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Sequence 74REFERENCES Montessori, M. From Childhood to Adolescence. 1948. Rev. ed. Trans. AM. Joosten. Oxford, England: Clio, 1996.… |
Sequence 84REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 23context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 26Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 30ees need to understand fully the principles of geology, biology, and history. They need a good general background so that by… |
Sequence 66matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 67Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 99other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 111This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 116The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 119differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 140Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 159environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 160Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 165shared direction and a common goal in our work. In stark contrast to this, there is cosmic education, which is for the second… |
Sequence 171Nature and, moreover, makes use of them, thus creating new possibilities. His technical skill has harnessed the forces of… |
Sequence 173context of a single force. With these kinds of discoveries, the children come to understand and appreciate the importance of… |
Sequence 178Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 226with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 26child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 38Yet I come to London, and every blessed child speaks good English. Who taught them? Where were the professors, the books, the… |
Sequence 40are you going to prick my ears so that I can put my earrings like you have them?" And later on, "Mother,… |
Sequence 73But grammar is a natural and enjoyable exploration if given at the right age. Even if you have a barrier against grammar… |
Sequence 74Montessori, Maria. The Montessori Elementary Material. 1916. Trans. Florence Simmonds. Madras, India: Kalakshetra, 1965. Vol… |
Sequence 109Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Church.… |
Sequence 154Th is observation experiment, although traumatic for some, opens the door to self-observation and discovery. It allows us to… |
Sequence 155Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 172Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 187sense, regardless of how it turns out" (Havel 181). Optimism cannot be commanded, as Frankl observes, but hope can be… |
Sequence 45REFERENCES Brazelton, T. Berry, & Stanley I. Greenspan. The Irreducible Needs of Children: What Every Child Must Have… |
Sequence 63treat your souls. So I will leave you with this: Be strong and moral young men and women, and as you face the world before… |
Sequence 117into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |
Sequence 131them through and onward, or at the very least, lie in wait until a fertile time when the memory of what they experienced with… |
Sequence 158Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 212growing, young central MN com- munity. Send resume to: Swan River Montessori Charter School P.O. Box 876 Monticello, MN… |
Sequence 26Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 62ourselves when we make mistakes. We want our politicians and industrial leaders to learn from their mistakes. We all should do… |
Sequence 132uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 159the parish would have twelve Masses every weekend and they'd all be full." Why does this journey with the child… |
Sequence 178in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 196Montessori, Maria. The Child, Society and the World: Unpub- lished Speeches and Writings. 1979. Trans. Caroline Juler &… |
Sequence 198CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of… |
Sequence 199The purpose of my discourse is to examine why and in what way Maria Montessori's vision of cosmic education, formed… |
Sequence 200izing that illiteracy is a fundamental issue that must be solved. (Montessori, "Weltilliteracyus" 151) She… |
Sequence 201social conceptions, and was interned by the British just as she was. As a professor and later chancellor of the university, he… |
Sequence 202family and her close contact with Annie Besant, she became familiar with theosophical thought at an early age. Her intention… |
Sequence 203and exact body control, and the schooling of aesthetic taste through the guidance of competent and understanding adults in an… |
Sequence 205House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational… |
Sequence 209Because of its seclusion, the population of Kodai grew slowly despite the favorable climate, and always there were many more… |
Sequence 210and finally abandoned. Remaining are unique archives with histori- cal documents about the Jesuit missionaries in southern… |
Sequence 211children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was… |
Sequence 212opened a small school, where she began working with four children and eventually, together with other Indian women, cared for… |
Sequence 213Maria Montessori probably was notable to appreciate the unusual diversity of nature with the same open-mindedness with which… |
Sequence 216found herself for a time in a frustrating professional isolation: no official notice or acknowledgement of her work, no… |
Sequence 221ders of the physical world." While the experiments for the younger children were demonstrated to them by an adult,… |
Sequence 222All of this indicates how comprehensively Maria Montessori herself saw the concept of cosmic education and how seriously she… |
Sequence 223was quite likely also instrumental in the acceptance she and her ideas received in India. Another aspect of the Indian way of… |
Sequence 224between human beings and the cosmos comes up over and over again. For that reason, Maria Montessori, with her discourses about… |
Sequence 226On the other hand: The gradually concretized splendid vision of a cosmic education developing into a comprehensive didactic… |
Sequence 227Kramer, Rita. Maria Montessori: A Biography. New York: Putnam's, 1976. Krishnaswamy, S. "George Sydney Arundale… |
Sequence 228Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 277New York 42 year established school 3-6, 6- 12, Junior High. Seeking 0-3 guide and a qualified school administra- tor.… |
Sequence 57directress to set up primary class- room. Music, Latin, language im- mersion, parent library. Very supportive O to 3 trained… |
Sequence 33AlsoNAMTAis pleased to acknowledge its Journal editorial team, in particular Renee Pendleton and Katherine Wilson, for their… |
Sequence 38Yet we also have to interpret what Montessori says in the light of all her works, of everything that we can find, of her… |
Sequence 45You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 75Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New York: Schocken… |
Sequence 85environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 134vinced by anything that I've read. But, you know, some people are suggesting that. Q. I was just thinking, along the… |
Sequence 167REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 227Koch, Kenneth. Rose, Where Did You Get That Red? Teaching Great Poetry to Children. New York: Random House, 1973. Montessori… |
Sequence 262The Four Planes of Development bon1e· 3 9 15 21 Figure 1. The Four Planes of Development (cited in Grazzini 7) working… |
Sequence 361interest in, what is extraordinary, what is magnificent; and they have a natural tendency to hero worship. All of this can be… |
Sequence 386Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 409Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 433Montessori saw peace as more than the absence of war; war, she said, destroys the constructive impulses in us. The aura,… |
Sequence 38REFERENCES Covey, Stephen R. The Seven Habits of Highly Effective People. New York: Simon & Schuster, 1989. Dyer,… |
Sequence 51• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 52Conference Proceedings, July 19-24, 1994, Washington, DC]. Rochester, NY: AMI/USA, 1995. 117-130. Lakoff, George. "… |
Sequence 65• They will be lifelong learners because they enjoy what they do and learn in order to envision. • They will be socialized… |
Sequence 120off the roof will be collected in large cisterns for watering the gardens and washing. We also chose to use straw bale… |
Sequence 125simple tool-the pencil-a sense of the whole and the interconnec- tions between things and people. The elder hoped to awaken… |
Sequence 128understanding of the complex planetary systems. In 2004, the world scientific community completed an extraordinary decade-long… |
Sequence 135Montessori; see Creative Development in the Child 133) and become more cognizant of the keys in our timelines, charts, and… |
Sequence 139to 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 140Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 166Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 176Degrees Celsius 14.8------------------ 14.6 14.4 14.2 14.0 13.8 13.6 13.4 Souru: G<>ddard Institute (… |
Sequence 199have the sensorial experience of those relationships in nature and in supranature. So it follows logically that they must be… |
Sequence 214Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 43paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 44Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 45Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |
Sequence 6THE MONTESSORI CENTURY CONCEPT: A CONTINUING PROCESS IN REALITY by David Kahn When we look back to the origins of the… |
Sequence 28THE LIGHT OF THE CHILD by Dr. Maria Montessori First published in 1957 by AMT inn special booklet com111e111orating fifty… |
Sequence 30gave,has survived, for there are in different parts of the world Case dei Bambini of which even the Italian name has been kept… |
Sequence 108COSMIC EDUCATION by Annette Haines Annette Haines makes a clear and well-doc11me11ted presentatio11 of Cosmic Education,… |
Sequence 116extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 132Montessori, Maria. Ed11catioJ1 and Pence. 1949. Trans. Helen R. Lane. Oxford: Clio, 1992. Montessori, Maria. Educazio11e e… |
Sequence 178by the children's enthusiastic work, by their concentration, their varied interests and knowledge at an early age, as… |