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Sequence 37emphasis must be placed on finding the most effective ways of cultivat- ing this quality in our children and in instilling… |
Sequence 38We can agree that what we want to do is to challenge the child and the young adult to go beyond the self alone, to consider… |
Sequence 39EVOLUTION AND THE PRE-COLLEGE CURRICULUM Part 1: The Human Place in Nature by Irven De Vore A compact view of evolution… |
Sequence 40-------------------------------- --- 8,9,10,11,12,16. A few words about evolution as history: this is the wonderful story of… |
Sequence 41progress had become very impo1tant in the seventeenth and eighteenth centuries. Prior to that time people had thought more or… |
Sequence 42-~ ·~- - •-7-- ~- ~ -- --· "-= _:::'~~ =:=-_---. : __ -- -~'«Ml<'>… |
Sequence 43ful reproduction; ironically, to the degree that those immigrant families who were working in the sweat shops were having more… |
Sequence 44upright was an immense, if you'll pardon the expression, step forward in human evolution. We now know that bipedalism is… |
Sequence 45ogy and primatology in recent years from our long-term studies, is how cruel many of these species are to each other. Surely… |
Sequence 46Scientists are only now beginning to closely follow chimps in West Africa, and we are finding quite extraordinary behavior.… |
Sequence 47behavior by males is absolutely unknown in the animal kingdom except in chimps and humans. So if one is interested in the… |
Sequence 48history as (long after) bipedalism, and probably after tool use and enlargement of the brain, we had many different forms of… |
Sequence 499. Ehrlich, Paul R. The Mcu;kin.ery of Nature: The Living World Around Us - And How It Works (New York: Simon and Schuster,… |
Sequence 50--------------------------- - --- "Conducting a class discussion thus requires a greater and more subtle talent… |
Sequence 51CLASS DISCUSSION A Scenario For The Trivium by Journet Kahn Dr. Kahn looks at the liberal arts of logic, grammm; and… |
Sequence 52themselves into philosophy, theology and the Scriptures.2 Especially the trivium, these arts called for a sharpening of the… |
Sequence 53immediately oversee the development of these arts in the relations between the student discussants, while simultaneously… |
Sequence 54if he establishes this alleged superiority by making evident that those who claim wisdom (politicians, poets and artisans)… |
Sequence 55to discourse daily about virtue and self-examination. But he finally proposes a small money offering· guaranteed by his… |
Sequence 56perfectly normal thing to do. Ms. A: Yes, I think that's what I mean. Mr. B: Well, aren't some strange behaviors… |
Sequence 57feelings of others. Why couldn't he pursue his mission and still be accepted by others? Seems to me he'd have a… |
Sequence 58Mr. C: Well, I can accept that. But I still don't think that money, power and fame are evils, as Socrates says. Mr. B: I… |
Sequence 59Ms. A: Yes, that's why oratory would fail too. Even a speech in a grand style would fail where experience and feelings… |
Sequence 60Ms. A: Well, man does some things that don't require a body. Leader: Such as ... Ms. A: We think. And therefore thinking… |
Sequence 61Mr. B: But conscience urges us to do right, not just to keep from doing wrong. Mr. C: Well, maybe we really don't need… |
Sequence 62Passive listening to an external authority is replaced by an active search for the best means of expression and communication… |
Sequence 6314. A tight logical argument is implied here. Socrates could convince only a person of virtue. But the jurors were not… |
Sequence 64seeking martyrdom by not saving himself? Or is there a real opposition between surviving in Athens and obeying the gods? In… |
Sequence 653. Follow up each answer with a further question which itself has more than one answer. 4. A class discussion ideally has a… |
Sequence 66WHOLE BOOKS AND BEGINNING READING by Mary Maher Boehnlein Dr. Boehnlein discusses the use of good literature in developing… |
Sequence 67would not help the child discover the essential understanding of the rela- tionship of language and print, of meaning and… |
Sequence 68some basal reader stories backwards and not know that you have done so. But you can't read quality literature backwards… |
Sequence 69process, rather than a grunt and groan process, the task becomes doubly hard. The first reading book we give children should… |
Sequence 70"The readings we used were numerous and of great variety: fairy tales, short stories, anecdotes, novels, historical… |
Sequence 71to the discovery of the value of motifs and symbols in intensifying the meaning of that remarkable story. The story fits… |
Sequence 72topographical features mentioned in each tale or look at beginnings and endings. Children can write further adventures of a… |
Sequence 73- the syntax or predictable structure of the language. For example, at the simplest level beyond pictures and labels, a book… |
Sequence 74language approach in which all aspects of language study support the acquisition of meaning from print and from oral… |
Sequence 75Useful Sources of Professional and Children's Books American Library Association 60 East Huron Street Chicago, Illinois… |
Sequence 76OFT-TOLD TALES by David H. Millstone With Homer as thefr guide, Vermont elementary students spend six months in a voyage to… |
Sequence 77this process has helped create strong friendships across grade levels. Pictures in Your Mind THE CHILDREN'S HOMER… |
Sequence 78ness or sneakiness;' "love" and "bravery" are among the many ideas that appear on… |
Sequence 79the reading. Our older children are trained in writing process confer- ences; they begin with positive comments, and only… |
Sequence 80my students how they found a practice audience: *"My little brother and sister." *"My morn when… |
Sequence 81projects, ranging from elaborate drawings of Bronze Age armor to an animated cartoon, from epic poetry to a detailed… |
Sequence 82THE EVOLUTION OF A CHILD-CENTERED CURRICULUM by Leelavati M'Rao In the history of education, educationists had in their… |
Sequence 83present, the oriental peoples were tied to the past and it was therefore called "education by recapitulation.&… |
Sequence 84tell the young because anything that he receives into his mind at that age is likely to become indelible and unalterable; and… |
Sequence 85Plato's educational proposals also arouse distrust because to preserve the unity of the State, he destroys the family as… |
Sequence 86given to childhood. Quintilian divides the training of an orator into three stages: (a) the early stage of home education up… |
Sequence 87women, though from his saying that both the parents should be cultured we may draw the conclusion that girls also were to be… |
Sequence 88education to the sixth year, he formulates certain principles for the education of children at home by the mothers who ought… |
Sequence 89Jean Jacques Rousseau More than proclaiming the rights of man, Rousseau was the champion of the rights of childhood. Before… |
Sequence 90place in the sequence of human life, the man must be treated as a man, and the child as a child. Give each his place;'… |
Sequence 91Negative Education Rousseau says, "let him be disposed to respect the individual, butl to despise the multitude&… |
Sequence 92abilities, that were entirely absent from the schoolroom in the previous ages. Consequently, attention of educationists was… |
Sequence 93the whole man completely for manhood. Manliness implied the training of hand, head and heart. The pw-pose of education is not… |
Sequence 94importance of this principle is fully recognized in modern methods of Nursery Education. Pestalozzi deserves the credit for… |
Sequence 95"apperception-masses." The aim of education is to present the new material in such a way that it can be… |
Sequence 96stages, namely (a) preparation; (b) presentation; (c) comparison and abstraction; (d) generalization; and (e) application.… |
Sequence 97the work of the classroom. His principles of correlation and concentra- tion are adopted in modern educational practice.… |
Sequence 98forming of the given material. For example, the first gift is a box containing six woollen balls of different colors. The… |
Sequence 99THE THREAD OF LIFE Children Who Have Cancer by Monique Baudet Preface by Dr. R. Calle Epilogue by Dr. J.M. Zucker… |
Sequence 10096 |
Sequence 101THE THREAD OF LIFE by Monique Baudet PREFACE by Dr. R. Callee The thread of life: if it holds, it takes on a shape of its… |
Sequence 102The sick body draws itself, the "body without organs" of the philoso- phers illustrates itself, evicted,… |
Sequence 103Children, Art And Illness A few moments after the opening of the play room at the Curie Insti- tute, where children who have… |
Sequence 104David (age 5, drawing No. 1) the day before he left the hospital, with a nasal tube still in place, draws a picture for the… |
Sequence 105Georges (age 3½, drawing No. 2) a little blond, tanned boy, speaks only Portuguese. In the evenings, when he leaves, his… |
Sequence 106Abdallah (age 6, drawing No. 3) draws a picture of himself but because his hips and one leg are in a cast and he is unable to… |
Sequence 107No.5 \ f P. (age 8, drawing No. 6) draws an 18-month-old child to whom he has grown very close and who has had an eye… |
Sequence 108No.7 "I can't seem to get well again; I want to, but I can't .... " Shortly thereafter, I… |
Sequence 109Nadaine (age 16, drawing No. 8), who was under treatment, drew a magnificent, well-proportioned tree in a setting full of… |
Sequence 110No. 10 fr ' ~ ' .. . ' rJ (;:.-....._ . ~ f -<=-=-...... Boumlod (age 5, drawings Nos. 10, 11… |
Sequence 111Then, as he recovers and returns for regular check-ups, he mainly draws Spiderman or Superman "who fight and win;… |
Sequence 112Jean-Etienne (age 7, drawing No. 13), after several months' treat- ment, brings us this drawing in which "even… |
Sequence 113No.14 Serena (age 8, drawing No. 14). In the playroom where she sits, four children, two of them teenagers, a boy and a girl… |
Sequence 114RADIOTHERAPY I would also like to illustrate through graphic art the impact of radio- therapy treatment on children. These… |
Sequence 115No.15 0 Natalie (age 7, drawing No. 15), begins to specify what surrounds her. However, the face has no features. The lead… |
Sequence 116No.17 Olivier (age 5, drawing No. 17) feels he is very tiny on the table. No.18 Ali (age 6, drawing No. 18) seems strongly… |
Sequence 117No. 19 Geraldine (age 7, drawing No. 19) drew the sun to represent the machine. She's smiling. She was one of the few… |
Sequence 118No.21 L 7 Daniel (age 8, drawing No. 21) drew himself from the back, seen from above, because he was receiving radiation on… |
Sequence 119No.23 D I ' I ..... -. . .. ;) . ~ Jerome (age 9, drawing No. 23) drew all the machine's technical details as… |
Sequence 120No.25 Laurent (age 7, drawing No. 25) shows the apparatus as if it were about to crush him, small and weak in the face of a… |
Sequence 121Patrice(age 10, drawing No. 27) does a very neutral, "aseptic;' precise drawing, without any color when the… |
Sequence 122Emmanuel (age 9, drawing No. 28) is a child who does not like to discuss his illness, at least most of the time. He needed to… |
Sequence 123No.29 Nathalie (age 12, drawing No. 29), who has her leg in a cast for the moment to avoid possible fractm·e, included her… |
Sequence 124Jean-Alain (age 13, drawing No. 31) had only one wish all through his treatment-to go back home. He draws no enclosures,… |
Sequence 125No. _j 0 Franck (age 13, drawing No. 32) draws an overall view of the room. All through his treatment he refuses to be… |
Sequence 126No.34 ·.-NEf'TVNE 1' ➔ H A ~ ) --,. E I ~ , A r Philippe (age 15, drawing No. 34) did a very colorful and… |
Sequence 127Christophe (age 12, drawing No. 36) resumed in comic strip form what radiotherapy is like. The last picture shows his return… |
Sequence 128EPILOGUE by Dr. J.M. Zucker The variety and richness of the drawings proposed in this collection give evidence not just of… |
Sequence 129NAMTANEWS PRACTICAL LIFE WORKSHOP: A CROWN JEWEL In Washington, D.C., October 20, 21, 22, 1989, the NAMTA Practical L~fe… |
Sequence 130North America than Margaret Stephenson. Her thirty years here have been singlemindedly given to building teacher education.… |
Sequence 131Delattre presented his comprehensive view on "Generous Understand- ing." His eloquence and moral urgency… |
Sequence 132intended to broaden the perspective of the participants, thereby lending greater sensitivity to the variety of peoples served… |
Sequence 133Audrey Sillick, a Montessori trained naturalist, directs the program which focuses on the Montessori classroom both indoors… |
Sequence 134charge as the last journal for that membership year. For more information, contact David Kahn at (216) 371-1566. ANNOUNCING… |
Sequence 135grated part of the intellectual lives of teachers, children, and their ways of making sense of the world." For… |
Sequence 136NAMTANEWS NORTH AMERICAN MONTESSORI TEACHERS' ASSOCIATION STATEMENT OF REVENUES, EXPENSES AND CHANGES IN FUND BALANCE… |