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Sequence 68so many buts" and so many questions about how to start. But from what I've seen here, I think we are "… |
Sequence 131the same elements that you see in Montessori and Sylvia Ashton Warner. For example, in all of these approaches is a deep… |
Sequence 212chance of surviving in the future. The philosopher George Santayana (1905) has said that the point of studying the past is to… |
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 337studied, the experience of working with the earth and connecting it to curriculum only enhanced the learning. Despite the… |
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 41AN INTERNATIONAL MOVEMENT Evidence of the suitability of the Catechesis of the Good Shepherd for children of diverse cultures… |
Sequence 47Listening to poetry is art unto itself. Like listening to jazz or opera, it involves both a disciplined listening and a deep… |
Sequence 137The child needs to continue experiencing the living environment- the wilds, plants, animals, rocks, various kinds of terrain-… |
Sequence 25percent of people, both here and in Japan and Germany, where they have also done research, say "No, I don't know… |
Sequence 85In October, 1939, Maria and Mario, her son, landed in Madras, south India, guests of George Arundale, President of the… |
Sequence 17interests (Gardner), focusing on motivation and preparation for life- long learning (Eccles et al.), and many other ideas that… |
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 95Because man is the talking animal, because language is so crucial to the human being and his life, language in the Montessori… |
Sequence 216Zealand in that it is the only inde- pendent school providing Montes- sori education from 0-12 years. Located in Nelson, in… |
Sequence 11National Erdkinder Consortium, a clearing house for Erdkinder devel- opment founded by Gang. Three previously unpublished… |
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 245have not had Montessori Our thoughts were that those children would be very carefully selected, certainly not children with… |
Sequence 281MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 299twelve years, parents have their chance. Whatever wasn't achieved during that time cannot simply be made up. Another… |
Sequence 341ence, and material overabundance. The nature of human nature being what it is, we would quickly, as Nietzsche said, sink into… |
Sequence 431WHAT DOES IT MEAN TO STUDY THE HUMANITIES IN A FARM SCHOOL CONTEXT? by Laurie Ewert-Kroeker Laurie Ewert-Krocker's… |
Sequence 483munities like Montes- sori communities are sometimes criticized for not providing enough peer choices for stu- dents to… |
Sequence 86some simple food-related activities that young children can do at home. I'm working in Japan right now. In Japan, most… |
Sequence 38Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |
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 198going to have a hard time with the financial side sometimes. They're at odds. There is absolutely no question that they… |
Sequence 200We have a lot of fun with our outside stakeholders, too-our customers. They have a lot of fun. All of our ads are uniquely… |
Sequence 10MORE PARENT INVOLVEMENT: REFINING p ARENT EDUCATION WITH AN EMPHASIS ON ASSISTANTS TO INFANCY by Judi Orion Starting from… |
Sequence 104Under Three, continued Core of the outdoor environment ond living things promotes intellectual os well os physical development… |
Sequence 105__J Preparation for meals and snacks is vital to the life of the community, Japan, 2006. The work of the hand, whether… |
Sequence 122Japan: Precision and Refinement As early as I 912, an article on Montessori appeared in the Japanese newspaper Nanchouhou.… |
Sequence 144Cosmic Education, continued The laws governing the universe can he made interesting and wonderful to the child, more… |
Sequence 145Studying the time/ine of life on earth, a geologicof.biological progression of animals, plants, and earth changes, Japan,… |
Sequence 165Japanese sandpaper letters These letters are Hiragana characters, one of the three graphic systems in Japan. The other two… |
Sequence 181Photo Crediu, continued Elise Broun Barnett Collection Soro Brody Helen Brophy Kannekar Butt Coring for Young Refugees… |
Sequence 190Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 39Details and correspondences thc1t passed unobserved for a long time, suddenly become clear, like a revelation, sending a… |
Sequence 9WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 27fast. Would it be possible for a young child to decipher my language clearly? Can they hear clearly articulated words? J don… |
Sequence 29placed in this position, he protests. That protest is interpreted as "He doesn't like it," and the baby… |
Sequence 239Minnesota Rochester Montessori School seeks a dynamic and qu,1lified Guide to start a second Lower Elementary class for the… |
Sequence 248hard-worker, willi.ng to work with a special needs popula- tion. The family is willing to support other underpriviledged… |
Sequence 249One time offering in Vancouver, Canada! Assistants to Infancy: O - 3 June 22 - August 21, 2009 June 21 - August 27, 2010… |
Sequence 17stem, triggered by higher hormonal reactions. Such a child may seek out a much higher level of input as his homeostasis.… |
Sequence 306l._~ ~, ~ ~ Montessori ~Institute ======= MINW Northwest Come to the beautiful Pacific Northwest for ' Montessori… |
Sequence 35UNIFYING THE PLANES OF DEVELOPMENT: A TRAINER' s PERSPECTIVE by Greg MacDonald In this article, Greg MacDonald… |
Sequence 45working together to create a seamless process of interaction with transitioning children. It is with these ideas in mind that… |
Sequence 58around and relating in as warm, affectionate, patient, prideless, angerless a manner as humanly possible, then we may be actu… |
Sequence 288We also want to consider the social aspect of the adolescent. People often see this as a detriment, so if you go into a more… |
Sequence 365days to hear a bout topics the students were considering. The range of research topics has been outstanding: the Feminist… |
Sequence 44Ele111e11tnry (6-9 nnd 9-12) and Adolesce11t (12-15) Tuition Ranges Figure 22 shows tuition ranges for lower elementary (6-9… |
Sequence 77which typically are very difficult to see, imagine, or demonstrate. We need to be clear about our message, though. In a recent… |
Sequence 12MONTESSORI AND THE BUILDING OF PEACE by Andre Roberfroid Andre Robe1froid explores the roots of peace-building through Montes… |
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 65for peace during an era in which the rea I ities of world war were both recent past and near future. At the European Congress… |
Sequence 67need in one's lifetime? What children need are the keys to under- standing. The Montessori history stories simply and… |
Sequence 73• study the history of painting, sculpture, etc. • make a timeline of art • go on Going Out trips to theater, puppet, or… |
Sequence 99and there are 192 countries that are members of the United Nations (UN). But that's not the end of the issue. There are… |
Sequence 100However, the ownership of this atoll gives Japan the exclusive rights to huge areas of the sea bed, areas in which there are… |
Sequence 122108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
Sequence 119world brings them a variety of designs, ways to solve problems, the opportunity to explore the similarities and differences in… |
Sequence 167In a typical study we would have two hundred children doing this questionnaire eight times a day for a week, four or five… |
Sequence 237Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years PDHPE Curriculum for Children Aged… |
Sequence 295Montessori National Curriculum for the Third Plane of Development from Twelve to Fifteen/Sixteen Years Detailed studies:… |
Sequence 307MONTESSORI' s PLAN OF w ORK AND STUDY: AN EXPLICATION by Laurie Ewert-Kroeker The slim essays on Erdkinder in the… |
Sequence 308In the spirit of these tasks, and in an effort to serve communities who feel compelled or inspired to provide environments for… |
Sequence 337EDUCATION AND PEACE RECONSIDERED Rereading Education and Peace [in March of 2011] with the junior class as part of a study of… |
Sequence 8ties looking to evolve a moral and spiritual mission in the young adult, the insight of this journal gives some direction to… |
Sequence 53• Specific ways of handling tools that are in daily use in his environment: How to hold a spoon, how to carry a pitcher, how… |
Sequence 102point of 50 years on the "path," to which the children led them and guided their every step. That is at the… |
Sequence 162Private Montessori School in Ottawa is currently accepting ap- plications for a full-time teacher to begin in September 2012… |
Sequence 155 Kahn • Preface: Revelations Then and Now—Guided by Nature all of Montessori. The critical function of the natural world is… |
Sequence 9181 Part II • History of the Universe: The Earth and the Integration of the Human Personality Part II e History of the… |
Sequence 123113 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education “all sciences (branches of learning) can… |
Sequence 132122 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Education cannot be dismissed as an insignificant factor in people’s… |
Sequence 140130 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 History, as the story of man and his achieve- ments, is at the center of… |
Sequence 166156 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 So first of all it is essential that our children get their hands in the… |
Sequence 187177 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the healing and restorative aspects of nature tomor- row… |
Sequence 209199 Hutchison • Teaching Nature: From Philosophy to Practice Courtesy of Mr. Katsuhiko Yorita, Information Center, Okinawa,… |
Sequence 214204 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 of living systems. This is a theory that is only now fully emerging but… |
Sequence 268258 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Mr. Katsuhiko Yorita, Information Center, Okinawa, Japan,… |
Sequence 294284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 attracted and curious about all the objects in the environment and… |
Sequence 296286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 305Special thanks to the 2013 International Montessori Congress in Portland and the following individuals and schools for sharing… |
Sequence 4943 Montessori • Movement and Character nastics. It also develops ability, for this child had to be very careful not to spoil… |
Sequence 172166 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. 2007… |
Sequence 182176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 the classroom into the real world and examining how individuals shape… |
Sequence 241235 The NAMTA Journal • Classifieds We offer excellent salaries, benefits, and opportunities for professional development.… |
Sequence 5145 Nehring • Implementing Inclusion Theory into Practice environments that are physically located in situations very differ… |
Sequence 8175 Urioste • Multicultural Inclusion in an Urban Setting financial assistance for a Mitchell Montessori state of • the art… |
Sequence 172166 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 recoMMenDaTions anD acTion Planning Based on this small-scale study, I… |
Sequence 218212 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 manner. Due to complex historical and personal circumstances, she… |
Sequence 4438 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 who they really can be as individuals, as group members, and as creators… |