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When we took the personality of the child into account
in and of itself… |
| 151
Ludick • The Positive Personality of the Montessori Adolescent
than passive learning experiences, particularly if those… |
| 152 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
They see the world in unique ways, with open arms and with ever
opening… |
| 153
Ludick • The Positive Personality of the Montessori Adolescent
est sharing within the group; it was more than touching.… |
| 154 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
While they can be problem makers, (a bit tangled at times in
social… |
| 155
Ludick • The Positive Personality of the Montessori Adolescent
adults as long as they can process experiences in a safe… |
| 156 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
laborative and even risky. Work that calls them to deep research and… |
| 157
Ludick • The Positive Personality of the Montessori Adolescent
studies affirm Montessori’s belief in specialists for this… |
| 158 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
The issue of adaptability looms. The adolescent becomes the
skater,… |
| 159
Ludick • The Positive Personality of the Montessori Adolescent
Dazzling by flashes of his light! Then she suggests, he… |
| 160 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
Elizabeth A. Henke |
| 161
Henke • Toward the Ultimate Goal of Peace
toWard the ultimate goal of Peace:
hoW a montessori education at the
high… |
| 162 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
analysed in all its factors, each carefully studied and provided for”
(… |
| 163
Henke • Toward the Ultimate Goal of Peace
and outer peace throughout the developmental continuum. It is
our task, as… |
| 164 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
of the discipline is its ultimate purpose; it is that which serves as a… |
| 165
Henke • Toward the Ultimate Goal of Peace
that result in experiences of valorization. The organizing principles
of the… |
| 166 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
are capable of knowing, communicating, and receiving feedback.
Yet… |
| 167
Henke • Toward the Ultimate Goal of Peace
play are all excellent behaviors with minimal long-term risk and a
high… |
| 168 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
of orientation is removed, it is not that one feels lost in a city, one… |
| 169
Henke • Toward the Ultimate Goal of Peace
betterment of humanity? How do I? How much should one sacrifice
for the… |
| 170 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
In the early high school years, the students study the epistolary
novel… |
| 171
Henke • Toward the Ultimate Goal of Peace
their own. By studying another culture, students begin to question
what is… |
| 172 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
A student initiative called Charla (chat) was created to informally… |
| 173
Henke • Toward the Ultimate Goal of Peace
covering the organizing principles of the universe, the sciences also
open up… |
| 174 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
and see the need for concrete solutions. It also helps them realize
they… |
| 175
Henke • Toward the Ultimate Goal of Peace
Class. Here students address current issues such as biological politics,
water… |
| 176 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
the classroom into the real world and examining how individuals
shape… |
| 177
Henke • Toward the Ultimate Goal of Peace
developmental needs of the adolescent, particularly their desire to
understand… |
| 178 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
and independent thought that will guide us for the rest of our lives.”… |
| 179
Henke • Toward the Ultimate Goal of Peace
Through this discussion, the students saw that despite the poten-
tialities… |
| 180 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
education takes the form of Current Events and Ethical Thought
(CEET)… |
| 181
Henke • Toward the Ultimate Goal of Peace
to see how differently societies chose to organize themselves (in
reality) and… |
| 182 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
of extending it to Montessori adolescent communities around the
globe.… |
| 183
Henke • Toward the Ultimate Goal of Peace
must be exposed so the students can meet them. This extends be-
yond material… |
| 184 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
they are sharing a piece of themselves. This makes them extremely… |
| 185
Henke • Toward the Ultimate Goal of Peace
Both of these definitions of “great work” apply universally
because they are… |
| 186 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
but an institution that directly affects the way future generations… |
| 187
Henke • Toward the Ultimate Goal of Peace
aPPendix
the montessori institute for the science of Peace
adolescent… |
| 188 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
is the sequence of phases in perspective-taking, and the insight
that… |
| 189
Henke • Toward the Ultimate Goal of Peace
dissemination of knowledge fundamental to the full development of
the human… |
| 190 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
progression and digression, but also see their role in transforming
the… |
| 191
Henke • Toward the Ultimate Goal of Peace
reform issues of our time. These student groups form the backbone
of peace… |
| 192 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
Hart, Roger. Children’s Participation: From Tokenism to Citi-
zenship.… |
| 193
The NAMTA Journal • Classifieds
classifieds
California
Immediate Need: Adolescent
Teacher, Bowman International… |
| 194 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
Montessori School, our mission is to
cultivate the whole child for… |
| 195
The NAMTA Journal • Classifieds
Head of School, LePort Montes-
sori, Southern California & San
Francisco,… |
| 196 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
700 Knox Ct.
Fax: 303-765-5279
Denver, CO 80204
E-mail: tmiami@mac.com… |
| 197
The NAMTA Journal • Classifieds
explore, learn and joyfully master
their world. OKKM is a fully-
recognized school by… |
| 198 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
oversight of Montessori methodol-
ogy, curriculum, reporting and par-… |
| 199
The NAMTA Journal • Classifieds
or send a resume with cover letter to
lfms@littleflowermontessori.org.
Immediate… |
| 200 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
Massachusetts
Director of Early Childhood,
Kingsley Montessori School… |
| 201
The NAMTA Journal • Classifieds
For the first time ever, academic year AMI
Elementary (ages 6-12) training
is coming to… |
| 202 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
curriculum management and class-
room schedules, record keeping,… |
| 203
The NAMTA Journal • Classifieds
www.radiant-montessori.com for
more details.
Elementary Guide, Montessori
School of… |
| 204 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
Both Women & Men are encour-
aged to apply
Great salary and… |
| 205
The NAMTA Journal • Classifieds
WASHINGTON MONTESSORI INSTITUTE
AT LOYOLA UNIVERSITY MARYLAND
School of Education… |
| 206 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
Applicants should request an ap-
plication by email, and submit
their… |
| 207
The NAMTA Journal • Classifieds
www.ami.edu/mtcstl
MTCofSTL
is moving to GRAND CENTER,
at "the intersection… |
| 208 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
PROFESSIONAL DEVELOPMENT
PARENT RESOURCES
COMMUNITY ADVANCEMENT
www.… |
| 209
The NAMTA Journal • Classifieds
a
Make a difference
in education !
Make a difference
in the world!
MONTESSORI… |
| 210 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014
Friends who do not go to a Montessori school
are always asking me what… |
| Maitri Learning
www.maitri learning.com
Where the child’s interest
inspires great work
A green company
413-529-2868
www.… |
| 150 S. Whisman Road, Mountain View, CA 94041-1512 T 1-800-942-8697 or 1-650-964-2735 F 1-650-964-8162 E info@nienhuis-usa.com… |