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Sequence 150THE CHILD AS SPIRITUAL TEACHER FOR THE ADULT by Linda Kaiel Linda Kaiel conveys spiritual meaning with direct descriptions… |
Sequence 157Arabian deserts." The world we live in today, missionaries are discov- ering, is one we all need to fight for. &… |
Sequence 65ENVISIONING THE WHOLE THIRD PLANE: MONTESSORI ERDKINDER AND URBAN ADOLESCENT PROGRAMS HELP EACH OTHER by David Kahn David… |
Sequence 186I THE A PLANES OF DEVELOPMENT! I THE <BULB> I ~~ ,flNALlTYI 1ai l~~~ mi ~ ~ MAE!] coc:9 ,.MQ,t;Hf~SORI)… |
Sequence 344dable task. The need for facilities, general funding, staffing, and the increasing demands of the post-secondary community all… |
Sequence 409Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Oxford: Clio, 1988. Montessori, Maria. From… |
Sequence 10MORE PARENT INVOLVEMENT: REFINING p ARENT EDUCATION WITH AN EMPHASIS ON ASSISTANTS TO INFANCY by Judi Orion Starting from… |
Sequence 87pages. Uniquely, the main character describes the world completely through his olfactory experiences. Suskind is so skilled… |
Sequence 189work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 210ITHE .4 PLANs~ OF DJVELOPMENT! I TH «BULB> ,~~~' ~ ~ Figure 1. The Bulb. Maria Montessori, Rome, 1951 (cited… |
Sequence 72To continue, a Montessori building should also echo the supportive and helpful words from the stories of "The Emperor… |
Sequence 78tempt a mind/body to think, to discover order in phenomena, to gain an intense pleasure in the process, and to become… |
Sequence 80the structure itself should function for contemporary children as an essential part of the prepared Montessori environment.… |
Sequence 92logical development, and addressing the demands of assessment while maintaining the goals and objectives of Montessori… |
Sequence 11In the early summer of 1896, a young woman graduated from the faculty of medicine and surgery in the University of Rome.… |
Sequence 14In secondary school Maria had at first studied mathematics, then science, and in the university she studied biology. All were… |
Sequence 19It was a masterful achievement. Had anything like it ever hap- pened in teaching before? Montessori would say later that it… |
Sequence 20Butitisin the human con- text that we must come to un- derstand the depth of this tragedy-the terrible wrench to a mother… |
Sequence 21declared that she would dedicate herself to pedagogy. Then she began her studies of the learning problems of normal children… |
Sequence 22condition-the tenants were in charge of the care and maintenance of the tenements. It acted as a sort of covenant. And he… |
Sequence 23Many left Rome convinced and opened Children's Houses in other countries. In 1909, Montessori published her book in order… |
Sequence 118THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Kru 111ins Grnzzini puts the relationsl1ip between child a11d society… |
Sequence 188Englishwoman Annie Besant in Paris, who was at that time president of the International Theosophical Society. Besant had lived… |
Sequence 10The Journey Begins Mario Montessori, Rome, 1886 The infant, the child, the adoles- cent construct every part of the… |
Sequence 12What They Showed Us One day, in great emotion, I took my heart in my two hands as though to encourage it to rise to the… |
Sequence 13the scientific apparatus I designed (or the first Children's House. (The Discovery of the Child, 1948) Another Children… |
Sequence 14Italy, continued Writing on che chalkboard, an early Italian Montessori school, dote unknown. "They revealed a… |
Sequence 15Sometimes very tiny children show a precocious skill and accuracy of movement that must arouse our wonder. If an environment… |
Sequence 18The Montessori Method, continued II Metodo de/la Pedagogia Sclentifica applicato all'educazione infantile nelle Cose… |
Sequence 20America Welcomes Dottoressa Montessori Elementary class, The Washington Montessori School, Washington D.C., around I 9 I 6 18… |
Sequence 23School bus of Calgary Montessori School, Calgary, Canodo, I 9 2 9 Montessori's Beginnings in Canada Alexander Graham… |
Sequence 30Far Journey to the Southlands REPORT Montessori Methods of Education. M. M. SIMPSON. '-"""… |
Sequence 34The Seminari-Laboratori de Pedagogia, Barcelona Elementary doss, Esco/a Municipal Montessori, Barcelona, 19 30s Neu Col… |
Sequence 64The Early Days of Montessori Education in Berlin Multiplication work, Berlin Montessori class, I 92 7 Children's House… |
Sequence 76A Montessori Beacon to the World Sometimes very tiny children show a precocious skill and accuracy of movement that must… |
Sequence 86A History of War and Peace "Enchance. Mademoiselle." An exercise in grace and courtesy, Paris, 1918… |
Sequence 87There was not a separation between indoors and outdoors.. . . Laughingly, we used to say, "There is never any bad… |
Sequence 88Factory where handicapped war veterans manufactured furniture and materials for Montessori classes, Paris, I 9 I 8 France,… |
Sequence 90Display Case Practical life and language materials from La Maison des Enfants, Sevres (Paris), France, I 930s This case… |
Sequence 92Practical Life and Language Materials, continued From 1933 to 1938, Margot Waltuch was a directress at La Maison des Enfants… |
Sequence 94Discovering the Universal Child Montessori child. Sophia College, Bombay, around I 94 2 Working outside, Allahabad, I 9 28… |
Sequence 100The Vision of the Assistants to Infancy ... the new-born child is not only a body ready to function as a body, but a… |
Sequence 134Religious Education Such things, therefore, must appeal to their tender minds as the end of effort patiently sustained,… |
Sequence 135The heart of the Catechesis for the child under six is the parable of the Good Shepherd Qohn I 0). Over 50 years of research… |
Sequence 138Display Case fo Religious education and the Montessori method This display case contains early editions of Montessori's… |
Sequence 140Religious Education, continued Pope John Paul II visiting on atrium in Rome, /983 The atrium is in Nostro Signora de Lourdes… |
Sequence 166Rome, 1886 Los Angeles. I 915 United States, 19 I 7 United Kingdom, 1929 1870 Maria Montessori born on August 3 I in… |
Sequence 167/915 Second trip to the United States, accompanied by her son. Mario. Addresses International Kindergarten Union and… |
Sequence 168India, 1939 1928 The book Das Kind in der Familie, based on lectures she gave in 1923 in Vienna, is published in Germon. (… |
Sequence 170Books Published by Maria Montessori Mario Monressori, /roly, 191 2 __ during Her Lifetim_e _____ _ 1909. II Metodo de/Ja… |
Sequence 174Correspondence, continued - ...... .. ... //- -··- :;:~: ., -..:_ ::-:~··.:::~ -✓- .,; .,._,. 6 ..P… |
Sequence 178Maria Montessori's Vision '- Maria Montessori greeting children at the St Angelo School in Rome, around 1911 Man… |
Sequence 185The Journey Begins As early as 1898, Dr. Montessori was promoting educational reform as a means to end social inequities.… |
Sequence 186Notes and Sources, continued What They Showed Us (Italy) The photos of the first Casa dei Bambini and the Casa in Milan are… |
Sequence 187Far Journey to the Southlands (Australia and New Zealand) We are indebted to Debbie Senoff-Langford of Chicago for graciously… |
Sequence 190Notes and Sources, continued Montessori in England, Scotland, and Ireland Montessori teachers have been training in London… |
Sequence 192Notes and Sources, continued Three major bibliographies of Montessori-related books and articles have appeared in recent… |
Sequence 9ACT I. THE DRAMA OF SAN LORENZO: LINKING SOCIAL ANO EDUCATIONAL REFORM-1907 Montessori con temporaries travel to Rome in… |
Sequence 11Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 23Montessori, Maria. "HL1man Solidarity in Time and Space." Trans. Renilde Montessori. Tl,e Sn11 Re1110… |
Sequence 50been in Montessori work for almost half of the century we are celebrat- ing. Surely r have something to say on the topic, for… |
Sequence 91THE CHILD AND SOCIETY by Baiba Krumins Grazzini Baiba Km 111i11s Grnzzini puts the relatio11s/1ip between child and society… |
Sequence 157of earning one's mind. Earning one's freedom. Or so it seems in those ancient texts. Should a realizable curriculum… |
Sequence 163was sent by concerned parents along with a warm cloak, a large regional cheese, and a keg of red table wine to a child at a… |
Sequence 176The time in the past is gone when Rome and Greece were mixed with the memories, sometimes justly unsympathetic memories, of… |
Sequence 177past, condemning one to waste time on issues that already have been solved or, at least, issues that have been put in some… |
Sequence 178young man is supposed to wear to the chariot races as well as what exercises will mold attractive feet and biceps to excite… |
Sequence 179Cleveland, Sydney, or Paris. After all, Marx (1818-1883) was a German Jewish classicist whose doctoral thesis was on the… |
Sequence 196dence of viruses on living cells, and, finally, the anatomy and the immune system of dogs, just as they had learned about all… |
Sequence 200Esenin, Segey. Tl,e Heritage of R11ssia11 Verse. Ed. D. Obolensky. Bloomington: Indiana UP, 1962. £very111a11. Medieval Drama… |
Sequence 199Montessori referred to children who possessed habits of deep concentration (i.e., those who had repeated flow experiences) as… |
Sequence 237Discovery Montessori Is Expand- ing and is Accepting Resumes for Nido and InfantComrnunity Our school opened in 2006 and we… |
Sequence 238of the best -;mall communitie.., in Amerirn. With threecolleges,amedi- cc1l commu111ty ..,er, ing NW Geor- gia, Rome isa… |
Sequence 36Ps1co-AruTMtr1cA AND Ps1co-GEOMETRiA by Benedetto Scoppola Tlie introduction of the psycho-disciplines tlirougli Professor… |
Sequence 91cycle. This is so vitally important because this experience is the most direct way for a child to access the laws of nature,… |
Sequence 102Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 209REFERENCES Association of Secondary Teachers Ireland. Science Survey 2006. 2006. Grazzini, Camillo. "The Montessori… |
Sequence 219erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 260· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 269e) John F. Kennedy and the Cuban Missile Crisis f) Jimmy Carter as non-governmental statesman g) Eleanor Roosevelt and social… |
Sequence 9WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 11Maria Montessori spoke of education as giving an "aid to life" but, in order to achieve this, adult… |
Sequence 15CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 21THE MONTESSORI INFANT AND THE WHOLE DEVELOPMENTAL CONTINUUM by Judi Orion Ms. Orion explicates the concept of the spiritual… |
Sequence 38the brain are called engrams. These are the representations of experience, be it visual, auditory, gustatory, olfac-… |
Sequence 40is this phenomenon that teachers often describe as the "light bulb" turning on: The brain lights up like a… |
Sequence 57the cause of humanity-to bring human society to a unity wherein each contributes to the harmonious existence of all.… |
Sequence 85NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
Sequence 132Lynn and I were attending the AMI International Congress in Amsterdam in 1979 when Dr. Silvana Montanaro first described Dr.… |
Sequence 149CHILD DEVELOPMENT STUDIES by Mary Reinhardt Ms. Reinhardt presents a practical article on upper ele111entary "appren… |
Sequence 155MOTHER AS THE FIRST PREPARED ENVIRONMENT by Susan Tracy S11sa11 Tracy's deep research about the prenatal, periHntnl,… |
Sequence 155l:f you wish to learn of Alexandria and the Scroll and the lighthouse, you too must become their keeper. Along with me, you… |
Sequence 157to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 172studying Alexander's symptoms think he may have had malaria or even West Nile virus. Figure 14 represents some of the… |
Sequence 70MONTESSORI MARKETING: STORIES AND STRATEGIES by Mark Berger Mark Berger urges schools to "levernge the voices… |
Sequence 120MONTESSORI MATHEMATICS: A N EUROSCIENTIFIC PERSPECTIVE by Benedetto Scoppola Benedetto Scoppoln joi11s t/1e Montessori world… |
Sequence 128• • • • • • ► ___ ....... .,. ... • • • • • • Figure 7. Even and odd numbers, from Aristotle's Metaphysics. In all… |
Sequence 212,------- l Figure 26. Two similar hexagons containing similar triangles. bigger hexagon is the original triangle that we… |
Sequence 217Claude decided to earn an advanced degree in engineering at the University of Rome. The winds of war were blowing on the… |
Sequence 243Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |