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Sequence 15Montessori, Maria. Ed11catioJ1 and Pence. 1949. Trans. Helen R. Lane. Oxford: Clio, 1992. Montessori, Maria. Educazio11e e… |
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 13Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 12As an occupational therapist, it has been an honor to serve as consultant to the Montessori classroom. It is always a delight… |
Sequence 37need for simple beauty in mind. Its model school building was designed by the architect Franz Schuster in the Bauhaus style… |
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 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 168Books Published by Maria Montessori Mario Monressori, /roly, 191 2 __ during Her Lifetim_e _____ _ 1909. II Metodo de/Ja… |
Sequence 1691946. Education for a New World. Adyar, Madras, India: Kalakshetra. 1948. De J'enfant a /'adolescent (From… |
Sequence 174Correspondence, continued Letter from Mario M. Montessori to Elise (Lisi) Braun with handwritten addendum from Marlo… |
Sequence 178A Montessori Journey 1907 to 2007 Patrons Anonymous Donation through Si Helena Monressori School Association Montessori… |
Sequence 185Far Journey to the Southlands (Australia and New Zealand) We are indebted to Debbie Senoff-Langford of Chicago for graciously… |
Sequence 189Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator… |
Sequence 5Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 16On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 23nature, this sense of mystery, must accompany the study of nature when, having learned of these wonders, this child goes out… |
Sequence 10The specifics, however, depend greatly on the values of the child's parents and society. If a family and culture,… |
Sequence 11poral punishment and eating dinner with one's hands were more serious offenses than did children in India. Because… |
Sequence 23Montessori, Maria. The Absorbe11t Mi11d. 1949. Trans. Claude A. Claremont. Adyar, Madras, India: Kalakshetra, 1984.… |
Sequence 16Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 24Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 49young man is supposed to wear to the chariot races as well as what exercises will mold attractive feet and biceps to excite… |
Sequence 71Esenin, Segey. Tl,e Heritage of R11ssia11 Verse. Ed. D. Obolensky. Bloomington: Indiana UP, 1962. £very111a11. Medieval Drama… |
Sequence 72Menzel, Emil W., Jr. Preface. Deception: Perspectives 011 H11111n11 n11d Nonl111111n11 Deceit. Ed. Robert W. Mitchell &… |
Sequence 12Marlowe's Or. Fn11st11s, Mary Shelley's Frnnkenstei11, Melville's Moby Dick, and the book of Ecclesiastes. They… |
Sequence 2THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 4nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 17Montes~ori, Man.1. The S1•cret of Cl1ildho<1d. 1936. Tr.1ns. \I. Joseph C.ostelloc. c" York: Ballantine, 1992… |
Sequence 20APPENDIX A "EVIDENCE-BASED" CURRICULUM AND PROGRAMMATIC EFFORTS THAT SUPPORT SEEAE • Center for the… |
Sequence 16"What Is a Social Entrepreneur?" Ashoka. July 29, 2005 <http://ashoka.org/social_entrepreneur>… |
Sequence 21We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 13Gopnik, Alison, Andrew l\. Mdtzoff, & P,1trici,1 K Kuhl. The Sctl'lllisl i11 lhl' Crib: /\fords, Brains,… |
Sequence 24accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 44The next time a big cousin walked by tire child, kicked him, and hurled insults at him, he pulled his twisted body 11p as… |
Sequence 28Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 29Lakoff, G., & M. Johnson. P/11/()sol'hY i11 //,c I Jes!,. Nrw York: B,1sic8ooks, 1999. Leder, D. The A/1~1•111… |
Sequence 4What is it? A mystery. Just as the newborn's mind is a mystery, so is the social newborn a mystery. Each time we find… |
Sequence 11artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 15REFERENCES Blake, William." Auguries of Innocence." 1803. Blake, William. So11gs of /1111oce11ce n11d of… |
Sequence 15book of Nnture Study (1911) is still in print today and is a great resource for teachers. 4 Both Professor Bailey's and… |
Sequence 17Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 12We haveourworkcutoutforus. We have to keep our minds sharp. We have to keep our observations as free from personal agenda as… |
Sequence 19REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 12Montessori, Maria. The Formation of Mn11. 1949. Madras, India: Kalakshetra, 1986. Montessori, Maria. Unpublished lectures. Dr… |
Sequence 18McCarty, W. "Keys to Healing and Preventing Foundational Trauma: What Babies Are Teaching Us." Bridges-ISSS£… |
Sequence 18Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 19Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 8Books RESOURCES Chance, Paul. First Course /11 Applied Beh11vior A1wlysis. Pacific Grove, CA: Brooks/Cole Publishing, 1998… |
Sequence 9Howlin, Patricia. CJ,i/dre11 wit!, A11tis111 and Asperger Syn- dro11,e: A C11ide for Practitioners and Carers. New York:… |
Sequence 17picture) on the wall and a short list of words from the picture to be placed next to it. [t is wise to remember that creative… |
Sequence 6teacher training programs. Like the international and national Mon- tessori organizations, the International Dyslexia… |
Sequence 1JUST THE FACTS: INFORMATION PROVIDED BY THE INTERNATIONAL DYSLEXIA ASSOCIATION Tlte International Dyslexia Association… |
Sequence 11Suggested Readings Moats, L.C., & K. E. Dakin. Basic Facts about Dyslexia and Other Rending Proble,ns. Baltimore: The… |
Sequence 16phrase meanings (semantics), sentences (syntax), longer passages (discourse), and the social uses of language (pragma ties).… |
Sequence 26certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 12We may well find that future discoveries will argue for modification of transition methods at other interfaces. This is an… |
Sequence 1MONTESSORI' s ROLE IN TWENTY-FIRST- CENTURY EDUCATIONAL REFORM by Krishna Kumar Mo11tessori adolescent education finds… |
Sequence 5for peace came into being among progressive thinkers around the world. You know Montessori was in India during that period,… |
Sequence 6John Dewey, the American philosopher, has a very interesting idea. He says, if you want to know what is going on, one way to… |
Sequence 8ing: Yes, teachers are important because they bring about learning and, in fact, they can maximize learning, they can enhance… |
Sequence 10ently from being a cause of learning. And that is precisely the kind of definition that we find in The Secret of Cliild/10od,… |
Sequence 27discourses and curriculum designers would need to pay deeper attention to the exercise we referred to earlier in this talk… |
Sequence 1LANGUAGE: THE SONG OF LIFE by Baiba Krumins Grazzini Ms.Krumins Grazzi11 i's lecture begi11s with a vision of articulate… |
Sequence 2I wish to start with a quote. (Amazingly enough, it is not a quote from Dr. Montessori, whom I shall, instead, quote later on… |
Sequence 16Only if the child can fulfil] his task of adaptation in relation to all aspects of the surrounding environment, including the… |
Sequence 24projects itself into the future and is sunk in the remotest ages of the past, thereby linking the past to the present and the… |
Sequence 23a time there was a child, and the child asked why, and we told the story of why. And once upon a time there was an adolescent… |
Sequence 24Montessori, Maria. Tlte Cltild, Society a11d tlte World: Unpub- lished Speeches n11d Writings. 1979. Trans. Caroline Juler… |
Sequence 13is supposed to be in Coptic and Latin. In the text that the children read, the Coptic is translated into English. For this… |
Sequence 23if you ever watched the old Rocky and Bullwinkle cartoons.) The Wayback Machine can take you to old sites. It's a Jot of… |
Sequence 25buried in Alexandria. Eventually the story moves into the Byzantine times, so you have the Emperor Justinian and Empress… |
Sequence 28An important note here is that there is only one building on this model that we kept from year to year, and that is the… |
Sequence 31Figure 14. David Kahn, John Wyatt, Kathleen Allen. Alexandria was a center for embalming. Bodies were brought in from all… |
Sequence 15REFERENCES Kohlberg, Lawrence. "Education for Justice: A Modern Statement of The Platonic View." Moral… |