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Sequence 98The child should not be regarded as a feeble and helpless creature whose only need is to be protected and helped, but as a… |
Sequence 99this fashion, the child really could absorb a rich, surrounding reality and construct himself at the expense of the… |
Sequence 100She says: Let us look for a moment at the recent social advances man has made. Human beings have acquired many rights and… |
Sequence 101ENVIRONMENTS FOR CHILDREN Schools, as we know them, were originally created to provide society with literate citizens, and… |
Sequence 102ity constitutes one of the great cosmic forces of the universe, a new cosmic energy, a power of intelligence that can help… |
Sequence 103The child must always be given work to do with his hands as he works with his mind, for the child's personality has a… |
Sequence 104Thus Maria Montessori says: The child in our prepared environment does not play. He works, and greed disappears; he works,… |
Sequence 105Who then are this young chi.Id's teachers? Above all else he has an inner teacher, nature herself, who has determined… |
Sequence 106David Kahn I 00 The NAMTA Jou ma/ • Vol. 33, No. I • Winter 2008 |
Sequence 107TOWARDS A THEORY OF KNOWLEDGE FRAMEWORK FOR A MONTESSORI HIGH SCHOOL by David Kahn Tl1e fon11a tio11 of the adolescent… |
Sequence 108independence, which is the scope and sequence of the Montessori developmental continuum from birth to adulthood. This… |
Sequence 109obtains, allocates, supervises, and safeguards the work done as self help. This work is found either within the school itself… |
Sequence 110011 Responsibility Here at the Farm School we have two kinds of responsibili- ties; you are responsible for yourself and your… |
Sequence 111Only one year older (age sixteen), when adolescents at the Colegio Montessori de Tepoztlan (Cuernavaca, Mexico) were exposed… |
Sequence 112From the start, Montessori suggests a prepared environment for both indoors and outdoors in which there is, theoretically,… |
Sequence 113This realization occurs profoundly at some point during adoles- cent development, as the adolescent suddenly finds himself… |
Sequence 114The phrase "capacity and many-sided powers of adaptation" implies parallel skil.ls for processing… |
Sequence 115presented and commonly involves exploring the evolutionary signifi- cance of both the natural and the human world. "… |
Sequence 116branches of study that we call the disciplines or subject areas, must be a means to understanding the world and not an end in… |
Sequence 117organizing knowledge, with the intellect able to perform flashbacks and sometimes flash-forwards. The emotions are involved,… |
Sequence 118Here is an essential principle of education: to teach details is to bring confusion; to establish the relationship between… |
Sequence 119D. Adolescents need to know about their world as it is, but they also need to see the best aspects of human organiza- tion;… |
Sequence 120As with all place-based learning, there is also a contrast in areas of functioning-concrete versus abstract, academic versus… |
Sequence 121l. Subfields provide insight into interdisciplinary applica- tions as well as the intra-organizing domains of a discipline,… |
Sequence 122and historical anthropology explore the /11111,an past, i11c/11d ing the pasts of people who have left 110 written record of… |
Sequence 1233. Global applications (from Lunds University): The global anthropological approach is not n macro theory. It is a framework… |
Sequence 124· To impart a sense of respect for the capacities and human- ity of man as a species. · To leave the student with a sense of… |
Sequence 125• moral: pleasure in individual progress that enhances group progress and contributes to others; conscience exercised by… |
Sequence 126devised that, as he passes from one to another, he becomes progressively illuminated in the knowledge of that par- ticular… |
Sequence 127~ 0 -"Q. 3 (1) "t) - DI "1) o- - II> ~ _,,. Multicultural Understanding rr ~0… |
Sequence 1285. Economics can interact with almost any discipline as well as provide insight into the school's business and service… |
Sequence 129Kahn, David. "Montessori Erdkinder: The Social Evolution of the Little Community." Tile NAMTA journal 31.l… |
Sequence 130John Wyatt with students 124 The NAMTA Journal • Vol. 33, No. I • Winter 2008 |
Sequence 131A BRIEF HISTORICAL PREFACE TO THE TASK OF CURRICULUM REFORM: A PERSONAL AND THEREFORE A LIMITED REPORT by J. A. Wyatt, PhD… |
Sequence 132potentinl. Such 1111 initinl 111ilitnry report does not make decisio11s but is nlmost n written admo11itio11 i11 wliiclt f/,e… |
Sequence 133And perhaps there still are faint overtones of the word's ancient Latin ori- gin in the contemporary En- glish term… |
Sequence 134Maria Montessori approached the often naively unanticipated phenomenon of war by looking at "human peace"… |
Sequence 135is still somewhat recognizable. In a much earlier period, to be consid- ered for admission to Harvard, a candidate was… |
Sequence 136actually lived. Indeed, one might create a distasteful, unpopular, out- of-contemporary-tw1e timeline of war and human… |
Sequence 137ln the somewhat distant past, while a hu- o_ 't 5 J-1 On.: E )'' iJ: man being was looking around and settling… |
Sequence 138Or there is the chilljng evolutionary thought that Ignorance is essential for the human race to function and to survive,… |
Sequence 139of cells in the individual body of a student is one hundred trillion. The DNA in each of these cells of a student is almost… |
Sequence 140lf a normal person is somewhat intimidated by standing next to a giant sequoia (Sequoinde11dro11 gignnte11111), how should a… |
Sequence 141beings, stated, "One's character determines one's fate" (cited in Kirk, Raven, &… |
Sequence 142The Egyptians also would add that wit and humor should be a companion within each personal, doomed little wagon as it moves… |
Sequence 143This road, Ao·oss the withered moor, It is all that God offers. (cited in Blyth 192) And after the time of the writing of… |
Sequence 144In comparison to even fifty years ago, let alone the time of Spinoza, no one can dispute the arrival of the enormous comfort… |
Sequence 145had no dishes, not even a cup, and dwelt alone in a tub-although Al.exander himself claimed if he had to live any other life… |
Sequence 146philosopher with students happens to be Friedrich Nietzsche (1844- 1900). [t is understandable in the sense that Nietzsche… |
Sequence 147sion makes light of Nietzsche, but the Nazi party's misinterpretation and misuse of this philosopher created a very real… |
Sequence 148would not have been any need for Aristotle, his student, to address those pioneering Platonic difficulties in a likewise grand… |
Sequence 149inspire" them to learn. If the answer was negative or uncertain, the candidate apparently was urged to go into some… |
Sequence 150the Ship of Fools.Self-satisfied lovers of nothing, of fa.lse representa- tions and false concepts that the body/ mind creates… |
Sequence 151ness,a non-existence grade that depends on its sad, slowly fading past for an expiring symbol of meaning. There are millions… |
Sequence 152Aristotle indicates that a human being is "potentially" a noble rational animal. Apparently for him, the… |
Sequence 153of educational body counts or, better, dulled mind counts, a loss for any community. Again a fragmentfromSappho runs a… |
Sequence 154education. Abraham Lincoln(1809-1865) had no formaleducation- no, not precisely. All together, in total, Mr. Lincoln had about… |
Sequence 155King Jesus, No Man Is Gonna Hinder Me."); lastly, Prude11tia: the habit of always understanding and acting justly in… |
Sequence 156cist would accept) that appearances, in a sense, are not the "real" world. But "in reality"… |
Sequence 157of earning one's mind. Earning one's freedom. Or so it seems in those ancient texts. Should a realizable curriculum… |
Sequence 158his uniform, lie down, and wait to be shot in an unavoidable demon- stration of common humanity. However, this was his… |
Sequence 159Add what Alexandr Solzhenitsyn (1918-) wrote of his own expe- riences in one of Stalin's concentration camps (1945-1953… |
Sequence 160and opportunity that condemn millions to lives of despair" (cited in Grossman 46-48). Does this lack still exist at… |
Sequence 161Latin curricular response to Mr. Chavez: Ho111osi11e pecunin potestnteq11e 111ortis imago, "a human being without… |
Sequence 162it has never been tried (37). Why not? But what does succeed in the character education of a human being, indeed, if "… |
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 164solely to benefit others, and honesty and altruism are always the best policy, how are we to explain the occurrence and… |
Sequence 165simply the source of individual potential wickedness and irresponsi- bility? The historical sources of a "damaged… |
Sequence 166A Hasidic rabbi once said that every human being should carry two coins in two pockets. Jn one should be a coin with the… |
Sequence 167older and became filled with the experience of the world of men, women, power, and wealth and had to navigate and cope with a… |
Sequence 168general interpretation, it simply might be assumed that in time, as the known evolves, so also the knower evolves; in other… |
Sequence 169Each generation naturally accepts that it is cutting edge in com- parison to the past without realizing that the imperfect,… |
Sequence 170This active human curiosity and humility seems to be based upon a habit of imagination and a logical clarity that enables a… |
Sequence 171modern curriculum. There is only one subject matter for education, and that is Life in all its manifestations. Instead of… |
Sequence 172exhibited in the later, experienced, seasoned tone of the old Plato of his last work, The Lnws. Intimidating? You bet. In… |
Sequence 173rupting the good principles of their original virtuous nature ... but the true, content mortal alone earns and cultivates… |
Sequence 174Old Kingdom, 2600 BC (Nos. 10182, 10222, the British Museum) a certain wealthy individual, Tuauf, in his Teachings, an… |
Sequence 175often brilliant, but ghastly theoretical mistakes and om1ss1ons in regard to the way things actually worked in the human body… |
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 180Latin or Greek, a sort of formal stream-of-consciousness prose with little punctuation-in written manuscript form, not even… |
Sequence 181thjng," supposedly operates in the two above-mentioned processes, at least according to those medieval scholars who… |
Sequence 182~-------------------------------- ---- and knowledge, not necessarily accurate insofar as one can use the term "… |
Sequence 183All these and more are substantial and encouraging beginnings toa much larger tapestry of an overall synthetic curriculum. A… |
Sequence 184senting a projected unity, justifying all assumptions of all subject matter-a unity that a curriculum of juxtaposition ignores… |
Sequence 185The question becomes: How do the disciplines relate substantially and organically to one another to unite in an inclusive,… |
Sequence 186In reality, a human being does not actually become what it exam- ines, but it seems it can edge workably close. One obviously… |
Sequence 187juxtaposition of subjects to possible synthesis of the subjects with the ever-lurking doubt that, in the end, there might not… |
Sequence 188Clearly, contemporary theoretical physics is on a quest of validating an order in the physical make-up of anything the human… |
Sequence 189across the subjects selected for a curriculum so that the end of any knowledge search is a "logical potentiality&… |
Sequence 190of" knowable being" is to hide and hide again the order of phenomena from a pursuing human mind. Clearly,… |
Sequence 191each subject alone: the assumptions and process of" doing" sociology, anthropology, geology, art history,… |
Sequence 192sapientes, the late arriving, distressed, questioning, deception-loving guests. Who .invited them anyway? God? Probably no one… |
Sequence 193connection is stronger than a seen one" (cited in Kirk, Raven, & Schofield 188, 192, author's… |
Sequence 194~-------------------------------- ---- "You might just as well say," added the Dormouse, which seemed to… |
Sequence 195author's translation). The limited amount of time in the hole was also due to an understanding that seven minds/bodies of… |
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 197hand. In the end, it appears from historical evidence that the art of thinking cannot merely be taught as, indeed, no art can… |