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Sequence 9References Albe rich, E. 0972). Natura e compiU di u.rza catechesi modenza. Torino-Leumann: LDC. Aquinas, St. T. (tr. 1941… |
Sequence 20Talalay, P. (Ed.). (1964). Dmgs in society. Bahimore: Johns Hopkins University Press. Taylor, J. (1865). The duty of nursing… |
Sequence 44Many responses are broad or vague, and as such leave a ve1y wide range for interpretation. Some may well be developmental… |
Sequence 1MONTESSORI AS AN AID TO LIFE by Hildegard Solzbacher Hildegard Solzbacher's direct encounter with Montessori values and… |
Sequence 5multiplicity of forms (myths, legends, folklore, poems, nonfiction, short stories, novels) with self-confidence intact,… |
Sequence 8est power of the universe, with God. The word inspiration derives from the Latin spirare, "to breathe"; its… |
Sequence 8aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 1Navarra, J. G. (1955). The development of scientific concepts in a young child. New York: Columbia University Bureau of… |
Sequence 3IN MEMORIAM ELISE BRAUN BARNETT 1904-1994 On November 20, 1994, the Montessori community lost a tireless lover of children… |
Sequence 17IN MEMORIAM ELISE BRAUN BARNETT 1904-1994 On November 20, 1994, the Montessori community lost a tireless lover of children… |
Sequence 39Navarra, J. G. (1955). The development of scientific concepts in a young child. New York: Columbia University Bureau of… |
Sequence 52aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 104est power of the universe, with God. The word inspiration derives from the Latin spirare, "to breathe"; its… |
Sequence 107multiplicity of forms (myths, legends, folklore, poems, nonfiction, short stories, novels) with self-confidence intact,… |
Sequence 167MONTESSORI AS AN AID TO LIFE by Hildegard Solzbacher Hildegard Solzbacher's direct encounter with Montessori values and… |
Sequence 4Life is a series of weanings-weaning from the womb, weaning from the breast, weaning from parents' bed or crib, weaning… |
Sequence 1TRAINING THE MONTESSORI TEACHERS by Claude A. Claremont, PhD STUDIO HOUSE IN WAR-TIME "It's an ill wind that… |
Sequence 6cation was perhaps best summarized by Anna Freud, daughter of the founder of modern psychiatry, when she wrote: In a Casadei… |
Sequence 1COMMITMENT TO PEACE by Renilde Montessori In the coming weeks, Renilde Montessori will assume duties as head of the… |
Sequence 16to such narrow limits that it was quite useless in helping us to solve our social and international problems." This… |
Sequence 10unconscious, brings the reader to a full understanding of the power of the unconscious in learning, and of how emotional… |
Sequence 9asked to play or sing the next line and create a variation based upon it. In both examples, the second "intelligence-… |
Sequence 10members of other societies, performances of the non-Western subjects improves dramatically. While being "culture-… |
Sequence 18mances on these two very different measures. The Stanford-Binet was administered by an independent psychometrician to 19 of… |
Sequence 22Ceci, S.J., & Liker, J. (1987). IQ and reasoning complexity: The role of experience.Journal of Experimental Psychology… |
Sequence 13REFERENCES Gardner, H. (1993). Frames of mind (2nd ed.) New York: Basic Books. (Original work published 1983) Hermstein, R… |
Sequence 5Praxis refers to the different uses of words. Praxis involves aware- ness of different parts of speech, for example,open the… |
Sequence 6They are preoccupied with the mechanical side of teaching the children to read and write and do not take the intelligent… |
Sequence 12At birth-before words, language, abstract reasoning, cognitive patterning, and conceptual thinking-were images. The brain… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 10Montessori insists on constructing an environment for the child in which the child can be active, a prepared environment with… |
Sequence 10One other factor to mention briefly is the quality of parent- adolescent interaction that I saw and heard about after two… |
Sequence 14When something is amiss in our classroom, in our school, among the parents, or within ourselves, why not take Montessori'… |
Sequence 1THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 12The "Blue Plane" of Maturity The plane of maturity, 18 to 24, corresponds more or less to university life,… |
Sequence 26MARIA MONTESSORI ANO PROGRESSIVE EDUCATION During the two decades between the first publication of The Montessori Method 18 (… |
Sequence 3their shelves, place a few toys and mats in the middle of the room, and establish a day care unit for babysitting during the… |
Sequence 6In substance, they reflect the general attitude of 19th-cen- tury science, which felt justi- fied in proclaiming, in all… |
Sequence 24element in playparks and adventure playgrounds. In new or redevel- oped school buildings, field facilities should be provided… |
Sequence 2something or get some assistance in a store, I am reminded of this. It seems that adults think that if teenagers are in a… |
Sequence 4Development" 1 and more detail in From Childhood to Adolescence (French first edition 1948). What were the… |
Sequence 3COSMIC EDUCATION IN THE FORM OF A CONCRETE IMAGE I think that everyone, during the course of their lives, has experienced at… |
Sequence 7is try or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 35Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 25chemicals is obviously an attempt to recapture some of the qualities of optimal experience by artificial means. Alcohol,… |
Sequence 3To-day, however, I wish to speak of the adult and of man's psychological structure, as the child has revealed it to us.… |
Sequence 4tion becomes possible if there are activities that are appropriate to the child. Activities need to catch interest, bring… |
Sequence 5As educators, we have several things to do: 1. Limit everything that is not "person." The right limits are… |
Sequence 8Figure 4: Persons in Community We must make a plan of development with the guide that the child gives us through the powers… |
Sequence 7about intellectual development at all, but deal more broadly with the kind of people we hope children will turn out to be,… |
Sequence 6principle is embodied in the Cyl- inder Block, where there are ten cylinders and ten holes into which they fit. The… |
Sequence 4another more spiritual realm. Maria Montessori said, "creative work ... lifts man up from earth and transports him… |
Sequence 8But the mind must have something to express. Imagination rests on facts and on information which have accumulated in some… |
Sequence 9many choices for self-expres- sion. Different children are attracted to different forms of art. How many of us engage the… |
Sequence 7What, then, is the central human issue of culture, viewed scien- tifically, within the Epic of Evolution? It is the issue of… |
Sequence 7agency of genes, which contain the program for the development of structures and functions within the biological organism.… |
Sequence 10Now is there any kind of guidance among the various scenarios of the future that we may or may not endorse through our… |
Sequence 14transmitted and becomes more and more complex. We get mortars and pestles and then stone grinding mills and all of that-just… |
Sequence 5when the teacher observes the child's adaptation to the modern world, the educator becomes educated by just how the… |
Sequence 2A taxi driver who brought her back home one day did not want to accept the fare. "You are Dr. Montessori, aren't… |
Sequence 1London, England MONTESSORI AND THE DEEPER FREEDOM by Mario M. Montessori and Claude A. Claremont I am inclined to think that… |
Sequence 1London, England THE CHILD BEFORE SEVEN YEARS OF AGE THE CHILD AFTER SEVEN YEARS OF AGE and WHAT CHILDREN TAUGHT DR.… |
Sequence 1SPIRITUAL OUTLOOK AND THE CHILD by Mario M. Montessori edited by Renilde Montessori Last month, in Edinburgh, Professor A.J… |
Sequence 1/J~ ---------------------- MONTESSORI EDUCATION: p AST, PRESENT, AND POSSIBLE by David Kahn In 1998, Renilde Montessori… |
Sequence 2Mario Montessori was unique in a very special way. He was highly intel- ligent, wise, naughty, and great fun. He was… |
Sequence 4He was almost alone in supporting us, and although it was never possible for him to visit the various training centers, he… |
Sequence 11• Children as young as ten or eleven being involved in rape • Ten-or eleven-year-olds taking heroin and other drugs. Another… |
Sequence 12Montessori is first about the whole development of the person-the spiritual, intellectual, and physical human being. Our… |
Sequence 7ing fourteen leaf-shaped insets with wooden frames. The study of leaves launched the children into a detailed and particular… |
Sequence 2South Africa is the southern tip of the African continent. A country of contrasts-from the trees of the dinosaurs to the… |
Sequence 13REFERENCES Aries, P. Centuries of Childhood. New York: Vintage, 1962. Csikszentmihalyi, M. Flow: The Psychology of Optimal… |
Sequence 7Montessori also speaks of the environment in a more inclusive sense when she speaks of a trinity made up of the child, the… |
Sequence 30In other words, what is needed now is a single integrated plan, both for each component aspect of the Erdkinder community and… |
Sequence 4center of our efforts to insure, in Gianna Gobbi's words, "healthy psychic life and [to pave] the way for human… |
Sequence 1DISCOVERING THE REAL SPIRITUAL CHILD (PART 2) by Silvana Quattrocchi Montanaro Dr. Montanaro presents an intellectual view… |
Sequence 10Guardini, Romano. Sacred Signs. Trans. Elinor C. Briefs. Westminster, MO: Newman Press, 1955. Jung, C. G. The Symbolic Life.… |
Sequence 3the child from scholastic slavery nor, even more, from annoy- ing results. The same Froebe I, whose education of children was… |
Sequence 7nation, she rejects Froebel's way of doing so on the basis of fantasy because, as she says, it forces the child to &… |
Sequence 7"Let us give the child a vi- sion of the whole uni verse. The universe is an imposing real- ity, and an answer to… |
Sequence 25qualitative enhancement? In that case, death would be a personal movement toward deeper participation in God's own… |
Sequence 1t ~ ----------------------- FINDING THE ARTIST WITHIN: A CHALLENGE FOR MONTESSORIANS by David Kahn In March, 1998, NAMTA… |
Sequence 14If you can't look him straight in the eye. He's the fellow to please, never mind all the rest, For he's with… |
Sequence 16It is true that when the art- ist is in action, he may function in three ways simultaneously. In teaching, however, we… |
Sequence 2MONTESSORI AND Music by Elise Braun Barnett With the sense of discovery characteristic of a first-generation Mon tessorian,… |
Sequence 3Children do not listen in the so-called "grown-up manner," sitting quietly. They like to move with music.… |
Sequence 5Research on animals indicates that when an animal is quiet after a period of exploration, many cells in the critical region… |
Sequence 7this afternoon. Montessori suggested that children concentrate when they focus their attention, their energies, on a single… |
Sequence 8Now this is a posi- tive idea. Montessori's psychology (unlike the prevailing paradigm based on disease, test- ing,… |
Sequence 9hearts (131). This was in 1949. It is just as true-perhaps truer-in 1999, fifty years later! Our job as educators is to aid… |
Sequence 10Montessori, Maria. The Discovery of the Child. 1948. Trans. S. J. Costelloe. New York: Ballantine Books, 1967. Montessori,… |
Sequence 16Light Expanding, Radiant Rushing, Giving, Receiving It burns in all of us, The Giver REFERENCES Cajete, Greg. Look to the… |
Sequence 3The newspapers criticized; Dr. Maria Montessori was asked what she meant by her speech, and she writes that she scarcely knew… |
Sequence 19REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 3But turning the matter over in my mind, I realized that the magic that drew me first to Montessori almost forty years ago is… |
Sequence 6Watching a three-year-old repeating a difficult-for him or her- exercise over and over again, the student observer sees… |
Sequence 7essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 10something like $3,000 between them that year. Later, in her own center in California, Stela helped to train as trainers such… |
Sequence 1NURTURING THE RESPECTFUL COMMUNITY THROUGH PRACTICAL LIFE by Joen Bettmann Joen Bettmann 's depiction of Practical Life… |
Sequence 4The implications are these: l. respect for the child's capacity and abilities; 2. change in attitude about Practical… |
Sequence 8The child by nature loves the environment. By helping the child forge an emotional bond with nature, we help guarantee… |