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Sequence 165Ardini, R. 0979). Feminism and science. In R. Arditti, P. Brennan, & S. Cavrak (Eds.), Science and liberation. Boston… |
Sequence 59We give far too much attention to the conscious, and hardly any to the unconscious. And yet, it is the unconscious which… |
Sequence 60were in a Catholic country, so it can be ascribed to the Catholic religion. But it happens in India, it happens in Africa, it… |
Sequence 61"Mother, when am I going to plll on this corsage thal you have?" In Italy these are often made with velvet,… |
Sequence 62was already filled with this respect for life. Obligations and religious feelings come into sight if we have the chance to… |
Sequence 97thinking and choice making. School Psychology Review, 20, 382-88. Kutner, L 0990, November 29). As motivator, the carrot may… |
Sequence 141Hellbrugge, T. 0979, Spring). Early social development and proficiency in later life. Tbe NAMTA Q11arter(y, 4<.2), 6-14… |
Sequence 190~auh.e.e 4f.l!{ont.essori 4717 Chesapeake StreetNW, Washington, DC 20016 (301) 251-6319 Traditional, internationally approved… |
Sequence 77demic year. Well-established, 32 year old school in a picturesque Chicago suburb, ,;,.·ith cnrollment of 290 Com- pctnive… |
Sequence 84A complete selection of beautiful, appropriate, well-researched and tested materials for the Montessori classroom. All four… |
Sequence 33You, the teacher, with your knowledge and attitudes about guiding the process of normalization, are the most important part of… |
Sequence 68fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 69Lambert, N. (1988). Adolescent outcomes for hyperactive children. American Psychologist 43(1), 786-799. Meichenbaum, D. (1977… |
Sequence 117children will want to send their work out for publication. In our local newspaper, The St. Paul Pioneer Press, a segment of… |
Sequence 123of thumb might be What I do cover I will do patiently and well. The subconscious of the child can make connections to other… |
Sequence 125Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 142They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 182Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta K.appan, 73(4). Hannaford, I. (1994, Spring).… |
Sequence 183Rist, R. (1970). Social class and teacher expectations: The self- fulfilling prophecy in ghetto education. Harvard Educational… |
Sequence 185IN MEMORIAM ELISE BRAUN BARNETT 1904-1994 On November 20, 1994, the Montessori community lost a tireless lover of children… |
Sequence 186In 1938, with the help of friends in India, she and her family managed to leave Austria before the War. She was to spend nine… |
Sequence 201References Montessori, M. (1962). The discoven; of the child. Madras, India: Kalakshetra. (Original work published 1948)… |
Sequence 213New York 31 year established growing school seeking a trained 0-3 teacher to start a new class. In addition, we are looking… |
Sequence 169REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 220New Mexico Small independent school in rural northern New Mexico needs an enthu- siastic Head of School starting 1995- 96.… |
Sequence 17and Montessori teaching in the U.S. fell on hard times. Some of the new "Montessori" schools in the U.S.… |
Sequence 66The thought of so condemning greed and ambition seems alien for a society apparently rooted in greed and ambition, although… |
Sequence 73PEACE AND EDUCATION by A. M. Joosten AbsJoosten'scommentarycitestheMontessorieducationalviewpointasintegral to the… |
Sequence 107the abilities of children throughout the world. As early as 1910, she resigned her lectureship at the University of Rome,… |
Sequence 112REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria… |
Sequence 27Maria Montessori died in 1952, but her work continues. Today there are close to five thousand private and approximately two… |
Sequence 34Resnick, L. (1987). The 1987 presidential address: Learning in school and out. Educational Research, pp. 13-20. Rogoff, B. (… |
Sequence 69CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 102Gordon, E. E. (1990). A music learning theory for newborn and young children. Chicago: GIA. Madaule, P. (1994). When… |
Sequence 142Follow the child. Trust her judgments. Inspire trust by trusting. Why does it seem so difficult? Follow the child. Find… |
Sequence 168bility. What is it? We do not know, but we must hasten to find out. It must be the child who reveals to us what happens during… |
Sequence 193By reframing Montessori's principles of human development in light of the whole school's development, we can move… |
Sequence 201independence in the child's life. Dr. Sears states, "Independence is not, in itself, one of our most important… |
Sequence 215birth to 3 years of age, the child from 3 to 6 years, the child from 6 to 12, concerns a much more detailed look at individual… |
Sequence 219Nonetheless, the four triangles, and therefore the four planes, are distinguished two by two through the use of color. The… |
Sequence 232incorporate are not mutually exclusive but mutually enriching. Conse- quently, our understanding of the four planes of… |
Sequence 246In The Absorbent Mind, Montessori writes, "The child is endowed with unknown powers which can guide us to a radiant… |
Sequence 82space is not very large, but it allows the children access to the outdoors at any time. We use this space all year long for… |
Sequence 144The days are flying by. In two days I'll be home away from this place I can freely calJ home. Away from my house, my… |
Sequence 155Junior Great Books The Great Books Foundation 40 East Huron Street Chicago, Illinois 60611 1-800-222-5870 Provides… |
Sequence 156The Center for Socratic Practice The Judson Montessori School 705 Trafalgar San Antonio, Texas 78216 (210) 344-3117… |
Sequence 43REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 50is try or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 51For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 58"IN Mv SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth… |
Sequence 60answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 62The first is like a river which carries substances to all parts of the body. But it acts also as a collector. In fact, the… |
Sequence 84REFERENCES Abram, D. (1996). The spell of the sensuous. New York: Pan- theon Books. Coles, R. (1990). The spiritual life of… |
Sequence 89them? And once that decision has been made, how do fifth graders become storytellers? An incident from the first year of the… |
Sequence 121Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 132Here is how another skater describes the utter absorption when one feels that a performance is going well: It was just one of… |
Sequence 133compared to the game. You can think about a problem all day but as soon as you get in the game, the hell with it! [In figure… |
Sequence 178REFERENCES Montessori, M. {1966). The secret of childhood. New Delhi: Orient Longmans. (Original work published 1936)… |
Sequence 188Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 238Healy, J. (1990). Endangered minds: Why children don't think and what we can do about it. New York: Touchstone/Simon… |
Sequence 14But before we do that, let me talk a little bit about what these activities are like. After I did these original interviews,… |
Sequence 20The interesting thing is that when those conditions are there, people tend to want to do what they did to get that feeling,… |
Sequence 121of the intellect for its own sake. The reasoning mind has a much grander task: The work of humanity that always loves more,… |
Sequence 141REFERENCES Gebhardt-Seele, P. (1997). Evaluating experiences in adolescent programs. The NAMTA Journal, 22(1), 14-21.… |
Sequence 179Figure 4: Persons in Community We must make a plan of development with the guide that the child gives us through the powers… |
Sequence 227The American Montessori Society congratulates the winners of the AMS 1996 Awards for Best Master's Thesis and Best… |
Sequence 39between practitioners and philosophers is essential for the eventual development of an Erdkinder. Returning to the chart, Mr… |
Sequence 70It was also decided that the proceedings of the Colloquium would be transcribed, circulated to all the participants, and… |
Sequence 103• Use the "gentling the violence" technique, developed by a Hungarian woman named Magda Gerber, who founded… |
Sequence 104Branden, N. (1997). The art of living consciously. New York: Simon & Schuster. Briggs, D.C. (1970). Your child's… |
Sequence 142fixed in your mind. What is your place in the cosmos? What is the child's place in the cosmos? What is our purpose on the… |
Sequence 152inventions of the scientific period, and culminated-not openly, but there was never any doubt-in the United States of America… |
Sequence 172So with medicine. The first recognition would be that there cannot be well humans on a sick planet. The way to human well-… |
Sequence 174Theologically, the responsibility of the human is to perceive the evolutionary universe as the primary revelatory experience… |
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 326Grazzini, C. (1996). The four planes of development. The NAMTA Journal, 21(2), 208-241. Kahn, D. (1997a). Normalization and… |
Sequence 366which continue to provide new materials, etc., for the classrooms each year. The salary is competi- tive and fringe benefits… |
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 36us listen to the words of Maria Montessori, for she is reminding us that if we can do what we have just been saying, We find… |