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Sequence 8mission: "The next generation of leaders will come from this program. Soon they will be sitting here, and it will. be… |
Sequence 7We know that this industrialization continued for the next forty years. From the family, the disconnection spilled over into… |
Sequence 10Montessori referred to children who possessed habits of deep concentration (i.e., those who had repeated flow experiences) as… |
Sequence 2Ps1co-AruTMtr1cA AND Ps1co-GEOMETRiA by Benedetto Scoppola Tlie introduction of the psycho-disciplines tlirougli Professor… |
Sequence 6cycle. This is so vitally important because this experience is the most direct way for a child to access the laws of nature,… |
Sequence 14years and most are already represented in our classroom materials. One large area of biology study that may not be as… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 3Here's another head line-this one came from the American Asso- ciation for the Advancement of Science (AAAS), whose… |
Sequence 9erism at a grand scale and new forms of freedom possible, industrial- ization also caused new inequalities and poverty, and… |
Sequence 14· Origin of the city; comparison of Mesopotamian (anxiously walled in) and Egyptian (calm, ceremonial) cities; · Alexandria,… |
Sequence 19ideas about gover- nance, social justice, and sustainability. Psy- chology helps students All disciplines are appropriate… |
Sequence 2WHY IT Is IMPORTANT TO KNOW THE CHILD by Silvana Quattrocchi Montanaro Citi11g the words of Marin Montessori, Dr. Montanaro… |
Sequence 4Maria Montessori spoke of education as giving an "aid to life" but, in order to achieve this, adult… |
Sequence 1CHILDREN'S EDUCATION AND THE FUTURE OF HUMANITY by Silvana Quattrocchi Montanaro This final chapter of Dr. Mo11tanaro… |
Sequence 2THE MONTESSORI INFANT AND THE WHOLE DEVELOPMENTAL CONTINUUM by Judi Orion Ms. Orion explicates the concept of the spiritual… |
Sequence 3the brain are called engrams. These are the representations of experience, be it visual, auditory, gustatory, olfac-… |
Sequence 5is this phenomenon that teachers often describe as the "light bulb" turning on: The brain lights up like a… |
Sequence 10the cause of humanity-to bring human society to a unity wherein each contributes to the harmonious existence of all.… |
Sequence 1NORMALIZATION UNDER THREE by Judi Orion Montessori speaks of normalization as ti,e single 111ost important aspect of the… |
Sequence 2Lynn and I were attending the AMI International Congress in Amsterdam in 1979 when Dr. Silvana Montanaro first described Dr.… |
Sequence 1CHILD DEVELOPMENT STUDIES by Mary Reinhardt Ms. Reinhardt presents a practical article on upper ele111entary "appren… |
Sequence 1MOTHER AS THE FIRST PREPARED ENVIRONMENT by Susan Tracy S11sa11 Tracy's deep research about the prenatal, periHntnl,… |
Sequence 15Medically oriented birth practices can greatly interfere with na- ture's design for bonding by disturbing physical and… |
Sequence 2CHILD DEVELOPMENT TIPS FOR PRENATAL TO THREE: INSIGHTS AND SUGGESTIONS FROM MONTESSORI TEACHERS by Heather Pedersen… |
Sequence 6,------------------------------------- -- disability feels pain and knows they are different. I'm perceived as a grand… |
Sequence 11to how parts of it worked or didn't work. This approach was very successful because we could tweak it as we went along.… |
Sequence 7Peace Stories in A111ericnn History covers North America, mainly the United States. The stories begin long before Columbus set… |
Sequence 1FROM SOWING SEEDS TO HARVESTING SYRUP by Tony Losasso This prese11tntion trnces ti,e ndolesce11t occ11pntio11 of 111nple… |
Sequence 43Rota, Gian-Carlo, & Fabrizio Palombi. /11discrete Thoughts. Basel, Switzerland: Birkhauser, 2008. Steen, Lynn Arthur… |
Sequence 14with the mathematics staff to take full advantage of academic syn- thesis whenever it occurs. This course also develops the… |
Sequence 1MONTESSORI MARKETING: STORIES AND STRATEGIES by Mark Berger Mark Berger urges schools to "levernge the voices… |
Sequence 2ply never heard about Maria Montessori and her little school in San Lorenzo? It's far more likely that we shouldn't… |
Sequence 2ditional financial responsibilities for extended family members in crisis. For many families in the school community, a… |
Sequence 5may sound unusual, but it's important to remember that prospec- tive parents aren't necessarily out to make a… |
Sequence 2• "He doesn't look at me. It's as if he looks right through me." • "She's such a… |
Sequence 1MONTESSORI MATHEMATICS: A N EUROSCIENTIFIC PERSPECTIVE by Benedetto Scoppola Benedetto Scoppoln joi11s t/1e Montessori world… |
Sequence 9• • • • • • ► ___ ....... .,. ... • • • • • • Figure 7. Even and odd numbers, from Aristotle's Metaphysics. In all… |
Sequence 10MENTAL MATH AND NUMBER SENSE I put a lot of emphasis on mental math, estimation, number sense. In {111111111erncy, John… |
Sequence 13shows the hierarchy. It leads to understanding. Other base systems: My students enjoy doing the different charts with the… |
Sequence 23,------- l Figure 26. Two similar hexagons containing similar triangles. bigger hexagon is the original triangle that we… |
Sequence 2Claude decided to earn an advanced degree in engineering at the University of Rome. The winds of war were blowing on the… |
Sequence 28Older students can be challenged to estimate the surface area of their bodies in square inches. This number can then be… |
Sequence 2say that we have lived in peace and we have had a Lot of conflict. Peace is the capacity to face the conflicts, overcome the… |
Sequence 6potential friends. Tt is not that difficult, but it is not natural. If we consider them potential enemies, believe me, they… |
Sequence 3Montessori School. Together we ran four full lnternational courses. Then the political situation changed and many of those… |
Sequence 21• While a shopping boon to mall-haters such as my- self, the Internet lacks the centuries-old practice of exchanging goods… |
Sequence 9However, the ownership of this atoll gives Japan the exclusive rights to huge areas of the sea bed, areas in which there are… |
Sequence 4society, Mary's scientific work was at the highest level. In recognition of her work, despite a deep male bias, she was… |
Sequence 5I want you to imagine Kerala-a long, thin state that stretches along the southwest coast of lndia-a state where the av- ernge… |
Sequence 6pared to many developed countries. Life expectancy in the United States is only two years more than Keralas, and our literacy… |
Sequence 6Modern Education in Asia, and the Need for Montessori Today, modern education based on the British system can be found in… |
Sequence 6change for this privilege, the students have built an outdoor horno (adobe oven), constructed a beautiful fence, fabricated… |
Sequence 4very logical, but when put into practice are not so" (Unpublished 1944 lectures 7). Her pragmatism was particularly… |
Sequence 2INITIATION TO THE KNOWLEDGE THAT Is THE PRIDE OF OUR CIVILIZATION by Donald C. Goertz Don Goertz's nccount of his… |
Sequence 3Of the many cultures of humankind, of the plenitude of history's eras and their mass of pivotal artifacts, we reasoned… |
Sequence 4to go home and defend her borders, she left behind a rich reposi- tory of artistic, political, and architectural artifacts.… |
Sequence 6periods of Roman history, namely: Etruscan Kings, Republic, and Empire. The first two seminars are taken up with visualizing… |
Sequence 8With the picture of Rome's history cradled in our cerebella, we move on to an overview of the orders of architecture,… |
Sequence 9Clearly ancient Rome, far beyond any other place, epitomized the classical world, but within Rome's walls there is also… |
Sequence 10Intellectual Preparation: The Sites With our overview of the history complete and a temporal framework securely in place, we… |
Sequence 11of Roman Civilization is first on the list because it contains a visual, archaeological record of Rome's evolution laid… |
Sequence 13Numerous additional sites, artifacts, ruins, remains, and rubble line the sidewalks, lie just around the bend, or wait across… |
Sequence 14Romans, and if we are, how? Or, how are we the same? This will be our topic for discussion one night. Our work will also at… |
Sequence 15Quintessentially integral to the Montessori experience is a prepared environment. We cannot change and reorder the… |
Sequence 17form several tragedies in a single day long tour de force. In order to ensure that all the invited nobles and their retinues… |
Sequence 19dome, what, we ask aloud, would have made a like contribution in launching the Renaissance, and where would we be in our… |
Sequence 21Constantine, who, despite killing his brother and later his wife, the Empress Fausta (at the behest of his mother, St. Helena… |
Sequence 22man civilization: the love of parents for their children, education, women, and slavery, which the students examine through… |
Sequence 23and was a skill needed only by the slaves who did the accounting and kept the books. Aristocratic families also gave their… |
Sequence 24environment of Ancient Rome into which we are about to embark. We have instead prepared an intellectual environment to which… |
Sequence 26It is necessary that the human personality should be pre- pared for the unforeseen, not only for the conditions that can be… |
Sequence 27Growth in our adolescent program is strong, and as it continues, we expect that within the next year or two, we will have to… |
Sequence 30last eight days of the trip. For some, this can be a very difficult task; for all, it is a learning experience. Tn the… |
Sequence 31There are times when the tiredness at day's end feels over- whelming. But there is no number for calling in sick and no… |
Sequence 36disparate writers, one the sixth century BC Greek philosopher Hera- clitus who said, "You can't step in the same… |
Sequence 38hand were two 50 Euro bills, the equivalent of about $145, which he quietly handed her. I turned away so he would not see that… |
Sequence 4XLV of the various [talian editions. The passages were sometimes retranslated because the original translation in English did… |
Sequence 13 Chapter I From Childhood to Youth 1.1 Before// Metodo de/la Pedagogia Scientijica "The time in which woman was… |
Sequence 24 Par/ One - Toward 1he Children's House: The Formalion Years distant origins: and if the course of the present… |
Sequence 5From Childhood to Youth 7 most and she constantly supported her. In her own family, Renilde had admired the scholarly,… |
Sequence 8I O Part One - Toll'ard the Children's /-louse: The Formation Years managed to move him so much that the good friar… |
Sequence 11From Childhood to Yowh 13 and cultural hurdles, it also marked the beginning of her entrance to the medical-scientific… |
Sequence 1214 Parr One - Toward 1he Children's House: The Forma1io11 Years 13 The years 1877-1900 saw eleven women admitted to… |
Sequence 2Science and Socie~1•: Phrenasthenic Children l7 an aspect which would also characterize her speech in the London congress of… |
Sequence 520 Part One - Toward the Children's House: The Formation Years pedagogical methods tailored to their needs and through… |
Sequence 722 Part One - Toward the Children's House: The Formation Years and the suitable education methods for each case. The… |
Sequence 10Science and Society: Phrenasthenic Children 25 ' Jean M. G. ltard ( 1775-1838) !,rraduated in medicine and decided to… |
Sequence 8Science and Socie~)': The Woman Queslion 33 lll.4 "Women everywhe,·e, arise!" Montessori 's… |
Sequence 934 Part One - To1rnrd the Children's I louse: The Formation Years of the pro-vote committee, and she - along with other… |
Sequence 1136 Part One - Toward the Children ·s House: The Formation Years alcoholism. cnvironmcn1al conditions and race. The… |
Sequence 12Science and Society: The Woman Question 37 11 M. Montessori, ·'Greetings of Italian Women. in International Council of… |
Sequence 139 Chapter IV Anthropology in School IV. l Studies of philosophy and anthropology "Enrolled at university as a… |
Sequence 3A11thropology in School 41 is possible that Montessori did not perceive science and religion as opposing one another, also… |
Sequence 644 Part One - Toward the Children ·s llouse: The Formation Years ' Luigi Crcdaro ( 1860-1939) relined his s1Udies in… |
Sequence 448 Part One - To11•ard the Children ·.1· House: The For111alio11 Years With regard to social policy, 1902 saw the approval of… |
Sequence 650 Part One - Toward the Children's I louse: The Formation Years House, and others followed in Via dei Campani and in… |
Sequence 1256 Part One - Toward the Children's House: The Formation Years vegetable garden, and inside the "House"… |
Sequence 23Proposal.for a Scientific Pedagogy 67 Activities in nature are impo1tant also for the education and coordination of movement… |
Sequence 2468 Part One - Toward the Children's House: The Formation Years She also cited her own works, mainly Antropo!ogia… |
Sequence 25Proposal.for a Sciemific Pedagogy 7 M. Montessori,// Me1odo de/la Pedagogia Scienlijica. Ecli=ione cri1ica. p.159. K Ibid. p.… |