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Sequence 126• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 53REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from… |
Sequence 111This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 140Foreword by Margaret Drummond. The Italian edition isComeconobbiMaria Montessori. Rome: Vita dell'infanzia, 1956.… |
Sequence 109esteem emerge within the child. We know that the child's referring to herself and taking action is going to depend very… |
Sequence 143computer I cell phone ban. She and her father jokingly referred to the period of withdrawal that she experienced from her… |
Sequence 8common goals that introduce real responsibilities at a younger and younger age. One may ask if this conversation is concrete… |
Sequence 196Montessori, Maria. The Child, Society and the World: Unpub- lished Speeches and Writings. 1979. Trans. Caroline Juler &… |
Sequence 63I return to the main question: Can the syllabus be applied in other settings? If we know what the intent is, we certainly can… |
Sequence 93also diplomatically handles complaints about menus and the balanc- ing of vegetarian and non-vegetarian food options. The… |
Sequence 101we should set forth large challenges whose fulfillment requires both the commitment and development of the individual and of… |
Sequence 114years of creativity, experimentation, study, and refinement. That's where we are now in the adolescent work-guided by… |
Sequence 147of the day students as well. Though they were sometimes not the majority in terms of numbers, the boarding students were… |
Sequence 167REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 278The adolescent project continues, as does the path of human development. Montessori says, "The intimate vocation of… |
Sequence 303REFERENCES Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria.… |
Sequence 315tion in the years ahead, of this we are certain. We eagerly anticipate meeting people (practitioners and adolescents) who will… |
Sequence 327understand how something moves from one part to the next, e.g., the flow of digested material through the digestive system or… |
Sequence 3371. For a successful closing of circles and the opening of new ones. 2. For them to have the necessary energy and vitality to… |
Sequence 345Montessori, Maxia. From Childhood to Adolescence. 1948. Trans. A.M. Joosten. Rev. ed. Oxford: Clio, 1996. Stephenson,… |
Sequence 386Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 440REFERENCES Montessori,Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria.… |
Sequence 65• They will be lifelong learners because they enjoy what they do and learn in order to envision. • They will be socialized… |
Sequence 22On October 28, 1931, Mahatma Gandhi told Maria Montessori in a speech at the Montessori training college in London: You have… |
Sequence 129Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 230Louv, Richard. LnstChildi11 the Woods. Chapel Hill: Algonquin Books, 2006. Maslow, Abraham. The Fnrther Renches of H11111n11… |
Sequence 342Montessori, Maria. From Childhood to Adolesce11ce. 1948. Rev. ed. Trans. A.M. Joosten. Oxford: Clio, 1996. Montessori, Maria… |
Sequence 26We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 148l ,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 34hear a baby's cries in the next room and ignore it, saying, "Oh, babies cry. They'll outgrow it."… |
Sequence 83REFERENCES Blake, William." Auguries of Innocence." 1803. Blake, William. So11gs of /1111oce11ce n11d of… |
Sequence 135little doubt that that person would pause and then respond: "No- body-I taught myself." Then, many of them… |
Sequence 170Yesterday, PeterGebhardt-Seele reminded us of the way Montessori used the term Erdkinder. Our prepared environment is not a… |
Sequence 193quickly obsolete? Continued observation, communication, and re- search will help unravel this and other mysteries surrounding… |
Sequence 209REFERENCES Association of Secondary Teachers Ireland. Science Survey 2006. 2006. Grazzini, Camillo. "The Montessori… |
Sequence 226So what do you have? For the adolescent, it's them at the center. This is the healthy egocentrism. But it is never just… |
Sequence 246REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 270REFERENCES Adler, Mortimer)., Robert Hutchins, et al., eds. Great Books of the Western World. 54 vols. Chicago: Encyclopredia… |
Sequence 163Montessori, Maria. Tile For111alion of Man. 1949. Trans. A.M. Joosten. Oxford: Clio, 1989. Montessori, Maria. Spo11taneo11s… |
Sequence 34certainty that every grain of information was true without a hint of falsehood. We must not be discouraged by this, instead… |
Sequence 92about the world that our students are about to enter. We need to expose the students to adults who believe in humanity,… |
Sequence 145Montessori, Maria. Tlte Cltild, Society a11d tlte World: Unpub- lished Speeches n11d Writings. 1979. Trans. Caroline Juler… |
Sequence 245Books Celebrntio11 of the U11folding of the Cosmos. San Francisco: Harper, 1992. Darwin, Charles. The Formation of Vegetable… |
Sequence 246Atkins, Peter W. The Periodic Ki11gdo111. New York: Basic Books, 1995. Ball, Philip. The l11gredie11ts: A Guided Tour of the… |
Sequence 270It was at that moment that I witnessed the child becoming a more adult-like part of the universe through their personal connec… |
Sequence 314ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 368areas of society, it reduces some of the mystique of the social order and makes society a manageable environment within which… |
Sequence 379Next time, there are a few changes we will make besides the structural changes to get more of the transcription done than last… |
Sequence 384with staff in order to achieve the level of understanding that is nec- essary. Staff must present their information and… |
Sequence 67But ... there are dangers. Any new invention, any new techno- logical development can become dangerous. Montessori says that… |
Sequence 182REFERENCES Covey, Sean. The Seven Habits of Highly Effective Teens. New York: Fireside, 1998. Montessori, Maria. Fro111… |
Sequence 193For our school, the project has provided an opportunity to heal some of the discomfort felt in the neighborhood when we bought… |
Sequence 180world and take part in revolutions of creative change, the obvious connections between Montessori and true productive learning… |
Sequence 41REFERENCES Bronson, Po & Ashley Merryman. N11r/11res!tock: New TJ,i11ki11g About CJ,i/dre11. New York: Hatchette Book… |
Sequence 188the present. What Montessori offers here is a fundamental approach: allow the human personality to freely develop, cultivate… |
Sequence 198so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop… |
Sequence 2422. The Houston Museum of Natural Science has hosted our group for intimate talks with Dr. Donald Johan- son (credited with… |
Sequence 8979 Vaz • Montessori Special Education and Nature’s Playground Nimal Vaz has been associated with AMI training courses since… |
Sequence 198192 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Hart, Roger. Children’s Participation: From Tokenism to Citi- zenship.… |
Sequence 9387 Urioste • Multicultural Inclusion in an Urban Setting In conclusion, I also share with you a Montessori article sum- mary… |
Sequence 7468 The NAMTA Journal • Vol. 41, No. 1 • Winter 2016 about the way the world works and the way that we work as human beings… |
Sequence 135 O’Shaughnessy • The Observation Artist environment, Montessori’s scientific training, her curiosity, open- mindedness, and… |
Sequence 4638 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 Claxton, Guy. Hare Brain, Tortoise Mind: How Intelligence Increases When… |
Sequence 308300 The NAMTA Journal • Vol. 41, No. 3 • Summer 2016 3. I had not attempted to conduct a scientific, quantitative study.… |
Sequence 6660 The NAMTA Journal • Vol. 42, No. 2 • Spring 2017 scientificamerian.com/article/critical-ingredients-for- brain-… |
Sequence 31Optimal Developmental Outcomes page 30 references Haines, Annette M. “The Nonverbal Lessons of Attachment.” AMI… |
Sequence 45Optimal Developmental Outcomes page 44 references The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH:… |
Sequence 106AMI Journal 2017 - 2018 page 105 materials of the region. They have enjoyed the flowers and would take some into their… |
Sequence 161Strategies to Support Concentration page 160 references Didymus, Johnthomas. “Egyptian Girl, Aisha Mustafa, Invents New… |
Sequence 137Verschuur • The Nature and Theory Of…. 137 claim freedom. The age-old misconceptions of freedom and discipline surfaced for… |
Sequence 33His own compositions play a large part in this developing consciousness, as does listening to music. Through the development… |
Sequence 72educational experience. Their activities include large group discussion-encounters (we call them pow-wows) which were started… |
Sequence 68NAMTA presents THE NATIONAL CONFERENCE Vancouver, British Columbia May 9-10 MONTESSORI SECONDARY IN ACTION A mid the… |