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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 3• Montessori trained and certified teachers and administrators representing both the Association Montessori Internationale… |
Sequence 440 nation's first attempt to involve parents in the education deci- sion-making process. • Preschool Parents… |
Sequence 2country's and state's histories. American leaders of the 19th century believed that no nation could survive, let… |
Sequence 6be able to operate successfully; these persons in conjunction with each other should form a coherent body of positive growth… |
Sequence 3ent cultures. This experience can help to diminish prejudice and cultural stereotyping by establishing personal relationships… |
Sequence 11love, patience, and individual bonding with the children needed to be there because the adolescent was in a sense… |
Sequence 7could make the children silent and yet claim freedom. The age-old misconceptions of freedom and discipline surfaced for… |
Sequence 6stand. They would bring this back and take another which contained other pictures to which to apply other names. Experience… |
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 6If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest… |
Sequence 4have little to do with science for science's sake, but rather is an expres- sion of a philosophical view which in turn… |
Sequence 10This not to abandon the scientific rigors of the material to be pre- sented to the child. Montessori is quite clear in that… |
Sequence 2essential principles, and which he believed were an improvement over her materials. These materials are not described, however… |
Sequence 16Fair" Picture Vocabulary Test for intellectual functioning; d) the Cin- cinnati Autonomy Battery (CAB) by Banta which… |
Sequence 5The children were from middle income families and were restricted to four-year-olds attending school for the first time and… |
Sequence 3Meizitis, S. (1972). The Montessori method: Some recent research. Interchange, 2, 41-59. Montessori, Maria. (1967). TM Abs… |
Sequence 4cient, not relying on servants to do everything for them. They want their children to become responsible leaders who can… |
Sequence 86 Montessori, Bducationfor a New World, 16•17. 7 Montessori, Rcamstn«:tion in EducnLum, 6. 8 Paulo Freire, Pedagogy qf the… |
Sequence 3friendship that results from sharing a noble human good. From this social learning community (referred to by Robert M.… |
Sequence 5What is powerful-the most powerful link in Montessori work-is the integration of science and myth-for here within the story of… |
Sequence 5function of the child with regard to the formation of the human personal- ity (p. 15). Oui· civilization has not yet devised… |
Sequence 2Childhood constructs with what it finds. If the material is poor, the construc- tion is also poo1: As far as civilization is… |
Sequence 153. Follow up each answer with a further question which itself has more than one answer. 4. A class discussion ideally has a… |
Sequence 5"The readings we used were numerous and of great variety: fairy tales, short stories, anecdotes, novels, historical… |
Sequence 12the whole man completely for manhood. Manliness implied the training of hand, head and heart. The pw-pose of education is not… |
Sequence 8So the character traits that we call virtues spring up spontaneously. We cannot teach this kind of morality to children of… |
Sequence 7Dewey, John. (1956). The ch:ild and the curriculum: the sclwol and soci.ety. Chicago: Univer- sity of Chicago Press. Hunt,… |
Sequence 51. The movement area is equipped with a thin covered mattress with kiosks and bars the babies use for pulling up - there may… |
Sequence 5director (and occupied this charge until his deathi Branches are func- tioning in many European, Asian, and American countries… |
Sequence 1THE HAND IN EDUCATION a971) by A. M. Joosten One aspect of Montessori educatwn that sets it apart from some other… |
Sequence 4the impression that after a while nothing "new" is seen. Deeper pene- tration and more discoveries require… |
Sequence 10Brown's search for the Holy Grail of thoughcfulness in school settings involved hours of interviews and detailed case… |
Sequence 5the prevention task to the schools. This is madness! What we need is a reform movement with a better sense of where we are… |
Sequence 5methods of such ingenuity to their offspring. Thinking began in earnest with the teaching of chinking. As a result, our… |
Sequence 2she and her students would look better. This has not achieved a meaningful improvement in instruction or achievement. Those… |
Sequence 8We could cooperatively establish a curriculum using as a guide the student's goals, interests, and needs. Coming out of a… |
Sequence 10prepare the adolescent by continuing the Montessori emphasis on the inte- grated process of personality and learning based in… |
Sequence 2"Man," said Maria Montessori, "is overcome with hatred and does not obey the laws of nature. Nobler… |
Sequence 8The biodynamic fann seeks to fanction as a self-sustaining, total organism comprising humans, plants, animals, water, and… |
Sequence 2Like the God of Genesis, creation theology looks at che whole of creation and sees chat it is good. Traditional Christianity,… |
Sequence 3A theology which makes redemption its primary theme will have a vested interest in man's sin and weakness, fur if these… |
Sequence 1MO~ORI AND THE BAHA'f FAITH* by Barbara Hacker The life and work of Dr. Maria Montessori (1870-1952), scientist and… |
Sequence 18References 'Abdu'l-Baha. (1982). The promul,gation of universal peace. Wilmette. Baha'{ Publishing Trust.… |
Sequence 7which we have now come in constructing our scale of character states is thus concerned with decision or choice respecting both… |
Sequence 18Another activity for writing practice is ro search through all the sand- paper lerrei:s co find those char start with the same… |
Sequence 26References Goffstein, M.B. (1979). Natural history. New York. Farrar, Straus, Giroux. Goffstein, M.B. (I 984). A little… |
Sequence 6books are not enough. Mario Montessori Sr. reminded us of this when he noted how difficult it is to help children understand… |
Sequence 9kitchen help, which makes che school a place where our children can grow spirirually. A loving atcicude must pervade the… |
Sequence 36Footnotes 1 • Maria Montessori, To Educate the Human Potential. Madras, India. Kalakshetra Publications, 1973, p. 4. 2 •… |
Sequence 5occupation and Montessori refers to as work of the land. Dr. Montessori writes: ... therefore work on the land is an… |
Sequence 10viva] of the fittest demands, safeguarding tradition in order to under- stand how co achieve social and technical skills… |
Sequence 16invention, it also provides the holistic, integrated basis for clarifying complex tensions between human and natural systems.… |
Sequence 7Direct application of ideas conceived through observations and interpre- tation of the work of children is curriculum… |
Sequence 5see that I have a responsibility to the students to help them to be prepared for various weather forms particularly with a… |
Sequence 4"We should not pretend to understand the world only by the intel- lect; we apprehend it just as much by… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 10develop far-reaching programs of study for all who wish to participate. In the following four sections are described two real… |
Sequence 10have shown, for instance, that the gains recent Head Start graduates show in scores on intelligence and socio-emotional tests… |
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 2What are the new frameworks and Montessori telling us? Mathematical reasoning, problem solving, communication, and connections… |
Sequence 7that are real and necessary in order to take the path to maturity. Thus, for the purposes of introducing the Story of… |
Sequence 9References Albe rich, E. 0972). Natura e compiU di u.rza catechesi modenza. Torino-Leumann: LDC. Aquinas, St. T. (tr. 1941… |
Sequence 44Many responses are broad or vague, and as such leave a ve1y wide range for interpretation. Some may well be developmental… |
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 1Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
Sequence 8aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 1References Montessori, M. (1962). The discoven; of the child. Madras, India: Kalakshetra. (Original work published 1948)… |
Sequence 20Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta K.appan, 73(4). Hannaford, I. (1994, Spring).… |
Sequence 52aristocrat who, in an act of tremendous condescen- sion, offers himself to his social inferior. It is an in- credible… |
Sequence 77Hopkins, L.B. (1987). Pass the poetry, please. New York: Harper Collins Children's Books. Koch, K. (1970). Wishes, lies… |
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 4Life is a series of weanings-weaning from the womb, weaning from the breast, weaning from parents' bed or crib, weaning… |
Sequence 14REFERENCES Coles, G. (1987). The learning mystique: A critical look at learning disabilities. New York: Pantheon Books.… |
Sequence 1COMMITMENT TO PEACE by Renilde Montessori In the coming weeks, Renilde Montessori will assume duties as head of the… |
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 5Praxis refers to the different uses of words. Praxis involves aware- ness of different parts of speech, for example,open the… |
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 16Gordon, E. E. (1990). A music learning theory for newborn and young children. Chicago: GIA. Madaule, P. (1994). When… |
Sequence 10One other factor to mention briefly is the quality of parent- adolescent interaction that I saw and heard about after two… |
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 12The "Blue Plane" of Maturity The plane of maturity, 18 to 24, corresponds more or less to university life,… |
Sequence 19incorporate are not mutually exclusive but mutually enriching. Conse- quently, our understanding of the four planes of… |
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… |