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tress through role. He discusses the idea that the “clash of feelings… |
| 65
McNees • Exploring the Adolescent’s Creative Pathways
psychic personality ends and another begins (The Absorbent Mind).… |
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however, exemplified in the work of Maria Montessori and calls
for a… |
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McNees • Exploring the Adolescent’s Creative Pathways
processes as an interpersonal and dramatic endeavor. For example,… |
| 68
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(role exploration). Choice provides individual motivation, a sense of… |
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McNees • Exploring the Adolescent’s Creative Pathways
When a student has created a story, he has created a role and
thus… |
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judicial aspects of history, he would enroll himself as a policeman of… |
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McNees • Exploring the Adolescent’s Creative Pathways
Recently, there was a young lady attending our program at
Hershey… |
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In conclusion, I would like to address the idea of the teacher
himself… |
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McNees • Exploring the Adolescent’s Creative Pathways
and the guide has been extracted from most of our schools. As well… |
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Landy, R. J. Persona and Performance: The Meaning of Role
in Drama,… |
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James Webster |
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Webster • Practical Life from the Second Plane to Third Plane
PractIcal lIfe froM the
second Plane to thIrd Plane:… |
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practices that will bring about this coordination of parts (including,… |
| 79
Webster • Practical Life from the Second Plane to Third Plane
beauty to meet our needs. Each generation fulfilled the… |
| 80
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something: cautionary tales of a fallen kingdom or hubris punished.
If… |
| 81
Webster • Practical Life from the Second Plane to Third Plane
tongue extended, mysteriously
facilitating focus, an entire… |
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The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
culture, civilization, migration, language, and all of our history. Any… |
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Webster • Practical Life from the Second Plane to Third Plane
rebalancing, remembering from where they have come, and from… |
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The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
community garden, or a park in need of care. We have an orchard,
an old… |
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Webster • Practical Life from the Second Plane to Third Plane
And because that is more and more common in our program… |
| 86
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Take it up. It is worth knowing. The spear. The care of the fire. The… |
| 87
Webster • Practical Life from the Second Plane to Third Plane
but rather provides an opportunity for feeling and
giving… |
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their muscles, in their beating hearts, on their fingertips, that history… |
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Webster • Practical Life from the Second Plane to Third Plane
Sports, being physical and feeling consequential, have… |
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The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
And that is what practical activity does: it builds relationships.… |
| 91
Webster • Practical Life from the Second Plane to Third Plane
references
Barlow, T. “Americans Cook the Least, Eat the… |
| 92
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
John Abbott
www.21learn.org |
| 93
Abbott • Battling for the Soul of Education
BattlIng for the soul of educatIon:
MovIng Beyond school reforM to… |
| 94
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
That there is no easy an-
swer to this question concerned
the Ancient… |
| 95
Abbott • Battling for the Soul of Education
of numerous decisions taken in times past by policymakers as
they reacted to… |
| 96
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
hardly stand on their own feet, or flap their wings. Lacking the
natural… |
| 97
Abbott • Battling for the Soul of Education
the story of the Good Samaritan, knew that, however rough the
going was for… |
| 98
The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
admiration for unfettered markets, disdain for the public
sector, the… |
| 99
Abbott • Battling for the Soul of Education
discovery? If so, what are the difficulties? That there are no easy
answers… |
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Beyond this even, the struggle is being fought over the remains of
much… |
| 101
Abbott • Battling for the Soul of Education
Even when we have the whole picture nothing can be achieved
without a… |
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A Complete and Generous Education
For young people to utilise their… |
| 103
Abbott • Battling for the Soul of Education
our increasingly overschooled but undereducated societies, and rec-
ognise… |
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Cognitive apprenticeship gives us a whole new way of looking
at the… |
| 105
Abbott • Battling for the Soul of Education
the space to respond to the particular interests of the class. Besides… |
| 106 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Cornerstone Montessori School, St. Paul, MN |
| 107
Black and Davis • Montessori All Day, All Year
MontessorI all day, all year
by Connie Black and Liza Davis
Introducing… |
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Montessori all day: just what is that? What exactly is the difference… |
| 109
Black and Davis • Montessori All Day, All Year
that to our Montessori practice rather than applying our Montessori… |
| 110 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
breakfast, lunch, a nap, and goes late into the afternoon beyond the… |
| 111
Black and Davis • Montessori All Day, All Year
our perception of reality, but we hold faith in the possibility that… |
| 112 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
but rather “it ought to be a real house … a set of rooms with a
garden… |
| 113
Black and Davis • Montessori All Day, All Year
spaces might be created. We encourage you to sit with graph paper
and… |
| 114 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
In the all-day model, children arrive in the morning and enter
the… |
| 115
Black and Davis • Montessori All Day, All Year
tion. Systems can be put in place that allow for a natural flow from
one… |
| 116 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
To maintain a schedule that is developmentally constructive
for all of… |
| 117
Black and Davis • Montessori All Day, All Year
It is important to note that in the example given, about half the… |
| 118 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
for those positions,
and defining roles
and responsibilities.
In… |
| 119
Black and Davis • Montessori All Day, All Year
it is important to clearly communicate both to all audiences, inter-
nal… |
| 120 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
the children. There are expectations for how each member of the
team… |
| 121
Black and Davis • Montessori All Day, All Year
of an environment that fully supports the child’s development, we
provide… |
| 122 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
classIfIeds
Arizona
Early Childhood and Elementary
Montessori Teachers… |
| 123
The NAMTA Journal • Classifieds
highly successful, public K-8 char-
ter school. We will be in our third
year of… |
| 124 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
700 Knox Ct.
Fax: 303-765-5279
Denver, CO 80204
E-mail: tmiami@mac.com… |
| 125
The NAMTA Journal • Classifieds
the environment. We believe that cre-
ativity flourishes in an atmosphere
of freedom,… |
| 126 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
ciples and practices of diversity
throughout the school community.
head… |
| 127
The NAMTA Journal • Classifieds
Academic year & summer formats
Beautiful San Diego location
World-renowned… |
| 128 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Montessori Guide (Nido, Toddler
& Primary), LePort Schools… |
| 129
The NAMTA Journal • Classifieds
cisco. We are currently seeking
a fully-qualified AMS Lower El-
ementary Teacher. The… |
| 130 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
achieve their best within this
small, caring, family environment.
We… |
| 131
The NAMTA Journal • Classifieds
emphatically around the needs of
the developing child as well as the
professional and… |
| 132 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Florida
Upper Elementary Guide, Chil-
dren’s House Montessori School… |
| 133
The NAMTA Journal • Classifieds
Lead Teacher, Soar School, East
Lake
Join our school for Special Ed.
kids of average… |
| 134 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Minnesota
Children’s House Guide, Play-
works/Shakopee Mdewakanton… |
| 135
The NAMTA Journal • Classifieds
tic, warm, nurturing, kind, and
creative individuals who have
completed a Montessori… |
| 136 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
view of education and experience
teaching Middle School Students.… |
| 137
The NAMTA Journal • Classifieds
highest reputation in the Greater
Austin and Central Texas areas,
enjoying multiple… |
| 138 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
looking for a Director, and certi-
fied/experienced Montessori lead… |
| 139
The NAMTA Journal • Classifieds
or requests for more information can
be submitted to ecoffey@acsd1.org.
Please see www.… |
| 140 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
WASHINGTON MONTESSORI INSTITUTE
AT LOYOLA UNIVERSITY MARYLAND
HOW WILL… |
| 141
The NAMTA Journal • Classifieds
Vietnam
Head Teachers for 2015-2016,
The Montessori International
School of Vietnam,… |
| 142 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015
Highly
acclaimed
Montessori
Introductions
for
PARENT EDUCATION… |
| Where the child’s interest
inspires great work
p: 413-529-2868 f: 413-529-2811
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| 150 S. Whisman Road, Mountain View, CA 94041-1512
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