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Sequence 3basically teachers turned trainers. How objectively valid is that pro- cess in terms of maintaining Montessori heritage?… |
Sequence 4THE CHAIN OF AMI MONTESSORI PEDAGOGY FOR U.S.A. AMI SPONSORING INTERNATIONAL PEDAGOGICAL COMMITTEE COMMITTEE TRAINING OF… |
Sequence 5There is, in AMI circles, an evolving sense of a need to build linkages between the integral idea and the experimental… |
Sequence 6intensity of the Montessori vision that makes the system work; knowl- edge of the materials is bound by the interiority of the… |
Sequence 7tofight mediocrity, and renew our own fires by returning to the first flames, the sources of Montessori. These sources are,… |
Sequence 1THE BOTANICAL CARDS by Mario M. Montessori This insightful article illustrates the underlying developmental principles which… |
Sequence 2Observation, classification, abstraction and symbolism are essential elements of the human mind. Is it surprising then that… |
Sequence 3word "paard." The other, which struck me forcibly, was the impor- tance of the word to represent what he had… |
Sequence 4After two years and a half the pace seems to quicken and the field to expand. The child possesses then about 250 words.… |
Sequence 5some leaf shapes in the garden and asked the children between eight and ten to memorize their names in the presence of the… |
Sequence 6stand. They would bring this back and take another which contained other pictures to which to apply other names. Experience… |
Sequence 7this stage of life the child seems to have a veritable hunger for words. Furthermore, in such a library he seems to find a key… |
Sequence 8main or the tap root, and so one for the lateral roots, the root hairs, and the root cap. These three envelopes form the first… |
Sequence 9next envelope - presented successively - contains cards with defini- tions, out of which the names have been taken and written… |
Sequence 10followed until all the strips have been placed. Then the teacher takes one of the corresponding booklets and slowly, page by… |
Sequence 1ON BUBBLES AND SUCH by C. A. Claremont Dr. Clarernont's ability to personify aspects of physics, to isolate the… |
Sequence 2the mind could follow it. The boys - one aged seven, the other barely three and a half - wanted to show me this phenonmenon… |
Sequence 3something abstract and therefore dull, when it should be romantic. And the difference is a very slight one, nothing but the… |
Sequence 4till we came to something that stopped us. The air does just this. It falls into every hole in the ground, filling it right up… |
Sequence 5Yet, how lucky for all of us that it is done! If it were not, the least jump into the air would take us right off into space,… |
Sequence 1THE KODAIKANAL EXPERIENCE Kahn-Montessori Interveiw From late 1942 to March, 1944, Maria Montessori was interned against her… |
Sequence 2was taking the RAFers through enemy territory to a place near Bel- gium where they could cross to go back home. And my two… |
Sequence 3Montessori: You had to construct the environment in order for the animal to live. For each animal there was a special… |
Sequence 4depend on sunshine, water, earth, men and animals. This is a real aspect of the world's functioning. We saw purpose in… |
Sequence 5Kahn: Another part of Cosmic Education are the charts and the time- lines. Doesn't your original work in Kodaikanal run… |
Sequence 6child can experience in nature that there is something eternal, present everywhere and always, which seems to have organized… |
Sequence 1SOWING THE SEEDS OF THE SCIENCES: OUR GIFT TO THE FUTURE by Audrey Sillick Audrey Sillick 's flowing pose reflects… |
Sequence 2remain a part of its essence. Our land, yours and mine, is today dan- gerously close to sundown. Yet, for us, as Montessori… |
Sequence 3belongs to the realm of the intellect whose function it is to discrimi- nate, measure and categorize. Intuitive knowledge is… |
Sequence 4place and teacher, leaving impressions which incubate in the absorbent mind. Those experiences remain even while the conscious… |
Sequence 5the result of an accumulation of information, but of a continued trans- action with the mystery and wonder of a living world.… |
Sequence 6environment at this primary level provides the means for a systematic ascent toward knowledge. The order, focus and seqence in… |
Sequence 1MONTESSORI EXPERIMENTS FOR EVERY SEASON by Carol Gale and Kathy Moore Ms. Gale and Ms. Moore provide a series of experiments… |
Sequence 2Roots and Stems Materials: Carrot with tops, leafy stalk of celery, two jars of water tinted brilliantly with food coloring,… |
Sequence 3Following our discussion of the parts of the leaf, in the fall we collect and classify as many different kinds of leaves as we… |
Sequence 4Leaf Classification Materials: Leaves from the press, time-line paper, permanent glu- ing tray, pencils. Procedure: As a… |
Sequence 5Mater Amoris School Seed Collages Materials: Collection of seeds as above, permanent gluing tray, construction paper.… |
Sequence 6In the spring, the lima bean seed lends itself nicely to dissection and examination of the parts of the seed. Since it… |
Sequence 7EXPERIMENTS WITII SEEDS These experiments are interesting extensions of lessons on parts of the seed and the needs of seeds.… |
Sequence 8Needs for Germination Materials: Four jars the same size, cotton, seeds, oil, water, lables for jars. Procedure: In a jar… |
Sequence 9PLANTS - BULBS Before planting the Amaryllis bulb, choose an inexpensive bulb to dissect and examine the parts of the bulb.… |
Sequence 10NON-FLOWERING PLANTS The fall is a good time for studying non-flowering plants. The damp fall weather produces a wealth of… |
Sequence 11A STUDY OF LIFE CYCLES It is possible and exciting to study different life cycles during the school year. Some of our studies… |
Sequence 12PHYSICAL SCIENCES During the winter months we begin our exploration of the physical sciences. Buoyancy Materials: Large… |
Sequence 13Gravity The study of the force of gravity is a logical followup to the study of the forces of magnets. Much of what the… |
Sequence 14Evaporatwn 2: An individual exercise. Materials: Small paper cups, water, radiator or a sunny window. Procedure: Pour a… |
Sequence 15Making Rain: A demonstration by the teacher. Materials: Teakettle, water, hot plate, metal pie pan, ice cubes, pot holder.… |
Sequence 16Making a Barometer: A project done with the teacher. Materials: A small wide-mouthed jar, rubber balloon, sturdy rub- ber… |
Sequence 17Seasonal changes and natural phenomena are the basis for many of these experiments and projects. Another important factor is… |
Sequence 18SUGGESTED BIBLIOGRAPHY Plants: Activities with leaves and seeds. Florian, Douglas. Discovering Trees. New York: Charles… |
Sequence 1PHYSICS IN THE PRIMARY CLASS by Susan Stephenson Ms. St,ephenson innovates activities which focus on principles of physics… |
Sequence 2all water activities, carrying material, opening and closing containers, polishing the magnifying glass, washing hands,… |
Sequence 3Magnet s Material: A strong little magnet with a "key" (a piece of metal that fits over the poles to keep… |
Sequence 4Blowing Bubbles Empty Bottle Material: An empty bottle, bowl of water, plastic mat. Aim: To show that the bottle is not… |
Sequence 5Syphoning Material: A bowl of colored water, a 12n + length of rubber tubing, plastic mat, two jars. Presentation:… |
Sequence 6Rising Hot Air Material: A 6" circle drawn on a piece of construction paper, 12" dowel or piece of wood,… |
Sequence 7Sound <81-------EB Material: Short piece of hose or rubber tubing. Aim: To show the transmission of sound.… |
Sequence 8Prism Presentatwn: On a sunny day, put a triangular glass prism next to the window in such a way that the children can see… |
Sequence 1COSMIC EDUCATION AND THE PHYSICAL SCIENCES by Peter Gebhardt-Seele Dr. Gebhardt-Seele's article is a transcript of a… |
Sequence 2twelve years. In 1948 she writes, "This plan of Cosmic Education as a foundation stone of the ADVANCED METHOD was… |
Sequence 3This idea of presenting the whole universe to the child is explained by Maria Montessori's grandson, Mario M. Montessori… |
Sequence 4his self-made environment in a condition that may permit human life to evolve toward a dignified existence for everyone. This… |
Sequence 5Doesn't it sound like falling back into the ways of earlier educators, defining goals for education in looking at the… |
Sequence 6If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest… |
Sequence 7With this last statement she relates to a concept that later educators have called "exemplary learning."… |
Sequence 8Physics sometimes is seen as dealing with the lifeless nature as opposed to biology dealing with life in nature. It is true… |
Sequence 9placement is that all these experiments provide fundamental impres- sions, sensorial experiences or understanding of phenomena… |
Sequence 10assume that the observable interest of children in physics signals a true need of these children growing up in a society where… |
Sequence 11is,not just an outdated image, made obsolete by physical research. It is rather a very helpful and ever valid image of the… |
Sequence 12glass of water is sitting on a sheet of paper, the paper is suddenly pulled away while the water amazingly does not spill but… |
Sequence 13teacher and material) provides the raw materials for that act of build- ing, but the work has to be done by the children… |
Sequence 14Sensorial impressions and experiences can be made with simple household materials. However, as soon as for·older children… |
Sequence 15Footnotes 'Maria Montessori (1948) To Educate the Human Potential 5th Edition 1973, Kalakshetra Publica- tions Press,… |
Sequence 16Appendix Key Concepts in the Physical Sciences This is an attempt to sort out key concepts for presentation in the… |
Sequence 172. Static Mechanics: Materials: Weights, Scales, Simple Machines: Lever, Pulley, Inclined Plane, Friction Board, Concepts… |
Sequence 1876 4. Heat: Materials: Thermometer, Thermos, Joule's Calorimeter, Immersion Heater, Alcohol Burner; Concept,:… |
Sequence 196. Sound & Waves (Vibration & Acoustics): Materials: Pendulum, Spring and Mass, Wave Basin, Monochord, Organ… |
Sequence 2078 8. Magnetism: Materials: Magnets, Compass Needle, Iron Filings; Concepts: Nature of Magnetism, Magnetic Field, Sources… |
Sequence 219. Electricity: Materials: Electroscope, Plastic Rod and Cloth, Pith balls, Battery, Trans- former, Lamp, Switch, Wire, A-… |
Sequence 2210. Atoms (Nuclear Physics): Matm.als: Atom Model, Chart of Elements; Concepts: Bohr's Atom Model, Parts, (Nucleus,… |
Sequence 2312. Relativity: Concept8: Einstein's Special Theory of Relativity: All Motion is Relative, Speed of Light is constant… |
Sequence 1COSMIC EDUCATION: SOWING LIFE, NOT THEORIES by David Kahn This is an attempt to clarify the role of Cosmic Education in… |
Sequence 2EVOLUTION AS FACT There is no question that evolution is based on "extrapolation inter- polation, and rational… |
Sequence 3Gould does not agree. He writes: But evolution is a fact of nature, and so do we teach it as well, just as our geological… |
Sequence 4have little to do with science for science's sake, but rather is an expres- sion of a philosophical view which in turn… |
Sequence 5slogan of the past, but now Montessori implies that the same sentiment could "be developed on a scientific plan, and… |
Sequence 6Work as the cosmic expression is ever a necessity of life and a joy; its shirking means extinction, the doom of original… |
Sequence 7If asked whether I agree with the theory of evolution, I answer that agreement or disagreement is a matter of no importance.… |
Sequence 8land, to support future races. "21 The emotional depiction of coral as part of a cosmic legacy of doing right by… |
Sequence 9stresses the same idea in her writing: "the child must learn by his own individual activity, being given a mental… |
Sequence 10This not to abandon the scientific rigors of the material to be pre- sented to the child. Montessori is quite clear in that… |
Sequence 1DARWINISM DEFINED: THE DIFFERENCE BETWEEN FACT AND THEORY by Stephen Jay Gould Mr. Gould provides a modern outlook on… |
Sequence 2to accept the fact of evolution. Darwin lies beside Newton in Westmin- ster Abbey for this great contribution. His theory of… |
Sequence 3that most of our textbooks are still written as participants in the 'warfare' between science and religion that is… |
Sequence 4nineteenth-century reaction; and, while I'm not a conventional believer, I don't consider myself irreligious.… |
Sequence 5misunderstood by non-professionals who view evolution as a simple ladder of progress, and therefore expect a linear array of… |
Sequence 6lower jaw decrease in size. We've even found a transitional form with an elegant solution to the problem of remaking jaw… |
Sequence 7dissonance about mechanisms of change, or they've misinterpreted part of our admittedly arcane technical literature. One… |
Sequence 8isn't the same thing as declaring that no reason for patterns of branch- ing exists. Pattern cladists don't doubt… |
Sequence 9understand the past, but don't pretend to predict the future. We can't see past processes directly, but learn to… |