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Sequence 8For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 17answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 19The first is like a river which carries substances to all parts of the body. But it acts also as a collector. In fact, the… |
Sequence 8For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 17answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 19The first is like a river which carries substances to all parts of the body. But it acts also as a collector. In fact, the… |
Sequence 15Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 7could make the children silent and yet claim freedom. The age-old misconceptions of freedom and discipline surfaced for… |
Sequence 1THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 4depend on sunshine, water, earth, men and animals. This is a real aspect of the world's functioning. We saw purpose in… |
Sequence 1beginning and end of the kindergarten program than those without this experience. However, on all measures there were no… |
Sequence 7provided sensitive guidance. She continued to add to the environment and provided materials which children could independently… |
Sequence 2The same children were retested eight months later and their mean gain scores indicated a decline in impulsivity and an… |
Sequence 3Meizitis, S. (1972). The Montessori method: Some recent research. Interchange, 2, 41-59. Montessori, Maria. (1967). TM Abs… |
Sequence 86 Montessori, Bducationfor a New World, 16•17. 7 Montessori, Rcamstn«:tion in EducnLum, 6. 8 Paulo Freire, Pedagogy qf the… |
Sequence 8Lieberman, Philip. (1984). The Biology and Evolution of Language. Cambridge, Massachusetts: Harvard University Press. Moerk,… |
Sequence 4the button of a food processor to slice vegetables in a noisy flash. The child is interested in the ritual of cutting a carrot… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 10history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 119. Ehrlich, Paul R. The Mcu;kin.ery of Nature: The Living World Around Us - And How It Works (New York: Simon and Schuster,… |
Sequence 9language approach in which all aspects of language study support the acquisition of meaning from print and from oral… |
Sequence 8So the character traits that we call virtues spring up spontaneously. We cannot teach this kind of morality to children of… |
Sequence 6comparison, and choice, and since their interest is held by the movement provided by the apparatus, they are motivated to act… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 7Lillard, Paula Polk. (1972) Mant.essori a modern approach. New York: Schocken Books. Orem, R.C. (1974) Montessori her method… |
Sequence 8I have already said that the evolutionary engine ofnatw-al selection is a terrible one and, until very recently, we were as… |
Sequence 912. Wilson, Edward 0. Biaphilia (Cambridge: Harvard University Press, 1984). 13. Dawkins, Richard. The Blind Watchmaker: Why… |
Sequence 5director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 7alienated and the poor in our culture. All we can cite as success is the fact that a black middle class has moved out of the… |
Sequence 8The biodynamic fann seeks to fanction as a self-sustaining, total organism comprising humans, plants, animals, water, and… |
Sequence 18References 'Abdu'l-Baha. (1982). The promul,gation of universal peace. Wilmette. Baha'{ Publishing Trust.… |
Sequence 12University of California Press, 1980), pp. 395-435. 31 Plato Apology 29e. 32 See, e.g., Plato Protagoras 360d: courage is… |
Sequence 15le is clear from an analysis of human development that education is an indispensable function in che formation of man.… |
Sequence 26References Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus, Giroux. Goffstein, M.B. (I 984). A little… |
Sequence 36Footnotes 1 • Maria Montessori, To Educate the Human Potential. Madras, India. Kalakshetra Publications, 1973, p. 4. 2 •… |
Sequence 16invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 21Kahn, David. (1990). Implementing Montessori education in the public sector. Cleveland Heights, Ohio. North American… |
Sequence 3implementation of the Montessori model but will provide a wealth of more general information about children's school… |
Sequence 35its implications for cross-cultural studies. In S. Modgil & C. Modgil (Eds.), .lean Piaget: Consensus and controversy… |
Sequence 37Levi-Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press. Levi-Strauss, C. ( 1969). The raw and the… |
Sequence 38ground. New York: Oxford University Press. Opie, I., & Opie, P. (1985). The singing game. New York: Oxford University… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 22Third, and finally, all excellent teaching-all-is done by practitioners of the intellectual life who teach. For these… |
Sequence 21References Arnold, M. B. 0984). Memory and the Brain. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.… |
Sequence 22Carew, T., et al. 0990). The Development of Leaming and Memory in Aplysia. In J. McGaugh, N. Weinberger, and G. Lynch (Eds… |
Sequence 24Minsky, M. 0985). The Society of Mind. New York: Simon and Schuster. Montanero, S. Q. 0991). Understanding the Human Being:… |
Sequence 16References Egan, Kieran (1992). Imagination in Teaching and Learning. Chicago: U of Chicago. Montessori, Maria (1965; first… |
Sequence 21Loeffler, Margaret H. (1980). An Investigation of the Relationship of Protowriting (Invented Spelling) and Cognitive… |
Sequence 13into the bottle; this teaches patience of the sort the crow needed. Nothing new about that either. As the children grow older… |
Sequence 7Areas ap;,;tions and Activities COLUMN ONE COLUMN TWO COLUMN THREE ACQUISITION OF DEVELOPMENT OF ENIAAGEP UNDERSTANDING… |
Sequence 7that are real and necessary in order to take the path to maturity. Thus, for the purposes of introducing the Story of… |
Sequence 20References Egan, K. (1986). Teaching as story telling: An alternative ap- proach to teaching and curriculum in the elementary… |
Sequence 16Ardini, R. 0979). Feminism and science. In R. Arditti, P. Brennan, & S. Cavrak (Eds.), Science and liberation. Boston… |
Sequence 9References Albe rich, E. 0972). Natura e compiU di u.rza catechesi modenza. Torino-Leumann: LDC. Aquinas, St. T. (tr. 1941… |
Sequence 23thinking and choice making. School Psychology Review, 20, 382-88. Kutner, L 0990, November 29). As motivator, the carrot may… |
Sequence 19Hellbrugge, T. 0979, Spring). Early social development and proficiency in later life. Tbe NAMTA Q11arter(y, 4<.2), 6-14… |
Sequence 20fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 21Lambert, N. (1988). Adolescent outcomes for hyperactive children. American Psychologist 43(1), 786-799. Meichenbaum, D. (1977… |
Sequence 33of thumb might be What I do cover I will do patiently and well. The subconscious of the child can make connections to other… |
Sequence 1Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 1Rist, R. (1970). Social class and teacher expectations: The self- fulfilling prophecy in ghetto education. Harvard Educational… |
Sequence 1References Montessori, M. (1962). The discoven; of the child. Madras, India: Kalakshetra. (Original work published 1948)… |
Sequence 19Rist, R. (1970). Social class and teacher expectations: The self- fulfilling prophecy in ghetto education. Harvard Educational… |
Sequence 20Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta K.appan, 73(4). Hannaford, I. (1994, Spring).… |
Sequence 60They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 77Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 79of thumb might be What I do cover I will do patiently and well. The subconscious of the child can make connections to other… |
Sequence 133Lambert, N. (1988). Adolescent outcomes for hyperactive children. American Psychologist 43(1), 786-799. Meichenbaum, D. (1977… |
Sequence 134fail to instill in developing minds the fundamental skills of attention and reasoning. Increasing numbers of children today… |
Sequence 14REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 14REFERENCES Dewey, J. (1915). The school and society. Chicago: University of Chicago Press. Kramer, R. (1976). Maria… |
Sequence 24Resnick, L. (1987). The 1987 presidential address: Learning in school and out. Educational Research, pp. 13-20. Rogoff, B. (… |
Sequence 19CONCLUSION Thus far we have looked at two intelligences and their relation- ship to the Montessori materials. We have looked… |
Sequence 16Gordon, E. E. (1990). A music learning theory for newborn and young children. Chicago: GIA. Madaule, P. (1994). When… |
Sequence 11Follow the child. Trust her judgments. Inspire trust by trusting. Why does it seem so difficult? Follow the child. Find… |
Sequence 14bility. What is it? We do not know, but we must hasten to find out. It must be the child who reveals to us what happens during… |
Sequence 7independence in the child's life. Dr. Sears states, "Independence is not, in itself, one of our most important… |
Sequence 2birth to 3 years of age, the child from 3 to 6 years, the child from 6 to 12, concerns a much more detailed look at individual… |
Sequence 6Nonetheless, the four triangles, and therefore the four planes, are distinguished two by two through the use of color. The… |
Sequence 19incorporate are not mutually exclusive but mutually enriching. Conse- quently, our understanding of the four planes of… |
Sequence 7space is not very large, but it allows the children access to the outdoors at any time. We use this space all year long for… |
Sequence 12The Center for Socratic Practice The Judson Montessori School 705 Trafalgar San Antonio, Texas 78216 (210) 344-3117… |
Sequence 17REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 8For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 17answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 19The first is like a river which carries substances to all parts of the body. But it acts also as a collector. In fact, the… |
Sequence 17REFERENCES Abram, D. (1996). The spell of the sensuous. New York: Pan- theon Books. Coles, R. (1990). The spiritual life of… |
Sequence 3them? And once that decision has been made, how do fifth graders become storytellers? An incident from the first year of the… |
Sequence 35Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 7The great work for the child, as for all humans, is to become a conscious collabo- rator with the unfolding of the universe… |
Sequence 16REFERENCES Montessori, M. {1966). The secret of childhood. New Delhi: Orient Longmans. (Original work published 1936)… |
Sequence 10Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper Collins. Healy, J.M. (1990). Endangered… |
Sequence 30Healy, J. (1990). Endangered minds: Why children don't think and what we can do about it. New York: Touchstone/Simon… |
Sequence 6of the intellect for its own sake. The reasoning mind has a much grander task: The work of humanity that always loves more,… |
Sequence 15REFERENCES Gebhardt-Seele, P. (1997). Evaluating experiences in adolescent programs. The NAMTA Journal, 22(1), 14-21.… |
Sequence 19It is possible to conceive a universal movement for human reconstruction which follows a single path. Its sole aim is to help… |
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 37• Use the "gentling the violence" technique, developed by a Hungarian woman named Magda Gerber, who founded… |
Sequence 38Branden, N. (1997). The art of living consciously. New York: Simon & Schuster. Briggs, D.C. (1970). Your child's… |