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Displaying results 201 - 300 of 318

The NAMTA Journal, Volume 29, Number 1, 2004, Winter

Sequence 128
only can this be understood as a particular type of peninsula, but also it brings in the third dimension, which is absolutely…
Sequence 226
with his back to my table just where my lighted cigarette was protrud- ing beyond the edge and burned the elegant beige linen…
Sequence 248
The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be…
Sequence 292
The Montessori School of Ra- leigh, located in Raleigh, North Caro- lina, seeks a full time Middle School (years 7-9) Math…

The NAMTA Journal, Volume 29, Number 2, 2004, Spring

Sequence 225
dren ages 2 ½ to 6, guided for many years by an AMI-trained teacher. Compensation is competitive and commensurate with…

The NAMTA Journal, Volume 30, Number 1, 2005, Winter

Sequence 160
THE GREAT RIVER by Baiba Krumins Grazzini The Great River is sometimes referred to as a metaphor for human unity, which has…
Sequence 210
The Montessori School of Lake Forest has served the North Shore for 39 years. It is located near Lake Michigan in a lovely…

The NAMTA Journal, Volume 30, Number 2, 2005, Spring

Sequence 198
CONCRETIZING COSMIC EDUCATION IN INDIA: A MONTESSORI HISTORICAL ACCOUNT by Ela Eckert Ela Eckert's detailed account of…
Sequence 205
House and a Montessori elementary school were from the beginning and for many decades an explicit part of the educational…
Sequence 207
classes existed for students from the ages of six to twelve, but in Kodaikanal Maria Montessori developed cosmic education as…
Sequence 208
about this: " ... when coming to Kodaikanal, a whole new world opened up for Mario. He was mostly experimenting and…
Sequence 209
Because of its seclusion, the population of Kodai grew slowly despite the favorable climate, and always there were many more…
Sequence 210
and finally abandoned. Remaining are unique archives with histori- cal documents about the Jesuit missionaries in southern…
Sequence 211
children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was…
Sequence 212
opened a small school, where she began working with four children and eventually, together with other Indian women, cared for…
Sequence 213
Maria Montessori probably was notable to appreciate the unusual diversity of nature with the same open-mindedness with which…
Sequence 214
Museum of the Sacred Heart College, founded by two priests between 1920 and 1940, was frequently visited by both Montessoris…
Sequence 215
attempts I made to dig out information about Maria Montessori's stay and work in Koda i. My inquiries were frequent! y…
Sequence 216
found herself for a time in a frustrating professional isolation: no official notice or acknowledgement of her work, no…
Sequence 218
switched to the KIS, where her parents worked) responsible for her lifelong interest in learning and education is quite…
Sequence 224
between human beings and the cosmos comes up over and over again. For that reason, Maria Montessori, with her discourses about…
Sequence 225
-------------------------------- ---- and Hindu religion deepened, the cosmic idea came to the fore. Shankar Dutta Panday, a…
Sequence 226
On the other hand: The gradually concretized splendid vision of a cosmic education developing into a comprehensive didactic…
Sequence 228
Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der…

The NAMTA Journal, Volume 31, Number 2, 2006, Spring

Sequence 128
understanding of the complex planetary systems. In 2004, the world scientific community completed an extraordinary decade-long…

The NAMTA Journal, Volume 32, Number 1, 2007, Winter

Sequence 108
COSMIC EDUCATION by Annette Haines Annette Haines makes a clear and well-doc11me11ted presentatio11 of Cosmic Education,…
Sequence 117
Montessori, Maria. The Secret oJC!,i/dlwod. 1936. Trans. M. Joseph Costelloe. New York: Ballantine, 1966. Montessori, Maria.…
Sequence 134
GREENING MONTESSORI SCHOOL GROUNDS BY DESIGN by Robin Moore and Nilda Cosco Robin Moore and Nilda Cosco view the Montessori…

The NAMTA Journal, Volume 32, Number 3, 2007, Summer

Sequence 98
An Auspicious Beginning Small images from top to bottom: Dr. Montessori meeting children in Kotohena with the first…
Sequence 142
Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic…
Sequence 182
Welcome to the Children's Mural This portion of the exhibit was created from over 800 pieces of work submitted by 35…
Sequence 191
Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator…

The NAMTA Journal, Volume 33, Number 3, 2008, Summer

Sequence 100
book of Nnture Study (1911) is still in print today and is a great resource for teachers. 4 Both Professor Bailey's and…

The NAMTA Journal, Volume 34, Number 1, 2009, Winter

Sequence 241
pleasehanddeliverormailforarrival by Monday, February 2nd, 2009 Ben Moudry Great River School 1326 Energy Park Drive St.…

The NAMTA Journal, Volume 34, Number 2, 2009, Spring

Sequence 165
SENSORY INTEGRATION AND CONTACT WITH NATURE: DESIGNING OUTDOOR INCLUSIVE ENVIRONMENTS by Nilda Cosco and Robin Moore Nilda…
Sequence 307
New York Montessori School of Syracuse in Central New York welcomes experienced Montessori trained teachers in our primary…

The NAMTA Journal, Volume 34, Number 3, 2009, Summer

Sequence 406
tive salary and full health benefits. If you would like an opportunity to work with a coUaborative team of AMS and AMI…

The NAMTA Journal, Volume 35, Number 3, 2010, Summer

Sequence 206
able and efficient way of life. Through this endless work, human beings have become the creators of a supernature, that whi.ch…

The NAMTA Journal, Volume 36, Number 2, 2011, Spring

Sequence 181
Farji-om Italy: First Europe and then India 167 heard a word that was not the right one, and then smiled to him. As one…
Sequence 182
168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and…
Sequence 213
Maria Montessori Through the Seasons of the "Method" 199 Montessori course of 1910 and the Children's…

The NAMTA Journal, Volume 36, Number 3, 2011, Summer

Sequence 192
creating a self, an increasingly conscious self, acts of creation would seem natural, productive, and satisfying. Montessori…
Sequence 198
so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop…
Sequence 273
Contact: SaukRapids@ MontessoriMN.com Rebecca Tholen, Principal Include Resume and Cover letter, Phone 320-253-4719 New…

The NAMTA Journal, Volume 37, Number 1, 2012, Winter

Sequence 174
Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years The human story is one of constant…
Sequence 310
An adolescent is forming new ideas and new ways to think that are not easily explained. 1t helps parents and educators to know…
Sequence 321
Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.…
Sequence 340
Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted…

The NAMTA Journal, Volume 37, Number 2, 2012, Spring

Sequence 109
PART II Growth For the first decade or so, our work took place in a generally uniform social environment; therefore, it…

The NAMTA Journal, Volume 38, Number 1, 2013, Winter

Sequence 13
3 Kahn • Preface: Revelations Then and Now—Guided by Nature of the human personality and of our planetary system are playing…
Sequence 14
4 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 intellectual understanding of nature and ecology. Cosmic Education…
Sequence 63
53 Montessori • Exercises of Practical Life: 3 to 6 Compared to 6 to 12 exercises of Practical life: 3 to 6 coMPared to 6 to…
Sequence 91
81 Part II • History of the Universe: The Earth and the Integration of the Human Personality Part II e History of the…
Sequence 93
83 Kahn-Wikramaratne Interview • The Kodaikanal Experience the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview…
Sequence 95
85 Kahn-Wikramaratne Interview • The Kodaikanal Experience students used to go away after the lecture; I would run up there…
Sequence 97
87 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American…
Sequence 98
88 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made…
Sequence 99
89 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and…
Sequence 100
90 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN…
Sequence 101
91 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of…
Sequence 103
93 Kahn-Montessori Interview • The Kodaikanal Experience the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview…
Sequence 105
95 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with…
Sequence 106
96 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with…
Sequence 147
137 Leonard • Deepening Cosmic Education scientific community completed an extraordinary decade-long research titled “Global…
Sequence 172
162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real…
Sequence 302
292 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Ewert-Krocker, Laurie, & David Kahn. “The Erd- “The Erd- kinder…

The NAMTA Journal, Volume 39, Number 1, 2014, Winter

Sequence 45
39 Ferreira • Children’s House: The Prepared Environment as an Oasis Montessori, Maria. “The House of Children.” Lecture de…
Sequence 55
49 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,…
Sequence 120
114 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Our program is relatively large for a Montessori school; we have more…

The NAMTA Journal, Volume 39, Number 2, 2014, Spring

Sequence 104
98 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 literacy skills and they do their best to support their kids. But even…

The NAMTA Journal, Volume 39, Number 3, 2014, Summer

Sequence 72
66 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 During the late 1950s and 1960s, the Denver Public Schools (DPS)…
Sequence 73
67 Urioste • Multicultural Inclusion in an Urban Setting English/Spanish heritage and the Chicano riots pressures, I had…
Sequence 91
85 Urioste • Multicultural Inclusion in an Urban Setting time. Parents, teachers, children, and the community were unified…

The NAMTA Journal, Volume 40, Number 2, 2015, Spring

Sequence 134
129 Montessori • Man and SuperNature Reprinted from The 1946 London Lectures. Copyright 2012 by the Montessori-Pierson…
Sequence 204
199 The NAMTA Journal • Classifieds professional development for teach- ers and staff. REDS also hosts profes- sional…

The NAMTA Journal, Volume 40, Number 3, 2015, Summer

Sequence 141
135 The NAMTA Journal • Classifieds tic, warm, nurturing, kind, and creative individuals who have completed a Montessori…

The NAMTA Journal, Volume 41, Number 2, 2016, Spring

Sequence 137
131 Castiglione • Technology and the Prepared Environment Technology And The prepAred environMenT For The Third-plAne child…
Sequence 138
132 The NAMTA Journal • Vol. 41, No. 2 • Spring 2016 How are you adaptable? • How do you allow your classroom, your school…

The NAMTA Journal, Volume 43, Number 1-2, 2018

Sequence 37
Optimal Developmental Outcomes page 36 mor al development in the second plane The moral dimension concerns relating to,…
Sequence 39
Optimal Developmental Outcomes page 38 Another support to the emotional dimension of development is the patience of the…
Sequence 113
Cosmic Education page 112 Cosmic Education Maria Montessori found herself interned in India during the war years. It was,…
Sequence 116
AMI Journal 2017 - 2018 page 115 references Bronowski, Jacob. The Ascent of Man. Boston: Little, Brown, 1973. Fuller, R.…

The NAMTA Journal, Volume 43, Number 3, 2018, Summer

Sequence 65
62 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Lucy B. Laffitte teaches science in context from the big bang to the…

The NAMTA Journal, Volume 45, Number 1, 2021, May

Sequence 66
66 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 GUIDED BY NATURE By Jacquie Maughan…
Sequence 69
Wikramaratne • The Child In Nature 69 THE CHILD IN NATURE…
Sequence 76
76 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 streams of the mountains of Kodaikanal at an elevation of over 7,000 feet…
Sequence 77
Wikramaratne • The Child In Nature 77 At the end of the two years, Dr. Montessori reviewed all of the materials prepared to…
Sequence 104
104 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 Thus, with the guidance of Mario Montessori, there were rambles every…

The NAMTA Quarterly, Volume 01, Number 2, 1976, Winter

Sequence 47
Personals: WANTED: Junior Level Class! The only AMI school in the state of Utah needs someone with pioneering spirit for the…

The NAMTA Quarterly, Volume 02, Number 2, 1976, Winter

Sequence 34
pressions of the wonder and beauty of the world is however restricted to a "vacuum." Then in elementary…

The NAMTA Quarterly, Volume 04, Number 1-2, 1979, Fall-Winter

Sequence 69
The basic community is already functioning. permanently, even if with only a minimum of personnel. In the first place the…
Sequence 81
Massasoit Montessori School needs AMI trained directress Sept. '79. Morning class of 20 children ages 21/1·6. Salary neg…

The NAMTA Quarterly, Volume 05, Number 1, 1979, Fall

Sequence 3
BIRTH/INF ANCY/KODAIKANAL AND MONTESSORI PART I The Child From Birth to Three Montessori Birth Assistance by G. Honegger…
Sequence 47
Part II The Kodaikanal Experience the origins of Cosmic Education The Kodaikanal years were from late 1942 to March, 1944, a…
Sequence 51
that. They gave us pieces of paper, the diplomas, after the course and I said I didn't want it; I have to come back to…
Sequence 52
children to see this actually happening. I want to see the spontaneous activity. I wanted to see it happening. Kahn: How old…
Sequence 53
Amazing, isn't it? And of course, my father thought I was crazy, all these children in a little cottage. So he leased the…
Sequence 54
What was the real contribution of Kodaikanal? Wasn't there already a Junior curricu- lum derived from Mrs. Joosten's…
Sequence 56
Wikramaratne: l did it with my own children in Sri Lanka up to the 15-year-olds. Kahn: Did you have to make materials all over…
Sequence 57
off together to find a new work - to collaborate with the child once again - the child in nature, in Sri Lanka, and we found…

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Extracted Agents from OCR

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  • Kahn (74)
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  • Mario (66)
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  • Lena Wikramaratne (40)
  • David Kahn (28)
  • Montessori School (25)
  • Maria Montessori's (22)
  • Lena (21)
  • KAHN (20)
  • Cosmic Education (16)
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  • David (11)
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  • Mario M (10)
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Extracted Places from OCR

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  • America (571)
  • Europe (549)
  • Bergamo (530)
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  • Amsterdam (494)
  • Cleveland (447)
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Maria Montessori's Life and Work
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