204To placate the powers of nature, to maintain order, and finally to obtain material benefits-all of these are reasons for the… |
Sequence 208REFERENCES Anderson, B.W. (1986). Understanding the Old Testament (4th ed.). Englewood Cliffs, NJ: Prentice Hall. Anderson,… |
Sequence 238is because children will enjoy and live more fully and fulfill their potentials. But also because they are more likely to… |
Sequence 260quite accurate analysis. I think we all have to realize that farms like mine are being destroyed in California. All of my… |
Sequence 326Grazzini, C. (1996). The four planes of development. The NAMTA Journal, 21(2), 208-241. Kahn, D. (1997a). Normalization and… |
Sequence 334My own experiences working with children and farming con- firmed what Sarver (1985) postulates: that caring for another im-… |
Sequence 337studied, the experience of working with the earth and connecting it to curriculum only enhanced the learning. Despite the… |
Sequence 382MONTESSORI MATERIALS In Montessori schools the environment is the principal teacher, every piece of material carefully chosen… |
Sequence 7"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is… |
Sequence 8universe; for one must encounter the facts of nature so that the imagination can build its vision of the whole based in the… |
Sequence 9which evolves on its own terms. Like the child, as human culture grows with the passage of time, it becomes more conscious of… |
Sequence 14street the house of the priest was be- ing looted; farther up, at the end, a gutted church was still smoldering. From a… |
Sequence 32Kodaikanal, India THE IMPACT OF INDIA by Mario M. Montessori Looking back on the checkered life of Dr. Montessori in this… |
Sequence 33where we - d with t and spi• At the time, Dr. Montessori and I cer- tainly felt the inner burden of the situation. It was… |
Sequence 36direttamente da Dio. lo nascondo il mio immenso potere e lo uso per ridurre la mia divinita a umanita- per diventare come te… |
Sequence 37discoveries of Maria Montessori, which are set forth in this book, special assistants were trained to guide the mothers in the… |
Sequence 40Kodaikanal, India THE KooAIKANAL EXPERIENCE: KAHN-MONTESSORI INTERVIEW by David Kahn David Kahn: You once alluded to… |
Sequence 47Montessori: Yes. In the olden times, Dr. Montessori had the children up to six, and then from time to time would keep children… |
Sequence 50Kodaikanal, India THE UNCONSCIOUS IN HISTORY by Maria Montessori In the book The Absorbent Mind, the influence of the &… |
Sequence 100to build a fire, you are expected to admire his fire even if it is a poor one. Once he has mastered the technique, however,… |
Sequence 109not that also show that if some passing event in the child's life can leave its mark in the adult being, the continued… |
Sequence 116MONTESSORI MATERIALS In Montessori schools the environmem is the principal teacher, every piece of material carefully chosen… |
Sequence 12Since the death of Mario Montessori in 1982, the expansion of Montessori endeavors has grown to a frenzy of inchoate… |
Sequence 15step to make the movement operational, AMI has opened a new chapter, under the name Educateurs sans Frontieres. Definition… |
Sequence 18Montessori. As a first step, every document kept at the AMI has been photocopied. This task has now been completed and the… |
Sequence 53With that vision, however, Maria Montessori joins the ranks of the great educational philosophers of all time and gains the… |
Sequence 54Montessori, Maria. "Gott und das Kind." Trans. Helene Helm- ing. Mitteilungen der Deutschen Montessori-… |
Sequence 61ing fourteen leaf-shaped insets with wooden frames. The study of leaves launched the children into a detailed and particular… |
Sequence 62returning to India again we got married. We are very happy to be all together here now .... Dr. Montessori is much better than… |
Sequence 73REFERENCES Bly, Robert. The Sibling Society. Reading, MA: Addison-Wesely, 1996. Montessori, Maria. The Absorbent Mind. 1949… |
Sequence 90It is important for us not to change the vision of Dr. Montessori by creating a reductive attitude to what we do, by focusing… |
Sequence 109The true nature is like gold-waiting underground to be discovered and brought to light. After many episodes of normalization… |
Sequence 110Montessori, Maria. The Montessori Method. Trans. A. George. 1912. New York: Schocken, 1962. Montessori, Maria. The Secret of… |
Sequence 123REFERENCES Aries, P. Centuries of Childhood. New York: Vintage, 1962. Csikszentmihalyi, M. Flow: The Psychology of Optimal… |
Sequence 135likelier to have more rewarding relationships with their mothers and fathers than the bored. This should not be surprising,… |
Sequence 136Maslow, Abraham H. The Farther Reaches of Human Nature. NY: Viking, 1971. Montessori, Maria. The Secret of Childhood. Trans.… |
Sequence 168REFERENCES Buys Town. Dir. Norman Taurog. Perf. Spencer Tracy. MGM, 1938. Carroll-Abbing, John Patrick. A Chance to Live:… |
Sequence 185Open up to nature And enter Yet another world THE FUTURE CHALLENGE: FORMING A NEW CONSCIOUSNESS There needs to be a &… |
Sequence 191Many would argue that on the question of protection of children this is too strong a statement and that in many cases children… |
Sequence 209REFERENCES Alston, P., ed. The Best Interests of the Child: Reconciling Culture and Human Rights. Florence, Italy:… |
Sequence 210Hart, R., & L. Chawla. The Development of Children's Concern for the Environment. Zeitschrift fur Umelweltpolitik… |
Sequence 228encode (write) multiple forms of representation creates opportunities for activating, developing, and refining our minds. We… |
Sequence 247two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have… |
Sequence 248Hakim, Joy. "Reading, Writing, and ... History." History Mat- ters! (May 1996): 19 pars. 1 Dec. 1998 <… |
Sequence 258birth of new life. "The personality of the mother," she observes, "is characterized by this: with… |
Sequence 260Pedagogy for the Planet: From Childhood to Adolescence (Baltimore, November 5-8) linked the adolescent quest for Erdkinder to… |
Sequence 278Ohio Montessori Training Institute at Computer Associates International Inc., Long Island NY • AMI Primary Training ( ages… |
Sequence 284school and the positions offered. We invite your telephone, written, or email inquiry at: Mark Fish, Executive Director… |
Sequence 300MONTESSORI MATERIALS In Montessori schools the environment is the principal teacher. every piece of material carefully chosen… |
Sequence 8center of our efforts to insure, in Gianna Gobbi's words, "healthy psychic life and [to pave] the way for human… |
Sequence 20I wish you to enjoy the vision of the human being in the first season of life, blossoming at the warmth of a Person, or of a… |
Sequence 30The current spiritual renaissance, even outside traditional reli- gious institutions, shows the necessity and the desire of… |
Sequence 79not yet fully formed: he has not yet gathered about him the last folds of his robe of flesh and of love which is made up of… |
Sequence 80Montessori, Maria. Education for a New World. Thiruvanmiyur, Madras, India: Kalakshetra, 1946. Montessori, Maria. The… |
Sequence 87• We will get to see how the human being is formed, the human being who is made "in the image of God" and… |
Sequence 109The Last Bargain "Come and hire me," I cried, while in the morning I was walking on the stone-paved road.… |
Sequence 110Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic… |
Sequence 111Tagore, Rabindranath. The Crescent Moon. New York: Macmillan, 1920. Teilhard de Chardin, Pierre. Building the Earth. Denville… |
Sequence 116Implicit in each of the Great Lessons are practical experiences that make the stories part of ordinary day-to-day activities… |
Sequence 128The human is a great collaborator. And nature welcomes a gentle intervention. The trees' wounds will heal, and the maple… |
Sequence 157the ecological sense of our connection to the cosmos and other genera- tions of living beings. Our own personal destiny cannot… |
Sequence 177Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford, England: Clio, 1994. Montessori, Maria.… |
Sequence 198available at Primary, 6-9 and 9-12 and Junior levels. Please send to M. Rice, THE CORNERSTONE SCHOOL, 146 High Street,… |
Sequence 213RECOMMENDED MONTESSORI MATERIALS SUPPLIERS: ln Montessori schools !he environment is !he principal teacher, and the adult the… |
Sequence 22If you can't look him straight in the eye. He's the fellow to please, never mind all the rest, For he's with… |
Sequence 41rational consciousness, to that which can be known and measured and defined. But life is made upof opposites, typified by the… |
Sequence 73MONTESSORI AND Music by Elise Braun Barnett With the sense of discovery characteristic of a first-generation Mon tessorian,… |
Sequence 111in the year 1000, we find a series of settlements around the planet with a smaller number of hunter-gatherer bands that are… |
Sequence 118today, came to you through your own energy, through your own activity as a baby and as a child. The activity of the young… |
Sequence 125hearts (131). This was in 1949. It is just as true-perhaps truer-in 1999, fifty years later! Our job as educators is to aid… |
Sequence 142Light Expanding, Radiant Rushing, Giving, Receiving It burns in all of us, The Giver REFERENCES Cajete, Greg. Look to the… |
Sequence 17One of the aspects that distinguishes the Montessori approach to human development is that its theoretical framework emerged… |
Sequence 20Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 30the school and public library; the child who, after a lesson on rainfall in England, came to say that she had discovered that… |
Sequence 53REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
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 103Richardson, Sylvia 0. "Curricular Considerations in Pro- grams for the Retarded: Application of the Montessori Model… |
Sequence 106NURTURING THE RESPECTFUL COMMUNITY THROUGH PRACTICAL LIFE by Joen Bettmann Joen Bettmann 's depiction of Practical Life… |
Sequence 121preparing the person for the meditative side of life. Isn't this what contributes to a better society? Isn't this… |
Sequence 137The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 147Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 148Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 172REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 178the fact that mental and motor activity which should form one unity are found separate. If the individual does not succeed in… |
Sequence 197REFERENCES Montessori, Maria." Advice to Teachers." Montessori Notes [publication ofThe Montessori Society… |
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 235Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 245to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 263We are seeking to fill this position as quickly as we can and offer com- petitive salary and benefits as well as the support… |
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 61• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 62Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 63Montessori, Mario M.,Jr. Education for Human Development. NY: Schocken, 1976. Montessori, Renilde. "Human Education… |
Sequence 85In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the… |