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Sequence 182. The development of practical skills and knowledge related to geometry through applications on the land. 3. The ability to… |
Sequence 19and basic algebra. Therefore, the next stage of mathematics must use and develop this power of abstraction. The second… |
Sequence 23the first principles-definitions, postulates, and common notions. Thus, although the language can be archaic and the… |
Sequence 3matter? Is it knowledge of how to do a certain list of tasks with proficiency? Or is it something even more general-a tool to… |
Sequence 12in the sequence of activities, stronger mentoring relationships and community ties, and multifaceted tasks and problems that… |
Sequence 13Kaplan, M., & E. Singer. "Dogmatism and Sensory Alien- ation: An Empirical Investigation." Journal… |
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 15THE DEVELOPMENT OF A MONTESSORI HIGH SCHOOL AS AN EXTENSION OF THE FARM SCHOOL by David Kahn and Ron Stewart This very… |
Sequence 4to work. Also with these expanded career opportunities, we experi- enced, in the United States, a great mobility of families.… |
Sequence 2logical needs, which are very close! y related to the child's biosoma tic growth. It is here that the teacher training… |
Sequence 27longer and succeed in attracting the attention of the mother, or of some other interested adults. They are picked up and moved… |
Sequence 10Hopefully this weekend has given you a little renewal of this vision. I want to give you two quotes. One is from E.M. Standing… |
Sequence 1THE IMPACT OF THE ASSISTANTS TO INFANCY PROGRAM ON PRIMARY CHILDREN by Liz Hall When a Primary ( ages three to six) class… |
Sequence 10Montessori, Maria. The Secret of Clrildlrood. 1936. Trans. M. Joseph Costelloe. Notre Dame, IN: Fides, 1966. Standing, E.M.… |
Sequence 25conceived in love-the love between two women-and the sperm just came from somebody else. Butthat child, in fact, from their… |
Sequence 5been tried out in the home and in Infant Communities. 1 For instance, a low, large bed is a great help for the sensory and… |
Sequence 1THE Goo Wtto HAs No HANDS-PART I by Peter Gebhardt-Seele The "cosmic tale" of God Who Has No Hands is put… |
Sequence 14REFERENCES Berry, Wendell. Sex, Economy, Freedom and Community. New York: Pantheon Press, 1992. Berry, Wendell. Recollected… |
Sequence 7When I arrived in New York, I visited Cobb's collection of books at Columbia Teacher's College-and I noticed that… |
Sequence 18Annan, K. We the Peoples. New York: United Nations Publications, 2000. BBC. Soul. Three part video series. London: BBC-TV,… |
Sequence 19Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 27clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 7on earth. Over 3.5 billion years there have been five of these events. Isn't it amazing that humans have reached the… |
Sequence 2ALIGNING CLASSROOM PRACTICE WITH TRUE MONTESSORI ESSENTIALS by Peter Gebhardt-Seele Peter Gebhardt-Seele presents his… |
Sequence 21children we love and work with. Thank you for your attention. It has been an honor to share these thoughts with you.… |
Sequence 13operations and have begun rudimentary memorization. Everyone might not understand adverbs and prepositions, transitive and… |
Sequence 2THE WHOLE ELEMENTARY EXPERIENCE: AGES Six To TWELVE by Kay M. Baker Kay Baker delves into the theory of self-construction,… |
Sequence 20out the process that there is really only one core objective that you should seek to realize: Incorporate as wide a variety as… |
Sequence 16• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 21A. I think it's a basic issue. The world is filled with people who care for their individual pets, care for their… |
Sequence 22Chawla, Louise. "Significant Life Experiences Revisited." Journal of Environmental Education 29.1 (1998,… |
Sequence 23Kirkby, Mary Ann. "Nature as Refuge in Children's Envi- ronments." Children's Environments… |
Sequence 15Well, rather than going into all these details, let me just concen- trate on one important ecodesign area, and that is energy… |
Sequence 17a fuel that can be stored, so hydrogen can be piped like natural gas or oil and can be stored in cars to drive. This brings… |
Sequence 21development in ecodesign. In this second part I shall discuss the implications of all these ideas for education. I should tell… |
Sequence 38REFERENCES Ecoliteracy: Mapping the Terrain. Berkeley, CA: Learning in the Real World, 2000. The Edible Schoo/yard. Berkeley… |
Sequence 10cycles in nature through observation and experience, a child will have a base upon which to build more theoretical… |
Sequence 4A second way nature education is problematized is through the sentiment that we should avoid nature at all costs. Many… |
Sequence 10which does not forsake nature but rather celebrates the American landscape as part and parcel of our natural heritage. Where… |
Sequence 13action-are each represented at various levels of schooling in the United States today. So too each forwards a contrasting view… |
Sequence 7REFERENCES Deng Ming-Dao. 365 Tao: Daily Meditations. San Francisco: Harper, 1992. Montessori, Maria. The Absorbent Mind.… |
Sequence 12Let us share the journey, smile together, perhaps even wipe aside one tear of love. I dedicate this weekend to all those who… |
Sequence 24environment. He is self-directed, self-disciplined, and ready for the larger world. But he is not alone. We look to the entire… |
Sequence 25Montessori, Maria. The Secret of Childhood. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1936. Montessori, Maria… |
Sequence 10time they are their grandparents' age, look like their parents do now, but not like their grandparents. In other words,… |
Sequence 22have that prejudice. But I think so-called normal children, who, as you know, are not normal, don't know that. They think… |
Sequence 13You know, children who grew upon farms used to learn that. They knew that if they didn't get up at four or five in the… |
Sequence 11connection to a human group, the individual may eventually inflict harm on self or society. A child without feelings is a… |
Sequence 12Manrique, Beatriz. "Love Effaces Violence: Panel on Break- ing the Cycle of Violence." Pre-and Perinatal… |
Sequence 3(Rathunde & Csikszentmihalyi). 1 It will take some time before these articles are published. Therefore, the purpose of… |
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 38Feldlaufer, H., C. Midgley, & J.S. Eccles. "Student, Teacher, and Observer Perceptions of the Classroom… |
Sequence 39Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 41Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement… |
Sequence 2RESPONSE TO Two STUDIES BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Kay M. Baker The studies titled Middle School… |
Sequence 34matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 18environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 17Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 114. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 14Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 24Back in 1974, I suggested toMarioMontessori,Jr., that he ask those involved with the Erdkinder experiment to procure the… |
Sequence 25of the individual is different during the different planes of develop- ment, then the Montessori approach must also be… |
Sequence 31should ask ourselves whether it is up to us to give life to this great idea of the Erdkinder community, or whether it would be… |
Sequence 32is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 11AN EXAMPLE INVOLVING ALGEBRA: QUADRATIC EQUATIONS WITH ONE UNKNOWN Mario started with the square of a binomial in order… |
Sequence 9The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 2Cavalletti and Gianna Gobbi jointly worked out a program that seemed to correspond to the needs of the various ages,… |
Sequence 7Cavalletti and Gianna Gobbi jointly worked out a program that seemed to correspond to the needs of the various ages,… |
Sequence 15The very same Lusitania, on a similar return voyage from North America only sixteen months later (May 7th, 1915), would be… |
Sequence 29AN EXAMPLE INVOLVING ALGEBRA: QUADRATIC EQUATIONS WITH ONE UNKNOWN Mario started with the square of a binomial in order… |
Sequence 52is a translation by the Montessori Educational Research Center from the French De /'En/ant a I' Adolescent (Desclee… |
Sequence 53should ask ourselves whether it is up to us to give life to this great idea of the Erdkinder community, or whether it would be… |
Sequence 59of the individual is different during the different planes of develop- ment, then the Montessori approach must also be… |
Sequence 60Back in 1974, I suggested toMarioMontessori,Jr., that he ask those involved with the Erdkinder experiment to procure the… |
Sequence 70Landerziehungsheime or "education homes in the country." For ex- ample, the one for youths from twelve to… |
Sequence 734. ERDKINDER AND THE "URBAN COMl'ROMJSE" 5 I have always found it disconcerting when the adjective… |
Sequence 85Lastly, in December, 1951, on the occasion of the third anniversary of the Declaration of the Rights of Man, UNESCO invited… |
Sequence 103environment. He is like the spider, whose web, whose field of action, is enormous in comparison to the animal itself (… |
Sequence 196matter. One might almost say they represent a kind of distillation of her thinking, observation, and reflection over many,… |
Sequence 2inquiry, and sharing ideas help us make predictions about ages and stages. We learn about the multitude of possible roles to… |
Sequence 18child who stands before us with his arms held open, beckoning humanity to follow. (118-119) Thank you. REFERENCES… |
Sequence 10be recognized for who they really are, for the power they possess. We will work on relationships, first with one another, for… |
Sequence 9"Mamie, what is Anna saying?" "She's telling you she cut celery at school." I said… |
Sequence 15But grammar is a natural and enjoyable exploration if given at the right age. Even if you have a barrier against grammar… |
Sequence 3God and the child have a unique relationship, particularly before the age of six. In the context of religious formation, the… |
Sequence 17North Avondale Montessori Elementary School 2003 School Report Card. Columbus: Ohio Department of Education, 2003. Sixth-… |
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 28Montessori, Maria. The Discovery of the Child. 1948. Trans. M. Joseph Costelloe. New York: Ballantine, 1967. Montessori,… |
Sequence 15- How have your relationships with the students affected you personally? Have you opened yourself up to ongoing growth and… |
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 9Wells, H.G. Mi11d nt //,e End of Its Tether. New York: Didier Publishers, 1946. The NAMTA Joumal 183 |
Sequence 8point of basic trust, is ready to turn away from the mother-world and turn towards the larger world. The father's role… |
Sequence 6In Montessori's original Children's House, there were no toys for pretend play. Instead of dressing and undressing… |
Sequence 15well together. Teachers and staff must refrain from being judgmental of parents who work long hours. The assistants must… |
Sequence 2MORAL FORMATION ON THE SECOND PLANE: NURTURING AND HINDERING by lta Williams !ta Williams asserts that moral development is… |
Sequence 7into these wild, outdoor spaces, where they will make their own discoveries. "When the child goes out,"… |