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Sequence 72educational experience. Their activities include large group discussion-encounters (we call them pow-wows) which were started… |
Sequence 25not be foreign to him when he encounters them in his more formal study of history at the junior level. By placing before the… |
Sequence 33economies as well as that of Japan are now structural problems, with inflation as a permanent factor which simply cannot be… |
Sequence 49The Kodaikanal Experience - Chapter I Kahn-Wikramaratne Interview David Kahn: The KodaikanaJ experience was instrumental to… |
Sequence 50Kahn: This was the Dewey environment. Wikramaratne: Yes. One day, I made my fellow teachers furious. I challenged the idea of… |
Sequence 51that. 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 59The Kodaikanal Experience - Chapter II Kahn-Montessori Interview David Kahn: You once alluded to Kodaikanal as a community in… |
Sequence 61come back each day and talk to your mother and she would make comment. Montessori: Yes, the idea would grow. Animals and… |
Sequence 9Expansion: Proposed Junior High Outline By David Kahn Ruffing Montessori may never have a Junior High. But at the request of… |
Sequence 51Response has been so great in our preschool classes (2 Vi-6). that we are expanding to the ele• mentary level. We have an AMI… |
Sequence 7those energies and grind them into the dust."9 Carl Rogers, speaking in the nuclear age, warns us of the probable… |
Sequence 5046 found way and comes to formulate in an essential manner a theme, which constitutes a foundational motif, and perhaps the… |
Sequence 1410 estimate of how many unregistered minders operate. Much suspicion centered on the unregistered minder. For all that. what… |
Sequence 47mcnt 10 enrich the learning environment and lO extend Jay care beyond minimum custodial level~. Nor docs this comprehensive ~… |
Sequence 20excellence. How do we reconcile the demands of the structured curriculum, as defined by Bruner, with the significance of the… |
Sequence 6864 schools. "The gains produced are less likely to deteriorate over time than those of other programs and may not… |
Sequence 37shown before the child has even tasted the food. The more a child has experienced severe oral or anal deprivations in infancy… |
Sequence 222. History of Education Quarterly. Burstyn, Joan. (1979). 19, 145-49, (5). 3. Journal of Teacher Education. Haberman,… |
Sequence 10699 After 1907 Books still in print are not available from NAMTA, Not every edition of Montessori' s books was… |
Sequence 108101 (1939). The cosmic task of man. Lecture, London Montessori Training Course, 1939. Reprinted (1975). Around the Child,… |
Sequence 109102 (1929). Education of mentally defective children. Lecture given in Barcelona, Spain. Reprinted (1977). Communications… |
Sequence 111104 (1937). Hy method. Lecture at the 6th International Montessori Conference Copenhagen, 1937. Reprinted Around the Child… |
Sequence 112(1936). Principles and practices in education. Lecture delivered at the Institute of Medical Psychology, London, 1936.… |
Sequence 198192 Gitter, Lena L. (1973). Montessori method of indirect preparation for reading and wr1t1ng. Journal of Special… |
Sequence 16Education of the newcomers is basically the teaching of the miracle of life, the art of living and of human fulfillment within… |
Sequence 2AMI Journal 2015, archival treasure publication page 2 MECHANICAL AIDS IN EDUCATION The Maria Montessori Archives resting… |
Sequence 4Treasure Article 2017 page 3 The activities available to the children in a Montessori classroom are those which Montessori… |
Sequence 8Treasure Article 2017 page 7 ago. Politics and peace talks may provide a cessation of war but they cannot create peace.… |
Sequence 2AMI Treasure Article 2022 — p.2 Introduction Kodaikanal... so much more than a name with a rhythmic quality to it. In the… |