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Sequence 2Goo's CosMic PLAN AND THE WORK OF THE CHILD by Carol Cannon Dittberner Integrating the broad vision of cosmic education… |
Sequence 9EXCELLENCE AND ETHICS IN BUSINESS I would like to say a few words about what happens at the other end, once you are into… |
Sequence 3You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.… |
Sequence 1CIVILITY AND CITIZENSHIP: THE ROOTS OF COMMUNITY CONNECTION by Patricia Ludick This article weaves into the adolescent… |
Sequence 14REFERENCES Berry, Wendell. Sex, Economy, Freedom and Community. New York: Pantheon Press, 1992. Berry, Wendell. Recollected… |
Sequence 9trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 7components describes the real parameters of a philosophy of educa- tion, the important ones in any case. Today l'm going… |
Sequence 27clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 15interesting that this is what he drew from that. Six million Jews die, and he's talking about indifference and wonder.… |
Sequence 2history, in the earth's logic, in nature's bounty, in the wonders of the human-built world. We are keepers of human… |
Sequence 7The totality of the cosmos may not be compartmentalized into subjects. Subjects are helpful for the teacher to keep order… |
Sequence 8Houses. This is not a snobby attitude. If we take in too many children who cannot follow their healthy inner urges, then we… |
Sequence 21children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 7The first and third planes, ages zero to six and twelve to eighteen, are periods of creation of characteristics that were not… |
Sequence 16care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 14closing or revolutionizing the traditional types of employ- ment. ... there is a need for a more dynamic training of… |
Sequence 4extremely valuable and will have these larger social and political effects. With that, let me begin to talk about the topic… |
Sequence 11This shift of focus from objects to relationships is not an easy one because it is something that goes counter to the… |
Sequence 6need to go inside of our being and get in con tact with our "True Self," the divine core where divine Light… |
Sequence 2the children and adolescents we serve on a daily basis. My belief is that they teach us, inform us, and pull us toward our own… |
Sequence 6cient history, astronomy, geology, and chemistry-in other words, a cosmic curriculum. The work of the child at the second… |
Sequence 23memorization of puzzle words, or math facts, our goal should be to hear the child asking questions such as these: "… |
Sequence 5upset if they are given any kind of gift, which is what anthropologists used to do originally when they visited. They left… |
Sequence 18never called work anything that they themselves originated. That is the typical way in which kids learn about what's work… |
Sequence 6to provide any kind of alternative to these old traditional ways of development. Then there is this fourth category, which is… |
Sequence 10REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 11REFERENCES Montessori, M. From Childhood to Adolescence. 1948. Rev. ed. Trans. AM. Joosten. Oxford, England: Clio, 1996.… |
Sequence 9REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 9context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 12Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 14But this cosmic vision belonged not only to Maria Montessori; it belongs to the whole of our Montessori movement. It imparts a… |
Sequence 16ees need to understand fully the principles of geology, biology, and history. They need a good general background so that by… |
Sequence 12This is the time, says Montessori, "when the social man is created but has not yet reached full development"… |
Sequence 20The "Energies" of Infancy In the lecture that Montessori gave with the help of this second chart (Second… |
Sequence 34matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 15other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 11This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 4The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 6also" the mother with six children of different ages is far better off than the mother with one."… |
Sequence 7differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 12Figure 7. World Map Showing the Main Peninsulas of the World. Etymologies The teacher or children can research the stories or… |
Sequence 16Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 18environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 19Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 5shared direction and a common goal in our work. In stark contrast to this, there is cosmic education, which is for the second… |
Sequence 11Nature and, moreover, makes use of them, thus creating new possibilities. His technical skill has harnessed the forces of… |
Sequence 13context of a single force. With these kinds of discoveries, the children come to understand and appreciate the importance of… |
Sequence 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 4with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 14We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 26We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |
Sequence 36with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen… |
Sequence 84Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 89context of a single force. With these kinds of discoveries, the children come to understand and appreciate the importance of… |
Sequence 91Nature and, moreover, makes use of them, thus creating new possibilities. His technical skill has harnessed the forces of… |
Sequence 97shared direction and a common goal in our work. In stark contrast to this, there is cosmic education, which is for the second… |
Sequence 102Montessori, Maria. The Secret of Childhood. 1936. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1958. Montessori… |
Sequence 103environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 122Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 126Figure 7. World Map Showing the Main Peninsulas of the World. Etymologies The teacher or children can research the stories or… |
Sequence 143differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 144also" the mother with six children of different ages is far better off than the mother with one."… |
Sequence 146The Child, Society and the World: Unpublished Speeches and Writings This book (Clio Press) includes a lecture given by Maria… |
Sequence 151This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 163other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 196matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 210The "Energies" of Infancy In the lecture that Montessori gave with the help of this second chart (Second… |
Sequence 218This is the time, says Montessori, "when the social man is created but has not yet reached full development"… |
Sequence 232ees need to understand fully the principles of geology, biology, and history. They need a good general background so that by… |
Sequence 234But this cosmic vision belonged not only to Maria Montessori; it belongs to the whole of our Montessori movement. It imparts a… |
Sequence 236Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 239context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 2inquiry, and sharing ideas help us make predictions about ages and stages. We learn about the multitude of possible roles to… |
Sequence 18child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 12Yet I come to London, and every blessed child speaks good English. Who taught them? Where were the professors, the books, the… |
Sequence 14are you going to prick my ears so that I can put my earrings like you have them?" And later on, "Mother,… |
Sequence 15But grammar is a natural and enjoyable exploration if given at the right age. Even if you have a barrier against grammar… |
Sequence 16Montessori, Maria. The Montessori Elementary Material. 1916. Trans. Florence Simmonds. Madras, India: Kalakshetra, 1965. Vol… |
Sequence 3really mean? The dictionary says to explore is to search through with a view to making a discovery, to look into all parts of… |
Sequence 5One could see how little children, because of their inno- cence, can feel the need of God's presence in a purer and more… |
Sequence 11Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Church.… |
Sequence 7The end result of an ill-prepared environment, lacking in compas- sion and understanding, is a deviated human being-a human… |
Sequence 13Obedience is not merely compliance. Forced obedience is not the same as true obedience. If we make the child behave by fear,… |
Sequence 27Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 7The educator must not imagine that he can prepare himself for his office merely by study, by becoming a man of culture. He… |
Sequence 16Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 7It is not surprising that Ms. Dwyer renamed her reading classic, originally entitled A Reading Scheme for English (assembled… |
Sequence 1To WoRK Is NoBLE, TO BEHOLD Is DIVINE by David Kahn When Montessori schools struggle with finances, admissions, and finding… |
Sequence 16REFERENCES Brazelton, T. Berry, & Stanley I. Greenspan. The Irreducible Needs of Children: What Every Child Must Have… |
Sequence 17treat 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 7into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |
Sequence 8How much independence should an adolescent have? How do we help them "enter into society" while offering the… |
Sequence 16Action. Ed. K.H. Pribram. Middlesex, England: Penguin Books, 1969. Gesell, Arnold, Frances L. Ilg, Janet L. Rodell, et al.… |
Sequence 31career in psychology?" What is getting an A in an education course on classroom management going to have to do with… |
Sequence 1EIGHT MONTESSORI INSIGHTS by Angeline Stoll Lillard Here follows a small excerpt from Angeline Li/lard's new book… |
Sequence 5with how we know the very best learning takes place. Rather than memorize facts chosen by a faraway state legislative body,… |
Sequence 10ADOLESCENT: SLAVE TO THE PRE-COLLEGIATE OR INDEPENDENT LEARNER LOOKING AT THE WHOLE OF LIFE? But, having studied the… |
Sequence 17hensive formal education; the same themes that were lived out during the twelve-to-fifteen period developmentally now can be… |