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Sequence 4catered to. Cosmic education both deepens and narrows our view of the universe. The Great Lessons are outlines to give the… |
Sequence 2LIBERTY: SPIRITUAL FREEDOM AND MORAL RESPONSIBILITY by Eduardo J. Cuevas Mr. Cuevas' universal article about freedom,… |
Sequence 8conditions he cannot walk no matter how much liberty he's given to do so. On the other hand, the individual who cannot… |
Sequence 13The other fact is that this independence, this continuous conquest toward independent functioning-which gives us existence as… |
Sequence 4And that object became part of him for the day, or a certain part of the day, or for many years, or stretching cycles of… |
Sequence 8duction, soil analysis, seed ordering, planting, watering, weed- ing, harvesting, decisions about how much to preserve for our… |
Sequence 4of Mexico and California, today we are exploring new ways to refine our understanding of organisms and molecules at the micro… |
Sequence 14experiences are so deeply felt is partly explained in the following quote from Abraham Maslow: "Perhaps [our]… |
Sequence 33education of children. She prepared a children's chapel, called an Atrium, so children could have a living experience… |
Sequence 34Outdoor class, Esco/a Nocionol Montessori, Barcelona, I930s Cntatan folk dancing, 1930s Spain, continued lnstitucio… |
Sequence 84A History of War and Peace "Enchance. Mademoiselle." An exercise in grace and courtesy, Paris, 1918… |
Sequence 126Movement and Silence, continued Children love silence and immobility and practice it spontaneously. One day [in Sevres,… |
Sequence 132Religious Education Such things, therefore, must appeal to their tender minds as the end of effort patiently sustained,… |
Sequence 185Far Journey to the Southlands (Australia and New Zealand) We are indebted to Debbie Senoff-Langford of Chicago for graciously… |
Sequence 5Dr. Maria Montessori's first work, Tlte Mo11/essori Method, was published in English in New York in 1912. It was an… |
Sequence 7short, Montessori's emerging spiritual identity in her work is the fervor of the reform movement. Sofia Cavalletti, co-… |
Sequence 14complexities involved in the maintenance or the loss of life. One message that is apparent is that Life is fragile and… |
Sequence 33it has never been tried (37). Why not? But what does succeed in the character education of a human being, indeed, if "… |
Sequence 43exhibited in the later, experienced, seasoned tone of the old Plato of his last work, The Lnws. Intimidating? You bet. In… |
Sequence 10the good leader, the good manager will exercise that power in a partnership structure. These are very important distinctions… |
Sequence 8How do we both direct and protect the power of the will so that it can grow? This, in my opinion, is our greatest challenge… |
Sequence 13For example, a common reason for referral is that the child is observed to be quite vulnerable to distraction and to have… |
Sequence 6Through MIP, we developed a program for adolescents with AS called the Prelude to Inclu- sion(\ which embraces the… |
Sequence 43"See," T said, "lww wise and strong somebody is, nnd l10wbrnve. See !tow 111ucft fte cared about… |
Sequence 3Two-year-olds are sometimes called "the terrible twos." But in an environment that meets their needs, they… |
Sequence 3to the Montessori-Pierson Estates, that gave me the possibility to do this very interesting (at least for me!) work. Let me… |
Sequence 12comes of their studies, they are met with a mixture of alternative, complementary, and unrelated studies, provided by their… |
Sequence 2PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 11ing the second year of our program, a student with a passion for marine biology set up a fifty-gallon marine reef aquarium.… |
Sequence 4Figure 1. Timeline of mathematics. Graphic by David Waski. primary tracking mechanism used in our schools today. It has bad… |
Sequence 10It was home to a center of learning-the "House of Wis- dom"-that was dedicated to the translation and… |
Sequence 11Possible student explorations: • Why do cities fail? • Why are some cities marginalized in history? How can we determine… |
Sequence 2"new child," the "spiritual embryo," endowed with inner wisdom, independence, dignity,… |
Sequence 4be left behind. This truly synthetic endeavor implies a drive forward towards a higher and spiritual goal, a better world,… |
Sequence 5courses in the constant back and forth between self and other, in the dynamics of going out for ex- ploration and coming… |
Sequence 11children are offered more and more challenge to their hand-under close supervision-we find they are capable of doing many… |
Sequence 4into adolescence. (My future plans, when all of us are on one cam- pus, would be for the sixth-years to continue as… |
Sequence 21Learningdisabilitiescan affect some or all of the following domains: reading, attention, or language (articulation,… |
Sequence 3weather, built environments, and the social circumstances of daily life). Carefully designed natural environments can help… |
Sequence 14the circle in printing the letter b; they form the circle before drawing the vertical line in printing the letter d. Anna… |
Sequence 2When I met Dana she was three years old. She was lying on a mat in an overcrowded day room of an institution surrounded by… |
Sequence 28(The Culture of Educntio11), that we have to come to a point today where it is difficult to persuade youngsters that there is… |
Sequence 7Finally, we need to tell stories that arise out of the children's interests. If a child comes in and shares something… |
Sequence 14Pennsylvania and the Carolinas. More Dutch came, not to New York, but to Pennsylvania. The French came and settled in South… |
Sequence 19a lesson on some of these things that they've had before is kind of boring for them because there isno context for it. So… |
Sequence 42ma th /handbook/Teacher/ In trod uctoryExplorations / Introductory Exp I orations.asp>. Anderso11, Sherwood.… |
Sequence 15In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 10In Appendix A, "Erdkinder," Montessori makes clear that the entire educatjon of the adolescent must address… |
Sequence 1HIGH ANXIETY, THE SEQUEL by Patrick F. Bassett Patrick Bassett offers wan11th, h11111or, and opti111is111 for independent… |
Sequence 3REVISITING SKILLS This historical approach helps tremendously with one of the big- gest challenges I face, and that is the… |
Sequence 1GRASSROOTS DEVELOPMENT: MONTESSORI EDUCATION AND PEACE by Lynne Lawrence and Megan Tyne Lynne Lawrence and Mega,1 Tyne… |
Sequence 23The question was raised earlier, What did nomadic tribes do with the old or disabled? In many tribes, there is evidence that… |
Sequence 1FROM PEACEMAKER TO PEACEBUILDER by Judith Cunningham Judith C1111ningha111 introduces the Montessori Model United Nations (… |
Sequence 12needs, something larger and greater than their obvious goals was being achieved. With each additional new idea and discovery,… |
Sequence 12to nature stimuli on morning nature walks would yield restorative benefits (e.g., better concentration, greater ease of… |
Sequence 27were tracked across the school day by segregating the pools of Tuesday /Thursday and Wednesday /Friday ESM signals into three… |
Sequence 7The transformation of that class, from a collection of mostly ragamuffin, untutored, good-hearted children was simple,… |
Sequence 13Rather than writing rhapsodically with no formal limitations, Beethoven uses a given form and then innovates within that.… |
Sequence 26Pink writes: Ultimately, [intrinsically motivated] behavior depends on three nutrients: autonomy, mastery, and purpose. [This… |
Sequence 6Not that the first and third periods (as I am describing them) aren't important. Without a carefully prepared first-… |
Sequence 17Second Period-Work of the Student with Adult Guidn11ce • Research, experimentation, reading, inquiry, discus- sion, and data… |
Sequence 4to go home and defend her borders, she left behind a rich reposi- tory of artistic, political, and architectural artifacts.… |
Sequence 6108 Part Two - For a Science of the Formation of Ma11 was white with snow! He made friends with Mario who as far back as then… |
Sequence 2School, Family and Society 119 committee included Ernesto Nathan. The trip also had the patronage of the National Education… |
Sequence 6School, Family and Society 123 Moreover, in 1918 Montessori had been received in private audience with pope Benedict XV,… |
Sequence 14School. Family and Society 131 Montessori movement to the Italian pedagogical sphere. The journal continued its existence… |
Sequence 15132 Part Two - For a Science o.f the Formation of Man Luigi Sturzo. in exile there. It was Sturzo himself who recalled this… |
Sequence 5Far from Italy: First Europe and then India 159 who received Montessori's resignation as director of the Scuola di… |
Sequence 6160 Par/ Two - For a Science of the Formation of Man disappointments, requests for help, mediations, threatened break-ups and… |
Sequence 6A Classic Work of Pedagogy 181 position. The 1950 edition also did not include the subsequent passage, found in all the… |
Sequence 25about storytelling, we're on solid ground to say that when engaged in storytelling, children are processing at many… |
Sequence 15a table, then say tnble and pause, the child will practice the word. In any case, now the new child knows what we call a table… |
Sequence 7sonal formation and practical training to be able to make it happen. The primary goals of Montessori education are the… |
Sequence 13Summarizing the key findings of Stuart Brown's research forces us to take a close look at the following realities: 1.… |
Sequence 2PERSONAL EXPRESSION by Laurie Ewert-Kroeker fll view of the creative expressions of 1n11sic, the arts, and /a11g11age, La11… |
Sequence 5importance of this particular sensitivity in the adolescents we work with or, on the other hand, how often, out of genuine… |
Sequence 1p AYS TRIBUTE TO AUSTRALIA NAMTA by David Kahn On December of 2011, Megan Tyne, Executive Director of the Montessori… |
Sequence 15Montessori focuses not on the evils or the threats created by science and technology (though we know she felt them deeply-as… |
Sequence 9Jn Ed11cntio11 and Peace, Montessori writes, Young people can become passionately involved in doing calm, serene, beautiful… |
Sequence 1MONTESSORI HISTORY IN SEARCH OF A SOUL by David Kahn I realize only too well thnt l nm losing my faith i11 the possibility… |
Sequence 3necessary to consider morality for it is impossible to conduct life without this technique. This may not seem a very elevated… |
Sequence 3A word about the title: before Sofia died in August 2011, she was able to give her "yes" to the final draft… |
Sequence 626 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 in the wind and grow until they are at the height of a child’s shoulder… |
Sequence 626 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 in the wind and grow until they are at the height of a child’s shoulder… |
Sequence 634 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 intertwine. This may explain the fascination which these gadgets hold… |
Sequence 284 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have to put them in these sand boxes? The American professor was telling… |
Sequence 688 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Kodaikanal. During the first two years with the chil- dren, we had made… |
Sequence 6112 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 We can make the human race better by assisting the child in building his… |
Sequence 10210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 16216 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 and we took them through all kinds of experiences and exercises, and… |
Sequence 2260 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 such a distinction, we might be inclined to say that even the way of… |
Sequence 4262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 are called upon to take an active part in the life of humanity, they… |
Sequence 21157 Lillard • Playful Learning and Montessori Education Regarding children’s love of and need for fantasy, recent research… |
Sequence 28188 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 is the sequence of phases in perspective-taking, and the insight that… |
Sequence 9191 Andrews • Joyful Engagement is to look smart, they avoid risks that might lead to failure. Her re- search shows that… |
Sequence 1Feature “The lines ThaT make The clouds” The essence of The maThemaTical mind in The firsT six Years of life by Ginni… |
Sequence 1BuilDing The inclusive MonTessori school by Pam Shanks Pam Shanks describes Raintree Montessori School, an exemplary inclu… |
Sequence 1014 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Functional Inclusion The second level of inclusion, functional inclusion… |
Sequence 2327 Shanks • Building the Inclusive Montessori School and conversationally. During this one activity, Isabel is practicing… |
Sequence 1654 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 intuitive feeling that it looks like a place where their child could be… |