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Sequence 5But this is characteristic of any large-scale scientific theory still under active development, and is not a reason for… |
Sequence 10history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 9Mover, itself unmoved. This Mover he called God. Aristotle's God was not the sort of being one would be inclined to… |
Sequence 4creatures. "Listen, Israel ... "are words addressed to ancient Israel, which are still valid today in the… |
Sequence 8organization-as well as with managing their behavior. It is more sur- prising to discover, in the writings of Russian… |
Sequence 146organization-as well as with managing their behavior. It is more sur- prising to discover, in the writings of Russian… |
Sequence 8infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 4some of them at work and they do things that I haven't found a way to talk about yet, which tie them to Sylvia Ashton… |
Sequence 5the same elements that you see in Montessori and Sylvia Ashton Warner. For example, in all of these approaches is a deep… |
Sequence 11movements of the universe-that nature was both teacher and guide. Even as historical traditions arose in certain contexts,… |
Sequence 13(B.W. Anderson, 1986, p. 541). All of this is set against the back- ground of Yahweh as cosmic King and Creator, as enthroned… |
Sequence 7At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 9love." "With eternal love I love you" say the prophets of Israel (Isaiah 54:8,Jeremiah31:3). &… |
Sequence 2ECOLOGY AND HUMAN DESTINY by John F. Haught John Haught writes that "selfhood arises out of its dependency on many… |
Sequence 2utopian drive of unspoken intensity in Montessorians. It is unspoken because raw human idealism is so vul- nerable, and… |
Sequence 4all connected. And so we want to look at the unity of the whole and foster in the child that sense of the unity and the cosmos… |
Sequence 14biology, geography. Evolution did not happen apart from the dynam- ics of the earth. Biological time is geological time. The… |
Sequence 2say that we have lived in peace and we have had a Lot of conflict. Peace is the capacity to face the conflicts, overcome the… |
Sequence 8the children in the class will know where the child is going in a short time. Parents of children in the class who are from a… |
Sequence 12Responsible use of water is an example of an issue that is unit- ing the world. Post Oak adolescents addressed this issue on a… |
Sequence 3319. Maria Montessori, Autoeducazione (Milan: Garzanti, 1970), 83. (Translator's note: See note 3 above.) 20. Franz Marc… |
Sequence 1Building spoken language in the first plane by Joen Bettmann Through a strong Montessori orientation to the parameters of… |
Sequence 1JOEN BETTMANN _________________________________________________________________________ Joen Bettmann was a highly regarded… |
Sequence 2approach is incompatible with Montessori, but when the Montessorian reaches out for the adolescent model he may have something… |
Sequence 3man? What are its characteristics? Are there any universal similarities of the role an individual plays in some of the major… |
Sequence 1Conclusion Religious Potential of the Child (Ages Three to Six) by Sofia Cavalletti Reaching the end of our brief… |
Sequence 2will happen. And I see it being done in the United Nations. Here my third point is: that I have found that indeed, the United… |
Sequence 3Bambino, was formed to develop materials and to continue the study of the develop- ment of the religious potential in children… |
Sequence 89But this is characteristic of any large-scale scientific theory still under active development, and is not a reason for… |
Sequence 48history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 63Mover, itself unmoved. This Mover he called God. Aristotle's God was not the sort of being one would be inclined to… |
Sequence 67creatures. "Listen, Israel ... "are words addressed to ancient Israel, which are still valid today in the… |
Sequence 56organization-as well as with managing their behavior. It is more sur- prising to discover, in the writings of Russian… |
Sequence 121infants. In fact, they do it prenatally, that's what we now know. They're not tabulae rasae; they never were tabulae… |
Sequence 130some of them at work and they do things that I haven't found a way to talk about yet, which tie them to Sylvia Ashton… |
Sequence 131the same elements that you see in Montessori and Sylvia Ashton Warner. For example, in all of these approaches is a deep… |
Sequence 197movements of the universe-that nature was both teacher and guide. Even as historical traditions arose in certain contexts,… |
Sequence 199(B.W. Anderson, 1986, p. 541). All of this is set against the back- ground of Yahweh as cosmic King and Creator, as enthroned… |
Sequence 16At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 18love." "With eternal love I love you" say the prophets of Israel (Isaiah 54:8,Jeremiah31:3). &… |
Sequence 131ECOLOGY AND HUMAN DESTINY by John F. Haught John Haught writes that "selfhood arises out of its dependency on many… |
Sequence 263utopian drive of unspoken intensity in Montessorians. It is unspoken because raw human idealism is so vul- nerable, and… |
Sequence 50all connected. And so we want to look at the unity of the whole and foster in the child that sense of the unity and the cosmos… |
Sequence 147biology, geography. Evolution did not happen apart from the dynam- ics of the earth. Biological time is geological time. The… |
Sequence 13say that we have lived in peace and we have had a Lot of conflict. Peace is the capacity to face the conflicts, overcome the… |
Sequence 55the children in the class will know where the child is going in a short time. Parents of children in the class who are from a… |
Sequence 240Responsible use of water is an example of an issue that is unit- ing the world. Post Oak adolescents addressed this issue on a… |
Sequence 13319. Maria Montessori, Autoeducazione (Milan: Garzanti, 1970), 83. (Translator's note: See note 3 above.) 20. Franz Marc… |
Sequence 1381984: Published: "Ln Mistica Ebrnica," in Ln Misticn, Fe11e- 111e11ologin r Riflessione Teologica (Ed. Citta… |
Sequence 163aitri Learning u. Makers or the books and card materials used in Montessori Teacher Training Centers around the world A… |
Sequence 4337 Bettmann • Building Spoken Language in the First Plane Building spoken language in the first plane by Joen Bettmann… |
Sequence 3428 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 It is noteworthy that the language by which we draw near to the mystery… |
Sequence 122116 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 C: The piazza (recalling the image one of the children had used before… |
Sequence 152146 The NAMTA Journal • Vol. 42, No. 1 • Winter 2017 about the second question? Abraham took his animals and changed his land… |
Sequence 155149 Coulter • All Is Gift: Enjoying the Presence of God development from the rest of the peoples….And they were…. C: The… |
Sequence 6262 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 JOEN BETTMANN… |
Sequence 57approach is incompatible with Montessori, but when the Montessorian reaches out for the adolescent model he may have something… |
Sequence 13man? What are its characteristics? Are there any universal similarities of the role an individual plays in some of the major… |
Sequence 25Conclusion Religious Potential of the Child (Ages Three to Six) by Sofia Cavalletti Reaching the end of our brief… |
Sequence 21will happen. And I see it being done in the United Nations. Here my third point is: that I have found that indeed, the United… |
Sequence 31Bambino, was formed to develop materials and to continue the study of the develop- ment of the religious potential in children… |