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Sequence 3Montessori continues in To Educate the Human Potential: The child of six who has been in a Montessori school has the… |
Sequence 14misunderstood terminology can be partially explained by the fact that Montessori started creating her method during her… |
Sequence 1THE MONTESSORI FARM SCHOOL: ERDKINDER BEGINNINGS 2000 by David Kahn David Kahn's report of the first stages of The… |
Sequence 17First Column: Preparation for Adult Life (Humanities) Montessori's three thematic approaches to history are The Study of… |
Sequence 4scheduling practice, and assessing levels of achievement, as a teacher usually does, the guide, based on his or her knowledge… |
Sequence 1LANGUAGE ACQUISITION by Silvana Montanaro Dr. Montanaro' s concise presentation of language development in children… |
Sequence 16that-all in one word, which we don't do in English. We tend to depend much more on syntax or word order or stringing… |
Sequence 33have seen it in my own children. My third child is actually probably the slowest with language of any of them, but he's… |
Sequence 6sentence, or a short paragraph that describes, defines, or highlights an experience in the environment.Descriptive labels for… |
Sequence 9something that's a sign that's inevitably linked to a particular occa- sion, like traffic lights at intersections,… |
Sequence 13The trees The ancient guards The silent watchers They follow me with eyes unseen And that silence That terrible silence,… |
Sequence 1PROCESS WRITING: FINDING FLOW IN ADOLESCENT SELF-EXPRESSION by Kim Kinzer-Brackbill Process writing has been a mainstay for… |
Sequence 16THE CULTURE OF CIVILITY: THE COHESION OF THE SOCIAL COMMUNITY by Pat Ludick Comparing the common characteristics between… |
Sequence 8I am reminded of the truth of these comments every year. The fact is that adults, in general, don't like this age. Many… |
Sequence 2And adolescents need to engage in real work that they see as important to others, to their community of peers or to the larger… |
Sequence 13• Values and Attitudes Having worked with all of the above models that explore Place as Pedagogy, it is easy to applaud the… |
Sequence 1exercise his mental powers. Instruction is considered the on! y goal in secondary school, but what sort of instruction? What… |
Sequence 1Joosten: You say that the first-year children may not be able to manage more than four and a half days. You also are a mother… |
Sequence 4Joosten: I don't think there is a yes or a no. Is it either or? There is a blend. We can't go outside to an… |
Sequence 5Joosten: Some have disappeared and others have come in, etc. But whatever they use, whatever you see being used, will be a… |
Sequence 3WHY NOT CONSIDER ERDKINDER? by Peter Gebhardt-Seele Dr. Peter Gebhardt Seele describes the Erdkinder ideal in relation to… |
Sequence 4developed a program for the third plane of development. For the children at that age she created the term Erdkinder. The word… |
Sequence 6• A boarding situation with some adults, on a farm, not too far from the city, but ina rural environment, in a farming commu… |
Sequence 29ideas of Erdkinder out of this milieu is the thesis that the documenta- tion in this paper seeks to demonstrate. She as much… |
Sequence 17exist in other cultures. We're not supposed to speak of Western chauvinism now, but I think that I can prove to you that… |
Sequence 18ence, and material overabundance. The nature of human nature being what it is, we would quickly, as Nietzsche said, sink into… |
Sequence 7microcosm. They re- semble a child's aquarium. In his au- tobiography, Loren Eiseley writes that his most important… |
Sequence 16GEOMETRY AND ERDKINDER by Nathaniel J. McDonald Nate MacDonald's chronicle of his first year of teaching geometry at the… |
Sequence 19and basic algebra. Therefore, the next stage of mathematics must use and develop this power of abstraction. The second… |
Sequence 12. Lay down a baseline and measure it as accurately as possible and precisely as necessary. This is the most important stage… |
Sequence 19bottom line pressures? From journalistic sensationalism or the patenting of genetic breakthroughs, some prac- tices that… |
Sequence 1brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 17Timeline: Montessori Secondary Development 1907-Rome: Opening of tht Ctlsa dri Biim&mi, the flm MonleSiori e,iperiment… |
Sequence 18Hershey Montessori School, Coo:ord Twp., OH (Laurie Ewert-l<rockex) Adolescent Program at Salila, SWedE!II 0enn y Marie… |
Sequence 19(Bergamo, Italy), the Farm School provides the basis for continuing authentic Montessori education through the end of high… |
Sequence 2forty-five years prior to any of the early brain research on the potentials of children under three. So once again she was a… |
Sequence 3these little tiny children, they begin to function quite independently. Their language explodes, and they become very joyful,… |
Sequence 2ATTACHMENT PARENTING: A STYLE THAT w ORKS by William Sears It is important to fully explore the questions of attachment and… |
Sequence 10Around five to six months of age, precisely because his motor abilities have improved so much, the child may decide to get out… |
Sequence 1USING THE ASSISTANTS TO INFANCY FOR PRE-ADOLESCENTS: ANTICIPATING A HEALTHY p ARENTHOOD by Judi Orion The life cycle of… |
Sequence 2child, the greater must be the preparation of the people who will take care of him or her. During the many years she spent in… |
Sequence 3were put in strollers to go for walks. The rooms contained lots of plastic toys. The only mixed age groups were the… |
Sequence 2LITURGY IN THE CosMic PLAN OF Goo by Sofia Cavalletti Sofia Cavalletti's conviction that the greatest realities are… |
Sequence 1Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |
Sequence 2Goo's CosMic PLAN AND THE WORK OF THE CHILD by Carol Cannon Dittberner Integrating the broad vision of cosmic education… |
Sequence 8Jesus invites us to comprehend the depth and intimacy of his relation- ship with us, the providential love and care of the… |
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 1CIVILITY AND CITIZENSHIP: THE ROOTS OF COMMUNITY CONNECTION by Patricia Ludick This article weaves into the adolescent… |
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 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 7The first and third planes, ages zero to six and twelve to eighteen, are periods of creation of characteristics that were not… |
Sequence 1PHILOSOPHY, PSYCHOLOGY, AND EDUCATIONAL GOALS FOR THE MONTESSORI ADOLESCENT, AGES TWELVE TO FIFTEEN by David Kahn This… |
Sequence 14closing or revolutionizing the traditional types of employ- ment. ... there is a need for a more dynamic training of… |
Sequence 2BRINGING THE MONTESSORI THREE-YEAR MULTI-AGE GROUP TO THE ADOLESCENT by David Kahn Speaking from direct experience at The… |
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 7REFERENCES Deng Ming-Dao. 365 Tao: Daily Meditations. San Francisco: Harper, 1992. Montessori, Maria. The Absorbent Mind.… |
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 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 6to provide any kind of alternative to these old traditional ways of development. Then there is this fourth category, which is… |
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 14But this cosmic vision belonged not only to Maria Montessori; it belongs to the whole of our Montessori movement. It imparts a… |
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 12This is the time, says Montessori, "when the social man is created but has not yet reached full development"… |
Sequence 14and normal process of development with its spontaneous manifesta- tions that have to be respected if the goal is to be reached… |
Sequence 20The "Energies" of Infancy In the lecture that Montessori gave with the help of this second chart (Second… |
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 6also" the mother with six children of different ages is far better off than the mother with one."… |
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 12Figure 7. World Map Showing the Main Peninsulas of the World. Etymologies The teacher or children can research the stories or… |
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 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 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 14We consider mathematics from three points of view: arith- metic, algebra, geometry. Under the guidance of our experience with… |