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Sequence 32Koch, S., & D. Leary, eds. A Century of Psychology as Scie11ce. New York: McGraw-Hill, 1985. Lerner, R. 011 the… |
Sequence 23REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 13burden for a child to be "bad" or "good." We must relieve every child of that burden and… |
Sequence 1DR. MONTESSORI' s APPROACH TO LANGUAGE IN THE SECOND PHASE OF THE CHILD'S DEVELOPMENT by Mario M. Montessori Many… |
Sequence 21• 4 merges= 16 units (from 400 to SOO neurons, a 25% increase) Therefore, it takes a 150% increase to pass beyond the two-word… |
Sequence 29CELEBRATING WRITING: PUBLISHING STUDENT WORK Celebrating student work by publishing it is one of the most exciting… |
Sequence 2emerge from this collective sharing. There is no fantasy or real person somewhere out there to tell us whether we are on or… |
Sequence 1Pr.ut JJ: 71,,e, eau ~ .M~ g~ 11 . .Jl~P~ DR. MONTESSORI' s THIRD LECTURE GIVEN AT THE MONTESSORI CONGRESS IN OXFORD… |
Sequence 5A NEW EDUCATION FOR THE SECONDARY SCHOOL A PUBLIC LECfURE GIVEN AT UTRECHT, JANUARY 18, 1937 (ORIGINAL IN FRENCH) by Maria… |
Sequence 6TWENTY-EIGHTH LECTURE OF THE TWENTY-THIRD INTERNATIONAL MONTESSORI COURSE AMSTERDAM, JANUARY-JUNE, 1938 DELIVERED MONDAY,… |
Sequence 10CHILDREN OF THE EARTH by Jan Koning and Fred Kelpin Jan Koning and Fred Kelp in' s interest in and commentan; about the… |
Sequence 2After the Second World War, several secondary Montessori schools were founded in Germany. In general, they followed the same… |
Sequence 3MONTESSORI HIGH SCHOOL by H.J. Jordan Dr. Jordan, a collaborator with Maria Montessori, speaks of his conceptual framework… |
Sequence 10exams in mind there is a somewhat stricter working-program which, to conform to exam requirements, candidates are obliged to… |
Sequence 13in their own work replicate the spirit that motivates us here at Lamberene." A.S. Neill, in a conversation with Pat… |
Sequence 12in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 1brings wholeness rather than fragmentation to one's life and requires the courage to use life-affirming principles to… |
Sequence 2Erikson, E. H. Young Man Luther. New York: W.W. Norton & Company, 1958. Gardner, H. Creating Minds. New York: Basic… |
Sequence 1Goo WHo HAs No HANDS by Mario M. Montessori Sometimes referred to as the "Story of the Universe," "… |
Sequence 19Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 2TEACHING NATURE: FROM PHILOSOPHY TO PRACTICE by David Hutchison David Hutchison looks at educational resistance to nature… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 36REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 37of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-… |
Sequence 39Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 35Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 11This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 1INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 4of the Netherlands. He was following in his grandmother's footsteps, for Maria Montessori was similarly honored in 1950… |
Sequence 20of the Netherlands. He was following in his grandmother's footsteps, for Maria Montessori was similarly honored in 1950… |
Sequence 142INTRODUCTION TO uKEYS TO THE WORLD: THE SECOND PLANE OF EDUCATION" by Camillo Grazzini Forty-three years ago,… |
Sequence 151This clear separation would help communication both within the adult Montessori community and also with the world at large.… |
Sequence 195Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Research Center. New York: Schocken… |
Sequence 18child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 26Th is observation experiment, although traumatic for some, opens the door to self-observation and discovery. It allows us to… |
Sequence 27Friel, John C., & Linda D. Friel. Tile Seven Worst Things (Good) Parents Do. Deerfield Beach, FL: Health Commu-… |
Sequence 16Eliot, T. S. "Little Gidding." Four Quartets. 1943. London: Faber & Faber, 1971. Fitzgerald,… |
Sequence 8sense, regardless of how it turns out" (Havel 181). Optimism cannot be commanded, as Frankl observes, but hope can be… |
Sequence 13them through and onward, or at the very least, lie in wait until a fertile time when the memory of what they experienced with… |
Sequence 14Bruner, Jerome. "Man: A Course of Study." Toward a Theory of Instruction. Cambridge, MA: Belknap Press, 1966… |
Sequence 34ourselves when we make mistakes. We want our politicians and industrial leaders to learn from their mistakes. We all should do… |
Sequence 18uniqueness into a richer idea of society and what we can achieve as humanity. REFERENCES The Adolescent Colloquium: Summary… |
Sequence 16in the Milwaukee Public Schools. Rochester, NY: AMI/ USA, 2003. Edison, Charles. Edison Experiments You Can DO. New York:… |
Sequence 25AlsoNAMTAis pleased to acknowledge its Journal editorial team, in particular Renee Pendleton and Katherine Wilson, for their… |
Sequence 12You may perhaps condemn the plan [so let us think of the Appendices] as visionary and unpractical, but I hope that you will… |
Sequence 11Montessori, Maria. From Childhood to Adolescence. 1948. Trans. The Montessori Educational Resource Center. New York: Schocken… |
Sequence 10environment special for everyone else. They have to feel connected through common goals, mutual activities, and mutual tasks.… |
Sequence 10REFERENCES Grazzini, Camillo. "The Four Planes of Development." The Child, the Family, the Future. AMI… |
Sequence 18REFERENCE Montessori, Mario M. "Keys to the World: The Second Plane of Education." Summary of lectures,… |
Sequence 24Emily Dickinson captures the experience of a teacher desperately attempting to encounter the human potential in each child at… |
Sequence 21Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 24Montessori saw peace as more than the absence of war; war, she said, destroys the constructive impulses in us. The aura,… |
Sequence 17to hold in our hearts and minds the big picture, and for the love of our children and the future, to keep our own fire of hope… |
Sequence 13have the sensorial experience of those relationships in nature and in supranature. So it follows logically that they must be… |
Sequence 10ITHE .4 PLANs~ OF DJVELOPMENT! I TH «BULB> ,~~~' ~ ~ Figure 1. The Bulb. Maria Montessori, Rome, 1951 (cited… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 32paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 33Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 1OF HEROES AND THE HEROIC: REFLECTIONS ON THE EARLY LIFE AND ACHIEVEMENTS OF MARIA MONTESSORI by Lawrence Schaefer Lnrry… |
Sequence 37extent and use it in our dealings with children. For the children are the inheritors and passers-on of culture. They are… |
Sequence 13Liskin-Gasparro, J.E. "If You Can't Use a Language, You Don't Know a Language." Middlebury… |
Sequence 12As an occupational therapist, it has been an honor to serve as consultant to the Montessori classroom. It is always a delight… |
Sequence 48Oasis for Montessori Expansion Elementary students sketching from nature, Amsterdamsche Montessori School, 1930s The role of… |
Sequence 49portive from very early on; this atmosphere helps to explain how the Montessori schools could survive through such difficult… |
Sequence 50The Netherlands, continued One cannot see the method; one sees the child. One sees the child soul, freed from obstacles,… |
Sequence 52Display Case II Natural History Drawings, Amsterdam, 1930s Documents from the Model School ot Loren, Netherlands, 1938-/939… |
Sequence 55The Model School at Laren, Netherlands, continued Documents from the Model School at Laren, Netherlands, 1938-1939 At Laren… |
Sequence 128Montessori College Oost, Amsterdam, 2000 Architect: Herman Hertzberger Side view of the school Technical lesson Workshop… |
Sequence 130Study need not be restricted by the curricula of existi.ng secondary schools and still less need we make use of their… |
Sequence 138Religious Education, continued Pope John Paul II visiting on atrium in Rome, /983 The atrium is in Nostro Signora de Lourdes… |
Sequence 165/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
Sequence 166India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 1671948 Training courses in Mmedabad, Adyar, and Poona; lectures in Bombay. Trip to Gwalior. India; supervises the opening of a… |
Sequence 187Another Viennese Montessorian and Holocaust survivor who made a significant contribution in the United States was Lena Gitter… |
Sequence 5Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 24Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 71Esenin, Segey. Tl,e Heritage of R11ssia11 Verse. Ed. D. Obolensky. Bloomington: Indiana UP, 1962. £very111a11. Medieval Drama… |
Sequence 72Menzel, Emil W., Jr. Preface. Deception: Perspectives 011 H11111n11 n11d Nonl111111n11 Deceit. Ed. Robert W. Mitchell &… |
Sequence 12Marlowe's Or. Fn11st11s, Mary Shelley's Frnnkenstei11, Melville's Moby Dick, and the book of Ecclesiastes. They… |
Sequence 2THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 17Montes~ori, Man.1. The S1•cret of Cl1ildho<1d. 1936. Tr.1ns. \I. Joseph C.ostelloc. c" York: Ballantine, 1992… |
Sequence 20APPENDIX A "EVIDENCE-BASED" CURRICULUM AND PROGRAMMATIC EFFORTS THAT SUPPORT SEEAE • Center for the… |
Sequence 16"What Is a Social Entrepreneur?" Ashoka. July 29, 2005 <http://ashoka.org/social_entrepreneur>… |
Sequence 21We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 13Gopnik, Alison, Andrew l\. Mdtzoff, & P,1trici,1 K Kuhl. The Sctl'lllisl i11 lhl' Crib: /\fords, Brains,… |
Sequence 24accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 44The next time a big cousin walked by tire child, kicked him, and hurled insults at him, he pulled his twisted body 11p as… |
Sequence 28Csikszentrnjhalyi, M. Creativity: Flow a11d the Psychology of Discovery a11d l11vention. New York: HarperCollins, 1996.… |
Sequence 29Lakoff, G., & M. Johnson. P/11/()sol'hY i11 //,c I Jes!,. Nrw York: B,1sic8ooks, 1999. Leder, D. The A/1~1•111… |
Sequence 4What is it? A mystery. Just as the newborn's mind is a mystery, so is the social newborn a mystery. Each time we find… |
Sequence 11artificially designed), but more expansive than, the Casadei Ba111bi11i of the earlier period. It meets Montessori's two… |
Sequence 17Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 12We haveourworkcutoutforus. We have to keep our minds sharp. We have to keep our observations as free from personal agenda as… |
Sequence 19REFERENCES Brnudel, Fernand. A History of Civilizntio11s. Trans. Richard Mayne. New York: Penguin, 1993. Bruner, Jerome S.… |
Sequence 18Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 19Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 8Books RESOURCES Chance, Paul. First Course /11 Applied Beh11vior A1wlysis. Pacific Grove, CA: Brooks/Cole Publishing, 1998… |
Sequence 9Howlin, Patricia. CJ,i/dre11 wit!, A11tis111 and Asperger Syn- dro11,e: A C11ide for Practitioners and Carers. New York:… |
Sequence 17picture) on the wall and a short list of words from the picture to be placed next to it. [t is wise to remember that creative… |
Sequence 1JUST THE FACTS: INFORMATION PROVIDED BY THE INTERNATIONAL DYSLEXIA ASSOCIATION Tlte International Dyslexia Association… |