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Sequence 49References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 53information from them about haiku except that they loved it and they taught it to the children at their Montessori school in… |
Sequence 55Dr. McGregor Smith, retiring director of the Environmental Ethics Institute at Miami-Dade Community College in Miami, says,… |
Sequence 673. Economic Development-How have societies organized themselves economically? What conditions have caused changes in the ways… |
Sequence 63that are real and necessary in order to take the path to maturity. Thus, for the purposes of introducing the Story of… |
Sequence 72References Albe rich, E. 0972). Natura e compiU di u.rza catechesi modenza. Torino-Leumann: LDC. Aquinas, St. T. (tr. 1941… |
Sequence 101In an earlier chapter of "A Good Enough Parent," Bettelheim describes studies which compare Japanese… |
Sequence 35MONTESSORI AS AN AID TO LIFE by Hildegard Solzbacher Hildegard Solzbacher's direct encounter with Montessori values and… |
Sequence 125Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 182Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta K.appan, 73(4). Hannaford, I. (1994, Spring).… |
Sequence 201References Montessori, M. (1962). The discoven; of the child. Madras, India: Kalakshetra. (Original work published 1948)… |
Sequence 169REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 27Maria Montessori died in 1952, but her work continues. Today there are close to five thousand private and approximately two… |
Sequence 69CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 102Gordon, E. E. (1990). A music learning theory for newborn and young children. Chicago: GIA. Madaule, P. (1994). When… |
Sequence 201independence in the child's life. Dr. Sears states, "Independence is not, in itself, one of our most important… |
Sequence 215birth to 3 years of age, the child from 3 to 6 years, the child from 6 to 12, concerns a much more detailed look at individual… |
Sequence 219Nonetheless, the four triangles, and therefore the four planes, are distinguished two by two through the use of color. The… |
Sequence 232incorporate are not mutually exclusive but mutually enriching. Conse- quently, our understanding of the four planes of… |
Sequence 155Junior Great Books The Great Books Foundation 40 East Huron Street Chicago, Illinois 60611 1-800-222-5870 Provides… |
Sequence 51For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 60answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 62The first is like a river which carries substances to all parts of the body. But it acts also as a collector. In fact, the… |
Sequence 160The great work for the child, as for all humans, is to become a conscious collabo- rator with the unfolding of the universe… |
Sequence 178REFERENCES Montessori, M. {1966). The secret of childhood. New Delhi: Orient Longmans. (Original work published 1936)… |
Sequence 188Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 14But before we do that, let me talk a little bit about what these activities are like. After I did these original interviews,… |
Sequence 33greater in a Montessori than in a regular classroom, where we are afraid of giving kids control. Of course, in the Montessori… |
Sequence 60evolving society around us. That can be done through things like education, through the program you are doing, but also… |
Sequence 121of the intellect for its own sake. The reasoning mind has a much grander task: The work of humanity that always loves more,… |
Sequence 141REFERENCES Gebhardt-Seele, P. (1997). Evaluating experiences in adolescent programs. The NAMTA Journal, 22(1), 14-21.… |
Sequence 161It is possible to conceive a universal movement for human reconstruction which follows a single path. Its sole aim is to help… |
Sequence 179Figure 4: Persons in Community We must make a plan of development with the guide that the child gives us through the powers… |
Sequence 70It was also decided that the proceedings of the Colloquium would be transcribed, circulated to all the participants, and… |
Sequence 104Branden, N. (1997). The art of living consciously. New York: Simon & Schuster. Briggs, D.C. (1970). Your child's… |
Sequence 131the same elements that you see in Montessori and Sylvia Ashton Warner. For example, in all of these approaches is a deep… |
Sequence 174Theologically, the responsibility of the human is to perceive the evolutionary universe as the primary revelatory experience… |
Sequence 244culture, not because it failed, but because it succeeded beyond their wildest dreams. In other words, using the old Platonic… |
Sequence 263And I said, "What do you mean?" And he said, "Well, you've got this Wal-Mart." Well… |
Sequence 326Grazzini, C. (1996). The four planes of development. The NAMTA Journal, 21(2), 208-241. Kahn, D. (1997a). Normalization and… |
Sequence 351organization of story, logic, and truth, which comes to the inevitable realization that to serve is to balance one's… |
Sequence 7"Respect This House" is Mario's anecdote about the early days of the Spanish Civil War, and it is… |
Sequence 8universe; for one must encounter the facts of nature so that the imagination can build its vision of the whole based in the… |
Sequence 31Mario Montessori standing behind Maria Montessori at the Theosophical Society, 1947. Seated at right: Sir Archibald Nye,… |
Sequence 40Kodaikanal, India THE KooAIKANAL EXPERIENCE: KAHN-MONTESSORI INTERVIEW by David Kahn David Kahn: You once alluded to… |
Sequence 44that existed; nature's equilibrium would be maintained. The moun- tains, the rain, why didn't it rain here, and why… |
Sequence 18Montessori. As a first step, every document kept at the AMI has been photocopied. This task has now been completed and the… |
Sequence 53With that vision, however, Maria Montessori joins the ranks of the great educational philosophers of all time and gains the… |
Sequence 73REFERENCES Bly, Robert. The Sibling Society. Reading, MA: Addison-Wesely, 1996. Montessori, Maria. The Absorbent Mind. 1949… |
Sequence 90It is important for us not to change the vision of Dr. Montessori by creating a reductive attitude to what we do, by focusing… |
Sequence 109The true nature is like gold-waiting underground to be discovered and brought to light. After many episodes of normalization… |
Sequence 248Hakim, Joy. "Reading, Writing, and ... History." History Mat- ters! (May 1996): 19 pars. 1 Dec. 1998 <… |
Sequence 41AN INTERNATIONAL MOVEMENT Evidence of the suitability of the Catechesis of the Good Shepherd for children of diverse cultures… |
Sequence 79not yet fully formed: he has not yet gathered about him the last folds of his robe of flesh and of love which is made up of… |
Sequence 80Montessori, Maria. Education for a New World. Thiruvanmiyur, Madras, India: Kalakshetra, 1946. Montessori, Maria. The… |
Sequence 110Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic… |
Sequence 128The human is a great collaborator. And nature welcomes a gentle intervention. The trees' wounds will heal, and the maple… |
Sequence 177Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford, England: Clio, 1994. Montessori, Maria.… |
Sequence 47Listening to poetry is art unto itself. Like listening to jazz or opera, it involves both a disciplined listening and a deep… |
Sequence 142Light Expanding, Radiant Rushing, Giving, Receiving It burns in all of us, The Giver REFERENCES Cajete, Greg. Look to the… |
Sequence 53REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 137The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 148Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 25percent of people, both here and in Japan and Germany, where they have also done research, say "No, I don't know… |
Sequence 61• an anxious concern for life • love for people and things • emotional wellness • warm, expressive, outgoing, and optimistic… |
Sequence 62Montessori, Maria. "Child's Instinct to Work [Lecture, London, 1939]." AMI Communications (1973, #4): 6… |
Sequence 85In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the… |
Sequence 96[Interview with Donald Brownlee]. [Minneapolis] Star Tribune February 5, 2000. Jaynes, Julian. The Origin of Consciousness in… |
Sequence 115with the gifts of its mission of free- dom, its colorful history of different peoples, its art and literature that tell that… |
Sequence 94Q:To what degree can you take the philosophical realizations of Cosmic Education that take place in the second plane (the… |
Sequence 14Montessori, Maria. To Educate tile Humnn Potential. 1948. Adyar, Madras, India: Kalakshetra, 1986. Montessori, Maria.… |
Sequence 47Montessori, Maria. What You Should Know about Your Child. 1948. Adyar, Madras, India: Kalakshetra, 1966. Montessori, Mario.… |
Sequence 98REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 174FOLLOWING THE HAND: THE FIRST THREE YEARS OF LIFE by Judi Orion Delineating the steps of development of the human hand from… |
Sequence 183one or both arms onto something so they can use their hands to manipulate. Once they are standing, they do not want to sit… |
Sequence 244Japan Saint Maur International School, Yokohama requires Montessori teachers for the 2001-2002academic year. Applicants,… |
Sequence 78still acknowledges the insect's ultimate goal: "Spin and die/ To live again a butterfly." Finally, if… |
Sequence 79herself how a moment's insight is captured in the seventeen syllables of haiku, translated from the Japanese. As with… |
Sequence 153REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 113just been watching a movie. As I exited, I noticed that many trucks were parked around the perimeter of the camp. Men started… |
Sequence 114Near the end of the war I leaned toward the Japanese side. And when the war ended I was sad. I was sad and relieved. I was… |
Sequence 341ence, and material overabundance. The nature of human nature being what it is, we would quickly, as Nietzsche said, sink into… |
Sequence 86some simple food-related activities that young children can do at home. I'm working in Japan right now. In Japan, most… |
Sequence 224been tried out in the home and in Infant Communities. 1 For instance, a low, large bed is a great help for the sensory and… |
Sequence 38Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |
Sequence 181clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 44children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 75care about the development of the child. In a lecture given in 1939 in London, Dr. Montessori said: The child is not only the… |
Sequence 64"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 98teenagers-wake up, and they help out, and then the husband goes fishing or hunting for mushrooms, and then he comes back and… |
Sequence 84REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 66matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 67Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 99other hand, why is it that a few prisms keep their original colors? • How should we set about representing (by means of loose… |
Sequence 111This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 119differences also by providing each elementary environment (be it six to nine or nine to twelve) with a full set of advanced… |
Sequence 159environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 178Montessori, Maria. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949. Montessori, Maria. To… |
Sequence 73But grammar is a natural and enjoyable exploration if given at the right age. Even if you have a barrier against grammar… |
Sequence 74Montessori, Maria. The Montessori Elementary Material. 1916. Trans. Florence Simmonds. Madras, India: Kalakshetra, 1965. Vol… |