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Sequence 210and finally abandoned. Remaining are unique archives with histori- cal documents about the Jesuit missionaries in southern… |
Sequence 211children, the Swedish and the Jewish school, as well as a few Catholic schools for the children of Tamil families. How was… |
Sequence 212opened a small school, where she began working with four children and eventually, together with other Indian women, cared for… |
Sequence 213Maria Montessori probably was notable to appreciate the unusual diversity of nature with the same open-mindedness with which… |
Sequence 214Museum of the Sacred Heart College, founded by two priests between 1920 and 1940, was frequently visited by both Montessoris… |
Sequence 215attempts I made to dig out information about Maria Montessori's stay and work in Koda i. My inquiries were frequent! y… |
Sequence 216found herself for a time in a frustrating professional isolation: no official notice or acknowledgement of her work, no… |
Sequence 218switched to the KIS, where her parents worked) responsible for her lifelong interest in learning and education is quite… |
Sequence 224between 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 226On the other hand: The gradually concretized splendid vision of a cosmic education developing into a comprehensive didactic… |
Sequence 228Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 65ENVISIONING THE WHOLE THIRD PLANE: MONTESSORI ERDKINDER AND URBAN ADOLESCENT PROGRAMS HELP EACH OTHER by David Kahn David… |
Sequence 344dable task. The need for facilities, general funding, staffing, and the increasing demands of the post-secondary community all… |
Sequence 87pages. Uniquely, the main character describes the world completely through his olfactory experiences. Suskind is so skilled… |
Sequence 128understanding of the complex planetary systems. In 2004, the world scientific community completed an extraordinary decade-long… |
Sequence 189work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 78tempt a mind/body to think, to discover order in phenomena, to gain an intense pleasure in the process, and to become… |
Sequence 80the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 108COSMIC EDUCATION by Annette Haines Annette Haines makes a clear and well-doc11me11ted presentatio11 of Cosmic Education,… |
Sequence 117Montessori, Maria. The Secret oJC!,i/dlwod. 1936. Trans. M. Joseph Costelloe. New York: Ballantine, 1966. Montessori, Maria.… |
Sequence 188Englishwoman Annie Besant in Paris, who was at that time president of the International Theosophical Society. Besant had lived… |
Sequence 86A History of War and Peace "Enchance. Mademoiselle." An exercise in grace and courtesy, Paris, 1918… |
Sequence 87There was not a separation between indoors and outdoors.. . . Laughingly, we used to say, "There is never any bad… |
Sequence 88Factory where handicapped war veterans manufactured furniture and materials for Montessori classes, Paris, I 9 I 8 France,… |
Sequence 90Display Case Practical life and language materials from La Maison des Enfants, Sevres (Paris), France, I 930s This case… |
Sequence 92Practical Life and Language Materials, continued From 1933 to 1938, Margot Waltuch was a directress at La Maison des Enfants… |
Sequence 98An Auspicious Beginning Small images from top to bottom: Dr. Montessori meeting children in Kotohena with the first… |
Sequence 142Sowing the Seeds of the Sciences "The eye that sees and the hand that obeys:• South Africa, 2006 Dramar:ic… |
Sequence 168India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 191Discovering the Universal Child (India) Adding to what has been mentioned on the Indian panel, the famed Gujarati educator… |
Sequence 157of earning one's mind. Earning one's freedom. Or so it seems in those ancient texts. Should a realizable curriculum… |
Sequence 163was sent by concerned parents along with a warm cloak, a large regional cheese, and a keg of red table wine to a child at a… |
Sequence 179Cleveland, Sydney, or Paris. After all, Marx (1818-1883) was a German Jewish classicist whose doctoral thesis was on the… |
Sequence 196dence of viruses on living cells, and, finally, the anatomy and the immune system of dogs, just as they had learned about all… |
Sequence 200Esenin, Segey. Tl,e Heritage of R11ssia11 Verse. Ed. D. Obolensky. Bloomington: Indiana UP, 1962. £very111a11. Medieval Drama… |
Sequence 100book of Nnture Study (1911) is still in print today and is a great resource for teachers. 4 Both Professor Bailey's and… |
Sequence 102Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 209REFERENCES Association of Secondary Teachers Ireland. Science Survey 2006. 2006. Grazzini, Camillo. "The Montessori… |
Sequence 269e) John F. Kennedy and the Cuban Missile Crisis f) Jimmy Carter as non-governmental statesman g) Eleanor Roosevelt and social… |
Sequence 155l:f you wish to learn of Alexandria and the Scroll and the lighthouse, you too must become their keeper. Along with me, you… |
Sequence 172studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 32REFERENCES By-laws of the Association Montessori lnternalio,rnle. Am- sterdam: AMI. AMI Strategic P/a,1 2008-2012. Amsterdam… |
Sequence 108Mary, with her brother and father, searched for, col- lected, and sold "curies" (short for "… |
Sequence 206able and efficient way of life. Through this endless work, human beings have become the creators of a supernature, that whi.ch… |
Sequence 150very logical, but when put into practice are not so" (Unpublished 1944 lectures 7). Her pragmatism was particularly… |
Sequence 233Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 2814 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 3218 Part One - To1rnrd the Children's House: The Formation Years psychiatrist Augustin Morel had first written about and… |
Sequence 39Science and Society: Phrenasthenic Children 25 ' Jean M. G. ltard ( 1775-1838) !,rraduated in medicine and decided to… |
Sequence 9711/ustrations •• •• □ Illustration 17: "Working with clay - Resting. Confiding in Mme Pujol". Illustration… |
Sequence 130116 Part Two - For a Science of the Formation of Man materials; playful and expressive activities, with particular regard lo… |
Sequence 140126 Par/ Two - For a Science oflhe Formal ion of Man government, in the person of minister of education Anile, continued with… |
Sequence 181Farji-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 182168 Par/ Tll'o - For a Science of 1he Formation of Man observations also concerned the relations between plants and… |
Sequence 184170 Part Two - For a Science of the Formation of Man which, like India, had to face many difficulties with regard to the… |
Sequence 213Maria Montessori Through the Seasons of the "Method" 199 Montessori course of 1910 and the Children's… |
Sequence 226212 Maria Montessori Through 1he Seasons of the "Method"' desks". Illustration 8: The… |
Sequence 192creating a self, an increasingly conscious self, acts of creation would seem natural, productive, and satisfying. Montessori… |
Sequence 198so emotional and confused at the time is an oversimplification of a deficiency we are all contributing to. Why did we stop… |
Sequence 28Monteuori National Curriculum Framework Mooney C G 2000. Theones of childhood: an introduction to Dewey, Montesson. Erikson,… |
Sequence 174Montessori National Curriculum for the Second Plane of Development from Six to Twelve Years The human story is one of constant… |
Sequence 310An adolescent is forming new ideas and new ways to think that are not easily explained. 1t helps parents and educators to know… |
Sequence 321Montessori, Maria. "Dr. Montessori's Third Lecture Given at the Montessori Congress in Oxford, England, 1936.… |
Sequence 340Now 12 says, for the betterment of society. The high school is the training ground for a scie11tia co11- at11rnlis, an exalted… |
Sequence 130clarify that, even though we have limited our discussion here to the kerygma-the Christian message-we have been speaking… |
Sequence 13319. Maria Montessori, Autoeducazione (Milan: Garzanti, 1970), 83. (Translator's note: See note 3 above.) 20. Franz Marc… |
Sequence 13433. Translator's note: Although Sofia Cavalletti does not mention it in the text, I have taken the liberty of naming this… |
Sequence 133 Kahn • Preface: Revelations Then and Now—Guided by Nature of the human personality and of our planetary system are playing… |
Sequence 144 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 intellectual understanding of nature and ecology. Cosmic Education… |
Sequence 2515 Montessori • The House of Children Returning to the topic of the House of Children, everything was all right except the… |
Sequence 5343 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness a question for schools as we have more and… |
Sequence 6050 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 migrating animals: monarch butterflies, birds, creatures that move… |
Sequence 6353 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 6555 Montessori • Exercises of Practical Life: 3 to 6 Compared to 6 to 12 HouseofChildren,3–6years Elementary,6–12years 3.… |
Sequence 9181 Part II • History of the Universe: The Earth and the Integration of the Human Personality Part II e History of the… |
Sequence 9383 Kahn-Wikramaratne Interview • The Kodaikanal Experience the KodaiKanal exPerience: chaPter i Kahn-wiKraMaratne interview… |
Sequence 9585 Kahn-Wikramaratne Interview • The Kodaikanal Experience students used to go away after the lecture; I would run up there… |
Sequence 9787 Kahn-Wikramaratne Interview • The Kodaikanal Experience WIKRAMARATNE: Yes. Kodaikanal was a place where English, American… |
Sequence 9888 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 9989 Kahn-Wikramaratne Interview • The Kodaikanal Experience Watering, Bombay, India, 1940 let’s go for a ramble first and… |
Sequence 10090 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979 KAHN… |
Sequence 10191 Kahn-Wikramaratne Interview • The Kodaikanal Experience Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
Sequence 10393 Kahn-Montessori Interview • The Kodaikanal Experience the KodaiKanal exPerience: chaPter ii Kahn-Montessori interview… |
Sequence 10595 Kahn-Montessori Interview • The Kodaikanal Experience MONTESSORI: Yes, we had many occasions to make moral lessons with… |
Sequence 10696 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 where the Christian belief was not in the majority. I would argue with… |
Sequence 117107 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education Maria Montessori’s cosMic vision, cosMic… |
Sequence 125115 Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education and sociological vision of the child and… |
Sequence 147137 Leonard • Deepening Cosmic Education scientific community completed an extraordinary decade-long research titled “Global… |
Sequence 172162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 173163 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder Montessori, Maria. The… |
Sequence 185175 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the adolescent: taKinG on the tasK of huManity—… |
Sequence 116110 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Easy Flour Paste Materials: 1/2 cup cold water (add more if the paste is… |
Sequence 4539 Ferreira • Children’s House: The Prepared Environment as an Oasis Montessori, Maria. “The House of Children.” Lecture de… |
Sequence 5549 Chawla • The Natural World as Prepared Environment adolescents can live at all times of day and night, in all weathers,… |
Sequence 6458 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 173167 Excerpt • Like Leaven by Patricia Coulter 37. C.S. Lewis, “The Weight of Glory,” in The Weight of Glory and Other… |
Sequence 134129 Montessori • Man and SuperNature Reprinted from The 1946 London Lectures. Copyright 2012 by the Montessori-Pierson… |
Sequence 4741 Jackson • A Workmanship of Risk 18. MacGregor, Jeff. “The Maestro.” Smithsonian Magazine, 46.8 (November 12, 2015): 52-86… |
Sequence 255249 Jones and Cossentino • What’s Going on With this Child? WhaT’s going on WiTh This child? child sTudy for The 21sT… |