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Sequence 5and exact body control, and the schooling of aesthetic taste through the guidance of competent and understanding adults in an… |
Sequence 7House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 11Because of its seclusion, the population of Kodai grew slowly despite the favorable climate, and always there were many more… |
Sequence 12and finally abandoned. Remaining are unique archives with histori- cal documents about the Jesuit missionaries in southern… |
Sequence 13children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was… |
Sequence 14opened a small school, where she began working with four children and eventually, together with other Indian women, cared for… |
Sequence 15Maria Montessori probably was notable to appreciate the unusual diversity of nature with the same open-mindedness with which… |
Sequence 18found herself for a time in a frustrating professional isolation: no official notice or acknowledgement of her work, no… |
Sequence 23ders of the physical world." While the experiments for the younger children were demonstrated to them by an adult,… |
Sequence 24All of this indicates how comprehensively Maria Montessori herself saw the concept of cosmic education and how seriously she… |
Sequence 25was quite likely also instrumental in the acceptance she and her ideas received in India. Another aspect of the Indian way of… |
Sequence 26between human beings and the cosmos comes up over and over again. For that reason, Maria Montessori, with her discourses about… |
Sequence 28On the other hand: The gradually concretized splendid vision of a cosmic education developing into a comprehensive didactic… |
Sequence 29Kramer, Rita. Maria Montessori: A Biography. New York: Putnam's, 1976. Krishnaswamy, S. "George Sydney Arundale… |
Sequence 30Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 5Yet we also have to interpret what Montessori says in the light of all her works, of everything that we can find, of her… |
Sequence 12You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 8we should set forth large challenges whose fulfillment requires both the commitment and development of the individual and of… |
Sequence 8said, "Well, the answer is right there in the Erdkinder essay on page 72, paragraph 2." I looked at the text… |
Sequence 10REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 33move based on what you discern. It is the question of "why?" whose answer is most difficult but yet fairly… |
Sequence 34Koch, Kenneth. Rose, Where Did You Get That Red? Teaching Great Poetry to Children. New York: Random House, 1973. Montessori… |
Sequence 5The Four Planes of Development bon1e· 3 9 15 21 Figure 1. The Four Planes of Development (cited in Grazzini 7) working… |
Sequence 9To authentically embrace and implement Montessori pedagogy, at all levels, is a great opportunity for both faculty and… |
Sequence 12tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 15interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 25Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Oxford: Clio Press, 1992. Seneca, Lucius Annaeus. Ad… |
Sequence 20Our poor earth can't keep up with the busyness of our heads any more than we can keep up with each other and that is why… |
Sequence 7REFERENCES Montessori,Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria.… |
Sequence 15This collaboration should be one of mutual education: our inform- ing parents about Montessori' s approach to life anded… |
Sequence 7She speaks of his "entirely original idea about the training of teachers for defectives" so that they became… |
Sequence 14REFERENCES Covey, Stephen R. The Seven Habits of Highly Effective People. New York: Simon & Schuster, 1989. Dyer,… |
Sequence 13• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 14Conference Proceedings, July 19-24, 1994, Washington, DC]. Rochester, NY: AMI/USA, 1995. 117-130. Lakoff, George. "… |
Sequence 13• They will be lifelong learners because they enjoy what they do and learn in order to envision. • They will be socialized… |
Sequence 19REFERENCES Baylor, Byrd. The Way to Start a Day.1977. New York: Simon & Schuster-Aladdin, 1998. Coles, Robert.… |
Sequence 17off the roof will be collected in large cisterns for watering the gardens and washing. We also chose to use straw bale… |
Sequence 3simple tool-the pencil-a sense of the whole and the interconnec- tions between things and people. The elder hoped to awaken… |
Sequence 6understanding of the complex planetary systems. In 2004, the world scientific community completed an extraordinary decade-long… |
Sequence 13Montessori; see Creative Development in the Child 133) and become more cognizant of the keys in our timelines, charts, and… |
Sequence 17to 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 18Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 7Teachers and schools tend to mistake good behavior for good character. What they prize is docility, suggestibility; the child… |
Sequence 23into a being that is far superior to us. He will not only be capable of a better way of living but will be the only person who… |
Sequence 24Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 25Pekarsky, Daniel. "The Role of Culture in Moral Develop- ment." Parenthood in America. Conference… |
Sequence 8Degrees Celsius 14.8------------------ 14.6 14.4 14.2 14.0 13.8 13.6 13.4 Souru: G<>ddard Institute (… |
Sequence 18Another step may be founding a Montessori company that estab- lishes Montessori schools on a global basis, a management team… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 3NAMTA's Center for Adolescent Studies (Project 2012) is initiat- ing a new research study after its previous success with… |
Sequence 32paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 33Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 34Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |
Sequence 35Psychology: Vol. 1. Theoretical Models of Human Develop- ment. Ed. R.M. Lerner. Series ed. W. Damon. 6th ed. New York: Wiley… |
Sequence 14the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 1THE MONTESSORI CENTURY CONCEPT: A CONTINUING PROCESS IN REALITY by David Kahn When we look back to the origins of the… |
Sequence 1THE LIGHT OF THE CHILD by Dr. Maria Montessori First published in 1957 by AMT inn special booklet com111e111orating fifty… |
Sequence 3gave,has survived, for there are in different parts of the world Case dei Bambini of which even the Italian name has been kept… |
Sequence 29COSMIC EDUCATION by Annette Haines Annette Haines makes a clear and well-doc11me11ted presentatio11 of Cosmic Education,… |
Sequence 37extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 15Montessori, Maria. Ed11catioJ1 and Pence. 1949. Trans. Helen R. Lane. Oxford: Clio, 1992. Montessori, Maria. Educazio11e e… |
Sequence 24Moore, R. (1996). "Outdoor Settings for Playing and Learn- ing: Designing School Grounds to Meet the Whole Child and… |
Sequence 17Chawla, Louise. "Life Paths into Effective Environmental Action." Jo11rnn/ of E11viro11111e11tnl Ed11cntio11… |
Sequence 18Korpela, K. "Adolescents' Favorite Places and Environ- mental Self-Regulation." Journal of… |
Sequence 3by the children's enthusiastic work, by their concentration, their varied interests and knowledge at an early age, as… |
Sequence 4found refuge with the support of the fndian government. The government initially provided a bungalow for him to live in, and… |
Sequence 5Initially, attempts were made to place the Tibetan children with refugee families.in the town, until the government provided a… |
Sequence 9more difficult to supply these remote locations with food, clothing, and medication. Ursula Eichstaedt published a harrowing… |
Sequence 13Englishwoman Annie Besant in Paris, who was at that time president of the International Theosophical Society. Besant had lived… |
Sequence 14In the late 1930s, Mahatma Gandhi gave her the name Umadevi2, which she subsequently used either together with her original… |
Sequence 15She helped the Tibetans in many ways. She started by collecting clothes and appealing for donations from friends in fndia and… |
Sequence 17broad public with these almost forgotten forms of art. Even before they visited Adyar, there was already a Montessori children… |
Sequence 18proposal to introduce Montessori education for the youngest children's group in the Dharamsala children's nursery… |
Sequence 22However, the establishment of Montessori education in Dharamsala in the 1960s was not without its detractors and remained… |
Sequence 23• Around sixteen thousand children are taken care of in Tibetan Children's Villages. Between two thousand and three thou… |
Sequence 12ACKNOWLEDGEMENTS This article is based on work accomplished with Montessori middle school teacher seminars. Many thanks to… |
Sequence 13Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 16The Montessori Method, continued II Metodo de/la Pedagogia Sclentifica applicato all'educazione infantile nelle Cose… |
Sequence 17PARTIAL LIST OF LECTURE APPEARANCES WASHINGTON, D. C. MASONIC TEMPLE S•1urd•y December 6, 8 P. M. NEW YORK CITY CARNEGlll… |
Sequence 18America Welcomes Dottoressa Montessori Elementary class, The Washington Montessori School, Washington D.C., around I 9 I 6 18… |
Sequence 36Haus der Kinder, Vienna: The Young Child's Adventures in Space Ai Looking out, looking in. Haus der Kinder, Vienna, 19… |
Sequence 37need for simple beauty in mind. Its model school building was designed by the architect Franz Schuster in the Bauhaus style… |
Sequence 46Musica Montessori and the Art of Woodworking, continued Original folio of musical selections collected by Elise (Lisi) Broun… |
Sequence 47A spontaneous explosion into singing was repeatedly observed in Vienna and later again when Lisi worked with children in… |
Sequence 49portive from very early on; this atmosphere helps to explain how the Montessori schools could survive through such difficult… |
Sequence 55The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
Sequence 61i ~ "' 1 t:: f. i @ Antique Wooden Stamp Game This early stamp game box was manufaaured in The Hague by… |
Sequence 92Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 93Cosmic Education for the Elemen- tary-aged child. Dr. Montessori researched the needs of the child under three, culminating… |
Sequence 94India, continued Si/em prayer before dining. Sophia College, Bombay, around 1942 joyful work in !he outdoors, Allahabad, I 9… |
Sequence 96An Auspicious Beginning Small images from top to bottom: Dr. Montessori meeting children in Kotohena with the first… |
Sequence 97Lower and Upper Elementary Montessori school and in 1950 was reluctantly recognized by the newly independent government as… |
Sequence 117Pakistan, from 1939 The Montessori movement in Pakistan goes back to I 939, when Maria Montessori conducted her first… |
Sequence 118Nepal and the Tibetan Children's Village, Dharamsala, India Looking over pottery, Nepal, about 2000 Infant in native… |
Sequence 124Movement and Silence Walking on the line was a daily occurrence about midday-often out-oJ- doors .... The children [in Sevres… |
Sequence 140Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 151Montessori and the Tibetan Children's Villages More than I 00,000 Tibetan refugees live in India in exile in more than… |
Sequence 163Japanese sandpaper letters These letters are Hiragana characters, one of the three graphic systems in Japan. The other two… |
Sequence 164Rome, 1886 Los Angeles. I 915 United States, 19 I 7 United Kingdom, 1929 1870 Maria Montessori born on August 3 I in… |
Sequence 165/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |