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Sequence 177Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford, England: Clio, 1994. Montessori, Maria.… |
Sequence 182come the benchmark of quality education in Marin County and is highly regarded by Montessorians throughout the world. We… |
Sequence 198available at Primary, 6-9 and 9-12 and Junior levels. Please send to M. Rice, THE CORNERSTONE SCHOOL, 146 High Street,… |
Sequence 22If 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 41rational consciousness, to that which can be known and measured and defined. But life is made upof opposites, typified by the… |
Sequence 73MONTESSORI AND Music by Elise Braun Barnett With the sense of discovery characteristic of a first-generation Mon tessorian,… |
Sequence 94Whenever possible, music and poetry may be related to things children say. For example, once at the beginning of June, three… |
Sequence 125hearts (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 142Light Expanding, Radiant Rushing, Giving, Receiving It burns in all of us, The Giver REFERENCES Cajete, Greg. Look to the… |
Sequence 20Montessori, Maria. "The Four Planes of Education." AMI Communications (1971, #4), 4-10. Montessori, Maria.… |
Sequence 28father, space pilot, dog, when one does not yet know what it means to be one's self? Again, as Montessori is based on… |
Sequence 29furnish examples of these. "Excuse me," said a child to a visitor commenting in a classroom that this was… |
Sequence 53REFERENCES Anderson, Walter Truett. Reality Isn't What It Used to Be: Theatrical Politics, Ready-to-Wear Religion,… |
Sequence 54Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori lnternationale, 1966.… |
Sequence 56THE CASADEI BAMBINI: A PERSONAL PILGRIMAGE by Marianne Moore Marianne Moore's eloquent characterization of the… |
Sequence 61essence of Montessori, who in a variety of ways contributed to make Montessori a dynamic force in education here and around… |
Sequence 62cooked supper for all seven of us. The others washed up so the cook could retreat to her album work. By the time we arrived,… |
Sequence 71First a little political and geographical orientation: Romania is an Eastern European country. It is surrounded by the Black… |
Sequence 75Marcel, the Romanian professor who got Children of the World interested in doing Montessori in Romania, was and still is… |
Sequence 102Finally, and most important, Montessori demanded humility and careful clinical observation on the part of the teacher. She had… |
Sequence 103Richardson, Sylvia 0. "Curricular Considerations in Pro- grams for the Retarded: Application of the Montessori Model… |
Sequence 106NURTURING THE RESPECTFUL COMMUNITY THROUGH PRACTICAL LIFE by Joen Bettmann Joen Bettmann 's depiction of Practical Life… |
Sequence 121preparing the person for the meditative side of life. Isn't this what contributes to a better society? Isn't this… |
Sequence 147Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 148Montessori, Maria. The Absorbent Mind. 1949. Madras, India: Kalakshetra, 1992. Montessori, Maria. The Child in the Family.… |
Sequence 172REFERENCES The Adolescent Colloquium: Summary of the Proceedings. Cleveland, OH: Montessori Teacher Education Collabo-… |
Sequence 176But the child "resists interference by the adult who thinks he can help him by his power. For this uncalled-for… |
Sequence 178the fact that mental and motor activity which should form one unity are found separate. If the individual does not succeed in… |
Sequence 197REFERENCES Montessori, Maria." Advice to Teachers." Montessori Notes [publication ofThe Montessori Society… |
Sequence 198Montessori, Maria. The Secret of Childhood. 1936. New York: Stokes, 1939. Orem, R.C., ed. Montessori: Her Method and the… |
Sequence 219Creativity is vital. It's easy to overlook. But it's easy and fun to use when you have the right spirit and the… |
Sequence 233when first announced. Even after accepting the theory, the scientific community of chemists still had to "beat nature… |
Sequence 234DeVries, R. "Constructing Excellence." 1S'h Missouri Con- ference of the Young Years: Constructing… |
Sequence 235Lepper, M.R. "Intrinsic and Extrinsic Motivation in Chil- dren: Detrimental Effects of Superfluous Social Con- trols… |
Sequence 245to understand others' points of view and sees diversity as a strength to be tapped. 7. Without the commitment of both… |
Sequence 263We are seeking to fill this position as quickly as we can and offer com- petitive salary and benefits as well as the support… |
Sequence 29Q: Do you think that a child absorbed in a video game is in Flow? A: Yes, they can be in Flow, and usually they stay in Flow… |
Sequence 63Montessori, Mario M.,Jr. Education for Human Development. NY: Schocken, 1976. Montessori, Renilde. "Human Education… |
Sequence 79THE GENIUS OF MONTESSORI HISTORY by Larry Schaefer This keynote will focus on two things: Maria Montessori and her pedagogy… |
Sequence 93a dramatic and attention-grabbing sequence of headings and subhead- ings: Paleozoic Era, Mesozoic Era, ... Cambrian Period,… |
Sequence 96[Interview with Donald Brownlee]. [Minneapolis] Star Tribune February 5, 2000. Jaynes, Julian. The Origin of Consciousness in… |
Sequence 97gogy as Applied to Child Education in "The Children's Houses." 1909. Trans. Anne E. George. New York:… |
Sequence 115with the gifts of its mission of free- dom, its colorful history of different peoples, its art and literature that tell that… |
Sequence 127Every staff person at Lake Country School will tell you that they have met the noble adolescent. Every adolescent guide who… |
Sequence 128REVIEW OF THE GREAT WoRK BY THOMAS BERRY by Gerard Leonard Thomas Berry's latest book, The Great Work, is a very… |
Sequence 186brain and spinal cord of mammals a very, very long time ago, and had endowed the monkey's limbs with assured, acrobatic… |
Sequence 187Language and the Bra.in. New York: Norton, 1997. Donald, Merlin. Origins of the Modern Mind: Three Stages in the Evolution of… |
Sequence 206Becker, Wesley C. "Consequences of Different Kinds of Parental Discipline." Review of Child Development Re… |
Sequence 207Feshbach, Norma Deitch. "Studies of Empathic Behavior in Children." Progress in Experimental Personality… |
Sequence 208Kohn, Alfie. No Contest: The Case Against Competition. Boston: Houghton Mifflin, 1986. Landes, William M., & Richard… |
Sequence 209Radke-Yarrow, Marian, Carolyn Zahn-Waxler, & Michael Chapman. "Children's Prosocial Dispositions and… |
Sequence 239There are many issues to be examined and kept to the fore as we innovate within limits. There are questions, for example,… |
Sequence 259tact GordonMaas by telephone (978- 465-0065), E-mail (Mogomaas@ aol.com), or facsimile (978-465- 0119), or mail to 2 Perry… |
Sequence 42Montessori will never grow and develop as fully as it could until teachers are convinced that, because Montessori is to do… |
Sequence 55activities, so much the better. They could go off together to buy the ~vening paper, or walk the dog, etc. If children see… |
Sequence 145243 Essex Street Beverly, MA 01915 Fax: 978-922-0594 Susan@harborlighbnontessori.org Thacher Montessori School, Milton, MA… |
Sequence 13Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 44way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 45Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 46Koch, S., & D. Leary, eds. A Century of Psychology as Scie11ce. New York: McGraw-Hill, 1985. Lerner, R. 011 the… |
Sequence 47Montessori, Maria. What You Should Know about Your Child. 1948. Adyar, Madras, India: Kalakshetra, 1966. Montessori, Mario.… |
Sequence 48Standing, E.M. Maria Montessori: Her Life and Work. 1957. Rev. ed. New York: New American Library, 1984. Sternberg, R. &… |
Sequence 75Greenough, W.T., J.E. Black, & C.S. Wallace. "Experience and Brain Development.'' Child Development… |
Sequence 76OPTIMAL DEVELOPMENTAL OUTCOMES FOR THE CHILD AGED Six TO TWELVE: SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Kay… |
Sequence 98REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 128PREPARING FOR THE WORLD OF WORK by Mihaly Csikszentmihalyi, Barbara Schneider, David Shernoff, and Lisa Hoogstra "… |
Sequence 142that adolescents have very few opportunities to gain experiences that might translate into future careers. By the end of high… |
Sequence 143Csikszentmihalyi, M., & I. S. Csikszentmihalyi. Optimal Experience: Studies of Flow in Consciousness. New York:… |
Sequence 160REFERENCES Montessori, Maria. Kosmische Erziehung [Cosmic Ed11ca- lio11J. Freiburg, Germany: Herder, 1988. German trans-… |
Sequence 186REFERENCES Eliot, Lise. What's Going On in There? How the Brain and Mind Develop in the First Five Years of Life. New… |
Sequence 199burden for a child to be "bad" or "good." We must relieve every child of that burden and… |
Sequence 201Documenting Montessori expansion in North America, NAMTA has suggested since 1992 that further program design needs to be… |
Sequence 223KS 66208 or call 913-649-6160. E- mail highlawn@juno.com. Maryland Position avail for fuJl-time Pri- mary Directress (3-6)… |
Sequence 24ment, because that is probably the most potent form of inter- action we have in early life. This kind of environment re-… |
Sequence 126Deacon, Terrence William. Symbolic Species. New York: Norton, 1997. Montessori, Maria. Unpublished lecture. Dr. Maria… |
Sequence 202Please call Patricia Thompson 617-361-2522, Fax 617-364-0911, Email patthach@yahoo.com, or send resume to: Thacher… |
Sequence 41emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 42Erikson, E. Identity, Youth and Crisis. New York: Norton, 1968. Erikson, E. "The Problem of Ego Identity."… |
Sequence 43ization: Theory and Research. Ed. D. Goslin. New York: Rand McNally, 1969. Kohlberg, L., & C. Gilligan. "The… |
Sequence 44Ravitch, D. The Troubled Crusade. New York: Basic Books, 1983. Rogers, D. "Stage Theory and Critical Period as… |
Sequence 74The crucial point of the whole question is the manner in which he considers the child, and this cannot depend on external… |
Sequence 75REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 99They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 101CHARACTERISTICS AND NEEDS OF ADOLESCENTS: A COMPARATIVE STUDY compiled by John Long Almost every Montessori secondary… |
Sequence 106RUFFING MONTESSORI SCHOOL PEACE CURRICULUM: AN INFORMAL NARRATIVE by John Long John Lang's implementation of a peace… |
Sequence 119Attention Grabber The Butter Battle Book, by Dr. Seuss (New York: Random House, 1984), was read to the students. Yes, middle… |
Sequence 121The Development of Empathy Oral Histories: Students were asked to conduct interviews with a grandparent regarding his or her… |
Sequence 122actually memorized their scripts. Others utilized note cards as an aid to memory. Others were comfortable with rehearsed… |
Sequence 147REFERENCES Montessori, Maria. From Childhood to Adolescence. 1948. New York: Schocken, 1973. Montessori, Mario. The Human… |
Sequence 173Away from my house, my farm, my barn, my friends Tony and the Yoders, my bed, my fireplace, and everything else I now… |
Sequence 180So now, some considerations about the particularity and peculiar- ity of place. In Thomas Moore's book, The Re-… |
Sequence 194• Values and Attitudes Having worked with all of the above models that explore Place as Pedagogy, it is easy to applaud the… |
Sequence 251Joosten: Some have disappeared and others have come in, etc. But whatever they use, whatever you see being used, will be a… |
Sequence 260The urban school that functions as a prerequisite to Erdkindercan continue to foster the same Montessori. attitudes that have… |
Sequence 280After the Second World War, several secondary Montessori schools were founded in Germany. In general, they followed the same… |
Sequence 309Montessori lectured in Italian. The "Erdkinder" essay was included in this book by no later than the third… |
Sequence 326really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 327INTERNATIONAL BIBLIOGRAPHY OF TEXTS CONCERNING ERDKINDER Excerpted from Winfried Bohm. International Montessori Bibliogra… |
Sequence 328Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 356all of you as teachers should remember one thing: Your allegiance is not to make people feel good but it is to the truth.… |