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Displaying results 301 - 400 of 1975
Sequence 8Jesus invites us to comprehend the depth and intimacy of his relation- ship with us, the providential love and care of the… |
Sequence 9trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 2ALIGNING CLASSROOM PRACTICE WITH TRUE MONTESSORI ESSENTIALS by Peter Gebhardt-Seele Peter Gebhardt-Seele presents his… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 2BRINGING THE MONTESSORI THREE-YEAR MULTI-AGE GROUP TO THE ADOLESCENT by David Kahn Speaking from direct experience at The… |
Sequence 15Well, rather than going into all these details, let me just concen- trate on one important ecodesign area, and that is energy… |
Sequence 17a fuel that can be stored, so hydrogen can be piped like natural gas or oil and can be stored in cars to drive. This brings… |
Sequence 21development in ecodesign. In this second part I shall discuss the implications of all these ideas for education. I should tell… |
Sequence 4A second way nature education is problematized is through the sentiment that we should avoid nature at all costs. Many… |
Sequence 10which does not forsake nature but rather celebrates the American landscape as part and parcel of our natural heritage. Where… |
Sequence 13action-are each represented at various levels of schooling in the United States today. So too each forwards a contrasting view… |
Sequence 7REFERENCES Deng Ming-Dao. 365 Tao: Daily Meditations. San Francisco: Harper, 1992. Montessori, Maria. The Absorbent Mind.… |
Sequence 6with agriculture, it was possible now for some people to say, "OK, I don't have to farm,I don't have to… |
Sequence 7teenagers-wake up, and they help out, and then the husband goes fishing or hunting for mushrooms, and then he comes back and… |
Sequence 9Now we are probably entering a kind of fourth period, which is defined as the pe- riod of the knowledge worker, where we can… |
Sequence 10time they are their grandparents' age, look like their parents do now, but not like their grandparents. In other words,… |
Sequence 1CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 4tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 9context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 13Starting in the 1950s and continuing throughout the 1960s and the first half of the 1970s, AMI organized elementary study… |
Sequence 18from the perspective of the details, which lend a depth of understand- ing to the whole. This threefold integration ensures… |
Sequence 3developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 14and normal process of development with its spontaneous manifesta- tions that have to be respected if the goal is to be reached… |
Sequence 281929); Edouard Claparede (with "individualized" education, 1921); Roger Cousin et (with the teamwork method… |
Sequence 29The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |
Sequence 32Moreover, "the human per- sonality is essentially one dur- ing the successive stages of development," and… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 1Camillo Grazzini, Italy, 1982 Mario Montessori 78 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 2ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 95. Applying the Concept Using the sandpaper globe or the blue and white globe, the children can find examples of each of the… |
Sequence 10Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 11And in a lecture given at Cambridge, Montessori says that "Cul- ture becomes identifiable with the construction of… |
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 18Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 2A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 114. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 12been lacking: the very environment which constitutes the keystone for an Erdkinder community experiment. 5. PAST EXPERIENCE… |
Sequence 13sense of personal responsibility." The very first experiment of this kind, however, was the Junior Republic, founded… |
Sequence 14Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 24Back in 1974, I suggested toMarioMontessori,Jr., that he ask those involved with the Erdkinder experiment to procure the… |
Sequence 25of the individual is different during the different planes of develop- ment, then the Montessori approach must also be… |
Sequence 31should ask ourselves whether it is up to us to give life to this great idea of the Erdkinder community, or whether it would be… |
Sequence 32is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 7We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
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 3Gobbi presented a synthesis of a part of her personal experiences with the children in a little book called Alcuni principi… |
Sequence 6Gobbi presented a synthesis of a part of her personal experiences with the children in a little book called Alcuni principi… |
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 41We all begin to converse. I recognize, among many others, J. Koning, N. VanderHeide-Verschuur, F. Malik, and G. Portielje from… |
Sequence 52is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 53should ask ourselves whether it is up to us to give life to this great idea of the Erdkinder community, or whether it would be… |
Sequence 59of the individual is different during the different planes of develop- ment, then the Montessori approach must also be… |
Sequence 60Back in 1974, I suggested toMarioMontessori,Jr., that he ask those involved with the Erdkinder experiment to procure the… |
Sequence 70Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 71sense of personal responsibility." The very first experiment of this kind, however, was the Junior Republic, founded… |
Sequence 72been lacking: the very environment which constitutes the keystone for an Erdkinder community experiment. 5. PAST EXPERIENCE… |
Sequence 734. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 82A MONTESSORI COMMUNITY FOR ADOLESCENTS by Camillo Grazzini and Baiba Krumins Indicating the theoretical underpinnings for… |
Sequence 84Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
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 110And in a lecture given at Cambridge, Montessori says that "Cul- ture becomes identifiable with the construction of… |
Sequence 128Once upon a time, there was a Montessori manufacturer who produced this material in an erroneous fashion: The concept of pen… |
Sequence 1295. Applying the Concept Using the sandpaper globe or the blue and white globe, the children can find examples of each of the… |
Sequence 160ON THE SUBJECT OF SUBJECTS by Baiba Krumins and Camillo Grazzini This particular matter has cropped up in so many guises and… |
Sequence 177Camillo Grazzini, Italy, 1982 Mario Montessori 78 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 19327th Advanced Montessori Training Course, Bergamo, Italy, 1987 62 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 198Moreover, "the human per- sonality is essentially one dur- ing the successive stages of development," and… |
Sequence 201The Geneva group, intent as they were on putting forward their own methods, excluded Montessori more and more. The result was… |
Sequence 2021929); Edouard Claparede (with "individualized" education, 1921); Roger Cousin et (with the teamwork method… |
Sequence 216and normal process of development with its spontaneous manifesta- tions that have to be respected if the goal is to be reached… |
Sequence 227developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 230from the perspective of the details, which lend a depth of understand- ing to the whole. This threefold integration ensures… |
Sequence 235Starting in the 1950s and continuing throughout the 1960s and the first half of the 1970s, AMI organized elementary study… |
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 2inquiry, and sharing ideas help us make predictions about ages and stages. We learn about the multitude of possible roles to… |
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 9"Mamie, what is Anna saying?" "She's telling you she cut celery at school." I said… |
Sequence 2MODERN MONTESSORI IN SEARCH OF A Sout: A TRIBUTE TO SOFIA CAvALLETTI by David Kahn David Kahn's tribute to Sofia… |
Sequence 3God and the child have a unique relationship, particularly before the age of six. In the context of religious formation, the… |
Sequence 17North Avondale Montessori Elementary School 2003 School Report Card. Columbus: Ohio Department of Education, 2003. Sixth-… |
Sequence 5often they were items of educational apparatus suited to the mental age and which permitted prolonged activities. She called… |
Sequence 8point of basic trust, is ready to turn away from the mother-world and turn towards the larger world. The father's role… |
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 2THE ELEMENTARY CHILD' s PLACE IN THE NATURAL WORLD by Phoebe Allen Phoebe Allen's article speaks for the early… |
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… |