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Sequence 21Kohn, Alfie. No Contest: The Case Against Competition. Boston: Houghton Mifflin, 1986. Landes, William M., & Richard… |
Sequence 22Radke-Yarrow, Marian, Carolyn Zahn-Waxler, & Michael Chapman. "Children's Prosocial Dispositions and… |
Sequence 23reality directly without assuming that all truth lies with their founders. They need to take responsibility for the… |
Sequence 5There are many issues to be examined and kept to the fore as we innovate within limits. There are questions, for example,… |
Sequence 8Thanks to Charlene Trochta, Charlotte Kovach Shea, Carol Alver, Sanford Jones; thanks to David Kahn and everyone else who… |
Sequence 30way to envision the related processes of education and human devel- opment. The synthesis of these perspectives also provides… |
Sequence 31Csikszentmihalyi, M., & B.Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 32Koch, S., & D. Leary, eds. A Century of Psychology as Scie11ce. New York: McGraw-Hill, 1985. Lerner, R. 011 the… |
Sequence 33Montessori, Maria. What You Should Know about Your Child. 1948. Adyar, Madras, India: Kalakshetra, 1966. Montessori, Mario.… |
Sequence 34Standing, E.M. Maria Montessori: Her Life and Work. 1957. Rev. ed. New York: New American Library, 1984. Sternberg, R. &… |
Sequence 1OPTIMAL DEVELOPMENTAL OUTCOMES FOR THE CHILD AGED Six TO TWELVE: SOCIAL, MORAL, COGNITIVE, AND EMOTIONAL DIMENSIONS by Kay… |
Sequence 23REFERENCES Csikszentmihalyi, Mihaly, & Kevin Rathunde. "The Devel- opment of the Person: An Experiential… |
Sequence 1PREPARING FOR THE WORLD OF WORK by Mihaly Csikszentmihalyi, Barbara Schneider, David Shernoff, and Lisa Hoogstra "… |
Sequence 15that adolescents have very few opportunities to gain experiences that might translate into future careers. By the end of high… |
Sequence 16Csikszentmihalyi, M., & I. S. Csikszentmihalyi. Optimal Experience: Studies of Flow in Consciousness. New York:… |
Sequence 9REFERENCES Montessori, Maria. Kosmische Erziehung [Cosmic Ed11ca- lio11J. Freiburg, Germany: Herder, 1988. German trans-… |
Sequence 14REFERENCES Eliot, Lise. What's Going On in There? How the Brain and Mind Develop in the First Five Years of Life. New… |
Sequence 13burden for a child to be "bad" or "good." We must relieve every child of that burden and… |
Sequence 10ment, because that is probably the most potent form of inter- action we have in early life. This kind of environment re-… |
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 22Deacon, Terrence William. Symbolic Species. New York: Norton, 1997. Montessori, Maria. Unpublished lecture. Dr. Maria… |
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 3Erikson, E. Identity, Youth and Crisis. New York: Norton, 1968. Erikson, E. "The Problem of Ego Identity."… |
Sequence 4ization: Theory and Research. Ed. D. Goslin. New York: Rand McNally, 1969. Kohlberg, L., & C. Gilligan. "The… |
Sequence 5Ravitch, D. The Troubled Crusade. New York: Basic Books, 1983. Rogers, D. "Stage Theory and Critical Period as… |
Sequence 5REFERENCES Suber, Martin. Between Man and Man. New York: Macmillan, 1978. Suber, Martin. I and Thou. New York: Scribner… |
Sequence 8They build upon one another. Every ending is a new beginning. They must be understood as a whole-they must be correlated. They… |
Sequence 10CHARACTERISTICS AND NEEDS OF ADOLESCENTS: A COMPARATIVE STUDY compiled by John Long Almost every Montessori secondary… |
Sequence 10Attention Grabber The Butter Battle Book, by Dr. Seuss (New York: Random House, 1984), was read to the students. Yes, middle… |
Sequence 1actually memorized their scripts. Others utilized note cards as an aid to memory. Others were comfortable with rehearsed… |
Sequence 5REFERENCES Montessori, Maria. From Childhood to Adolescence. 1948. New York: Schocken, 1973. Montessori, Mario. The Human… |
Sequence 11Away from my house, my farm, my barn, my friends Tony and the Yoders, my bed, my fireplace, and everything else I now… |
Sequence 18So now, some considerations about the particularity and peculiar- ity of place. In Thomas Moore's book, The Re-… |
Sequence 13• Values and Attitudes Having worked with all of the above models that explore Place as Pedagogy, it is easy to applaud the… |
Sequence 14The urban school that functions as a prerequisite to Erdkindercan continue to foster the same Montessori. attitudes that have… |
Sequence 2After the Second World War, several secondary Montessori schools were founded in Germany. In general, they followed the same… |
Sequence 19Montessori lectured in Italian. The "Erdkinder" essay was included in this book by no later than the third… |
Sequence 3really meant is often arduous work and could potentially make prac- tical implementation more complicated, but in our desire… |
Sequence 4INTERNATIONAL BIBLIOGRAPHY OF TEXTS CONCERNING ERDKINDER Excerpted from Winfried Bohm. International Montessori Bibliogra… |
Sequence 5Secondary Literature Entries marked with an askerisk (•) are reprinted in this issue of The NAMT A Journal. Bodi, John.&… |
Sequence 13all of you as teachers should remember one thing: Your allegiance is not to make people feel good but it is to the truth.… |
Sequence 13in their own work replicate the spirit that motivates us here at Lamberene." A.S. Neill, in a conversation with Pat… |
Sequence 13Montessori, Maria. The Secret of Childhood. 1936. Calcutta: Orient Longmans, 1966. Standing, E.M. Maria Montessori: Her Life… |
Sequence 1Mesopotamian recitative, players acted out roles of farmer and crafts- man, master and slave, etc., depicting their community… |
Sequence 7In the schedule of the week, Occupations are given entire after- noons (maybe mornings this coming year) for lessons,… |
Sequence 13REFERENCES Csikszentmihalyi, Mihaly, & Barbara Schneider. Becoming Adult: How Teenagers Prepare for the World of Work… |
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 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 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 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 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 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 2TEACHING NATURE: FROM PHILOSOPHY TO PRACTICE by David Hutchison David Hutchison looks at educational resistance to nature… |
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 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
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 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 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 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 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… |