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Sequence 239context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 244tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 248Piazza Vecchia, Bergamo, Italy The NAMTA Journal 7 |
Sequence 254CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 255Bergamo, Italy |
Sequence 3depressed, and one may feel the need of that solace for strength when depressed. But the wine itself does not feel the need… |
Sequence 4She was expecting this, too, until she received the impact of the spirituality of the child and left everything to follow it… |
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 20normal surroundings and thus something that satisfies the spirit. That is all. It is not so much what is in the children, it… |
Sequence 6The key that again opened my spiritual vision quest here was the role of "calling" within me, the teacher (… |
Sequence 2MODERN MONTESSORI IN SEARCH OF A Sout: A TRIBUTE TO SOFIA CAvALLETTI by David Kahn David Kahn's tribute to Sofia… |
Sequence 5often they were items of educational apparatus suited to the mental age and which permitted prolonged activities. She called… |
Sequence 2SOCIAL AND MORAL DEVELOPMENT: IMPORTANCE OF THE f AMILY by John McNamara This comprehensive view of social and moral… |
Sequence 7swimming pool for use in the summer. Computer Associates, at its World Headquarters on Long Island, New York, has gone so far… |
Sequence 2MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 9esteem emerge within the child. We know that the child's referring to herself and taking action is going to depend very… |
Sequence 2THE ELEMENTARY CHILD' s PLACE IN THE NATURAL WORLD by Phoebe Allen Phoebe Allen's article speaks for the early… |
Sequence 11computer I cell phone ban. She and her father jokingly referred to the period of withdrawal that she experienced from her… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 2THE GREAT RIVER by Baiba Krumins Grazzini The Great River is sometimes referred to as a metaphor for human unity, which has… |
Sequence 3The first gathering ofEsF took place in Italy during the summer of 1999. At the end of the six-week convocation, the… |
Sequence 4to forty years in the field; several were not long out of training. I looked forward to revisiting Montessori's legacy… |
Sequence 3common goals that introduce real responsibilities at a younger and younger age. One may ask if this conversation is concrete… |
Sequence 9Love and Knowledge cannot be separated: "Man must be edu- cated. It is true that education can create a better kind… |
Sequence 14Montessori, Maria. The Child, Society and the World: Unpub- lished Speeches and Writings. 1979. Trans. Caroline Juler &… |
Sequence 17attempts I made to dig out information about Maria Montessori's stay and work in Koda i. My inquiries were frequent! y… |
Sequence 2ESTABLISHING THE ERDKINDER APPENDICES AS AN AUTHORITY by Baiba Krumins Grazzini Baiba Krumins Grazzini was chosen to open… |
Sequence 8criticism which does not stem from experimentation or even reflection. People just reacted against and criticized. I found a… |
Sequence 6I return to the main question: Can the syllabus be applied in other settings? If we know what the intent is, we certainly can… |
Sequence 2COMMUNITY, FREEDOM, AND DISCIPLINE IN A CARING CLASSROOM by John McNamara John McNamara characterizes adolescents through… |
Sequence 8also diplomatically handles complaints about menus and the balanc- ing of vegetarian and non-vegetarian food options. The… |
Sequence 8we should set forth large challenges whose fulfillment requires both the commitment and development of the individual and of… |
Sequence 13years of creativity, experimentation, study, and refinement. That's where we are now in the adolescent work-guided by… |
Sequence 11of the day students as well. Though they were sometimes not the majority in terms of numbers, the boarding students were… |
Sequence 1How MY STUDENTS SEE THEIR ADOLESCENT EXPERIENCE AND TURN OUT IN LIFE by John McN amara The chorus of letters written to… |
Sequence 2MONTESSORI THEORY: V ALORIZATION by Jenny Hoglund Personality, mental and moral independence, the law of maximum effort,… |
Sequence 10REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 1WHAT TO EXPECT FROM THE THIRD PLANE USING THE PLANES OF DEVELOPMENT CHART AS A BASIS OF THEORY by Baiba Krumins Grazzini… |
Sequence 20other. For this power is the quintessential one for the probing of not only science, but history, geography, mathematics, and… |
Sequence 1THE ROLE OF THE DISCIPLINES FOR COSMIC EDUCATION by Baiba Krumins Grazzini Baiba Krumins Grazzini continues to discuss… |
Sequence 16convinced when they saw some sugar transform itself into a fuming mass of the blackest coal under their eyes, after sulfuric… |
Sequence 17geography, etc., allowing practical experience in addition to studying books. For this type of school, secondary school… |
Sequence 11The adolescent project continues, as does the path of human development. Montessori says, "The intimate vocation of… |
Sequence 1THE ROLE OF THE SPECIALIST by Baiba Krumins Grazzini This article touches on the roles of specialist and generalist as… |
Sequence 9REFERENCES Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria.… |
Sequence 12tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 12understand how something moves from one part to the next, e.g., the flow of digested material through the digestive system or… |
Sequence 91. For a successful closing of circles and the opening of new ones. 2. For them to have the necessary energy and vitality to… |
Sequence 7Montessori, Maxia. From Childhood to Adolescence. 1948. Trans. A.M. Joosten. Rev. ed. Oxford: Clio, 1996. Stephenson,… |
Sequence 1HISTORY: HUMAN SOLIDARITY: MAN WHITHER BOUND by Baiba Krumins Grazzini The human solidarity concept is a second-plane… |
Sequence 24Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 21Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 2THE MONTESSORI HIGH SCHOOL FOR THE STUDY OF NATURE AND SOCIETY A PROPOSAL by David Kahn David Kahn presents a high school… |
Sequence 12Overview Staging Areas for Montessori High School Urban Centers L~tle Italy Neighborhood useum of Nalural HislorY, ershey… |
Sequence 16• Joint funds development (administrative) · Carpentry assistance 4. The Little Italy Neighborhood The Little Italy… |
Sequence 22THE MONTESSORI INTERNATIONAL BACCALAUREATE DESIGN Careful explication of Montessori primary texts, including Maria… |
Sequence 7REFERENCES Montessori,Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria.… |
Sequence 2TEN MONTESSORI IDEAS THAT CONVERT PARENTS TO THE CHILD'S POINT OF VIEW by David Kahn This outline serves as a guide for… |
Sequence 13• They will be lifelong learners because they enjoy what they do and learn in order to envision. • They will be socialized… |
Sequence 16The piece of metal that holds the eraser is caUed the ferrule and is made of brass (a combination of zinc and copper). Zinc is… |
Sequence 10ITHE .4 PLANs~ OF DJVELOPMENT! I TH «BULB> ,~~~' ~ ~ Figure 1. The Bulb. Maria Montessori, Rome, 1951 (cited… |
Sequence 1MONTESSORI: CHILDREN, NATURE, AND GROWING UP GREEN PREFACE TO "NATURE AND EMBODIED EDUCATION" BY KEVIN… |
Sequence 1QUALITIES OF A MONTESSORI SECONDARY MATHEMATICS PROGRAM by Christopher Kjaer, John McNamara, and Michael W aski The… |
Sequence 1OF HEROES AND THE HEROIC: REFLECTIONS ON THE EARLY LIFE AND ACHIEVEMENTS OF MARIA MONTESSORI by Lawrence Schaefer Lnrry… |
Sequence 5In secondary school Maria had at first studied mathematics, then science, and in the university she studied biology. All were… |
Sequence 8Montessori looked around the ward and saw only beds. Nothing but beds. The room was completely empty of anything that would… |
Sequence 9Early in September, 1898, Italy and its educational establishment were rocked when an Italian anarchist assassinated Elizabeth… |
Sequence 11Butitisin the human con- text that we must come to un- derstand the depth of this tragedy-the terrible wrench to a mother… |
Sequence 13condition-the tenants were in charge of the care and maintenance of the tenements. It acted as a sort of covenant. And he… |
Sequence 1THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Kru 111ins Grnzzini puts the relationsl1ip between child a11d society… |
Sequence 9contacted Dr. Montessori to help with an urban renewal project in the San Lorenzo District of Rome. The press referred to… |
Sequence 10What They Showed Us One day, in great emotion, I took my heart in my two hands as though to encourage it to rise to the… |
Sequence 12Italy, continued Writing on che chalkboard, an early Italian Montessori school, dote unknown. "They revealed a… |
Sequence 13Sometimes very tiny children show a precocious skill and accuracy of movement that must arouse our wonder. If an environment… |
Sequence 28Far Journey to the Southlands REPORT Montessori Methods of Education. M. M. SIMPSON. '-"""… |
Sequence 76A Scottish Montessori School The child has a great passion to learn. If he did not, how could he find his bearings in the… |
Sequence 85There was not a separation between indoors and outdoors.. . . Laughingly, we used to say, "There is never any bad… |
Sequence 125In this passage written in 1967, Claude Claremont described how to start the Silence Game: "Setting her chair in a… |
Sequence 140Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 152Margot Waltuch and Amos, 1933 Peace and Education, continued A Time for Peace on Earth Sandwiched between two world wars,… |
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 176Maria Montessori's Vision '- Maria Montessori greeting children at the St Angelo School in Rome, around 1911 Man… |
Sequence 184Notes and Sources, continued What They Showed Us (Italy) The photos of the first Casa dei Bambini and the Casa in Milan are… |
Sequence 190Notes and Sources, continued Three major bibliographies of Montessori-related books and articles have appeared in recent… |
Sequence 1MONTESSORI: p ATHWAYS TO EDUCATION REFORM, 1907-2007 by David Kahn Tllis nrticle puts i11to sepnrntenccou11ts n brief… |
Sequence 3ACT I. THE DRAMA OF SAN LORENZO: LINKING SOCIAL ANO EDUCATIONAL REFORM-1907 Montessori con temporaries travel to Rome in… |
Sequence 16On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 6oxidation. Extensive oxidation of organic matter takes oxygen out of the atmosphere and replaces it with carbon dioxide. At… |
Sequence 5Figure 1. The Four Planes of Development: The "Constructive Rhythm of Life." Maria Montessori, Perugia,… |
Sequence 2THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
Sequence 24Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 15Louv, Richard. LnstChildi11 the Woods. Chapel Hill: Algonquin Books, 2006. Maslow, Abraham. The Fnrther Renches of H11111n11… |
Sequence 2THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 17Montessori, Maria. From Childhood to Adolesce11ce. 1948. Rev. ed. Trans. A.M. Joosten. Oxford: Clio, 1996. Montessori, Maria… |
Sequence 21We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 45l ,10 T✓ t1. Tao t,· d1i11g. l r,rns. J,rn,cs Ll•ggc. lntcrrwt Cl,1s- sics \rchi, l' \1arch 25, 2008 <http://… |
Sequence 12hear a baby's cries in the next room and ignore it, saying, "Oh, babies cry. They'll outgrow it."… |