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Sequence 22For some observers of education, the fact that community issues are always political and full of conflict leads them to… |
Sequence 23REFERENCES Alston, P., ed. The Best Interests of the Child: Reconciling Culture and Human Rights. Florence, Italy:… |
Sequence 24Hart, R., & L. Chawla. The Development of Children's Concern for the Environment. Zeitschrift fur Umelweltpolitik… |
Sequence 25Orr, D. W. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: SUNY, 1992. Piaget,J. TheGtild… |
Sequence 1Edward Warburton 208 The NAMTA Journal • Vol. 24, No. 1 • Winter /999 |
Sequence 2MULTIPLE INTELLIGENCES: PAST, PRESENT, FUTURE by Edward Warburton Givingduecredit toMontessori'sholisticeducation,… |
Sequence 3Howard Gardner's work and the present state of his Theory of Multiple Intelligences, which debunks traditional notions of… |
Sequence 4What does the Meno tell us? The Meno tells us about Socrates' visit to his friend Menon. On this visit, he has a… |
Sequence 5Descartes' exclamation •1 think therefore I am• leaves little space in the classroom for the physical world or the… |
Sequence 6Locke is followed a century later by Kant, who combines Locke's environmental influence with innate ideas of time and… |
Sequence 7These philosophers believed that symbols, not simply nature or nur- ture, were the sine qua non of how we come to know in this… |
Sequence 8how we come to know, we just need to figure out the code. Did you hear me mention children, emotional dimensions,… |
Sequence 9PRESENT My colleague, Bruce Torff at Hofstra University, likes to say that the theory of multiple intelligences changes the… |
Sequence 10it in his 1995 keynote address to this very group, "Ml validates what one sees good teachers doing every day: looking… |
Sequence 11methods on our income tax forms. Scientists, accountants, lawyers all exemplify logical/ mathematical intelligence. Ability… |
Sequence 12Interpersonal and intrapersonal intelligence combine to make up the personal intelligences, the intelligence of the social… |
Sequence 13this child showing me?" and you ask the child what he or she likes to do. My nephew attends a Montessori preschool.… |
Sequence 14misinterprets the theory, forc- ing children into one-dimen- sional tasks and misleading labels, like "Naomi is a… |
Sequence 15Answer: Intelligence-fair assessment engages the core components of particular intelligences. The idea is to create rich… |
Sequence 16encode (write) multiple forms of representation creates opportunities for activating, developing, and refining our minds. We… |
Sequence 1STORY UPON STORY by Kathleen Allen Kathleen Allen demonstrates what it means to be a II storyteller of the truth."… |
Sequence 2We fire the imagination with stories, carefully chosen, intriguingly told. As our syllabus is the Universe, we can go… |
Sequence 3String is so important and so powerful thatit may have been the unseen tool that allowed the human race to make leaps of… |
Sequence 4follow the interests of the children and our own interests, too. We must be readers, scholars, "storytellers of the… |
Sequence 5woman in Europe. Eleanor looked to King Louis for help and he offered his sixteen-year-old son, also Louis, to become her… |
Sequence 6the wife of two kings and later was to become the mother of two kings. For some years, Eleanor and Henry were content. They… |
Sequence 7This biographical piece also serves as modeling, showing the children how a story of someone's life could be told, not… |
Sequence 8As the teacher, you do not have to be an expert, to know everything about everything, but you must prepare yourself. To pass… |
Sequence 9to help match a child's interest to the right resource. Get the children reading non-fiction as well as fiction, because… |
Sequence 10THE MAGDEBURG EXPERIMENT Jn the seventeenth century, a German engineer and scientist named Otto von Guericke had been… |
Sequence 11the plungers. Recreating this experiment in a simple form helps bring the story to life ina way that just hearing it can'… |
Sequence 12can you tell about how different a Latin-speaking mind was? We are so used to a particular order in our sentences, called… |
Sequence 13In Maria Montessori' s lifetime, the cosmic importance of the bacte- ria was not known. We now know that the story of… |
Sequence 14other bacteria, whether they are related or not. This is very handy if certain bacteria need to become resistant to some… |
Sequence 15It is important to help the children see how the span of our human story relates to an ordinary lifetime. Here is a very short… |
Sequence 16student's preferred form, such as a scrapbook, a story, an annotated photo album, or a timeline. Since writing these… |
Sequence 17Conqueror's army. Some children have found they were related to someone famous or even, in one case, to each other! As… |
Sequence 18two great-great-great-grandparents, and so on until you get to the "eighteen greats" level, where you have… |
Sequence 19Hakim, Joy. "Reading, Writing, and ... History." History Mat- ters! (May 1996): 19 pars. 1 Dec. 1998 <… |
Sequence 1MARIA MONTESSORI: A LEARNER TAUGHT BY CHILDREN by Robert G. Buckenmeyer In 1915, Maria Montessori traveled to San Francisco… |
Sequence 2phenomenon have more disas- trous effects than in education. Teachers have the best inten- tions, but best intentions kill… |
Sequence 3The attitude of the regular teacher is entirely different. She teaches something. The results she wishes to obtain are results… |
Sequence 4She characterizes the "old- fashioned type of professor" as having a "high desk upon a plat- form… |
Sequence 5Montessori provides her audience with the example of Koch, "the discoverer of the bacterium of tuberculosis,"… |
Sequence 6Montessori provides her audience with a character sketch of this 11 new teacher": The more such a teacher "… |
Sequence 7After all, when adults become accus- tomed to control the learning envi- ronment through word means, whether verbal or… |
Sequence 8through verbal presentation, so they presumed that learning occurred through external verbal transfer to the child as learner… |
Sequence 9Montessori limits the "new" teacher to telling the child" only that which is necessary and the… |
Sequence 10birth of new life. "The personality of the mother," she observes, "is characterized by this: with… |
Sequence 1!)~------------ THE SPIRITUAL DEVELOPMENT OF THE CHILD: KEEPING THE BALANCE by David Kahn Montessori learned from observed… |
Sequence 2It is no doubt that Maria Montessori saw a divine presence in young children which made them" all-powerful,"… |
Sequence 3dimension: Will Montessori graduates be focused on making the world a better place or on making money? The differences… |
Sequence 4center of our efforts to insure, in Gianna Gobbi's words, "healthy psychic life and [to pave] the way for human… |
Sequence 1Sofia Cavalletti 6 The NAMTA Journal • Vol. 24, No. 2 • Spring 1999 |
Sequence 2DISCOVERING THE REAL SPIRITUAL CHILD (PART 1) by Sofia Cavalletti Sofia Cavalletti cites Montessori's description of… |
Sequence 3in an experience of religious education known as the Catechesis of the Good Shepherd. The Catechesis of the Good Shepherd… |
Sequence 4In these pages I would like to make a short commentary about the two elements Maria Montessori mentioned-the joy and the… |
Sequence 5-------------------------------- -- --- Three-year-old Mark (USA), being told by his mother that the Good Shepherd calls… |
Sequence 6A little three-year-old Mexican girl said to her mother, who wanted to make her pray, "I pray alone and in silence.… |
Sequence 7At the beginning we reacted with some fatigue, because it was hard to see that themes that had been studied with great care,… |
Sequence 8But the point which always strikes the child-no matter what the child's environment or culture-is that the Good… |
Sequence 9love." "With eternal love I love you" say the prophets of Israel (Isaiah 54:8,Jeremiah31:3). &… |
Sequence 10To be faithful to my tradition-is it a limitation? In some sense it is, but I have to remember here that there is another… |
Sequence 11I wish you to enjoy the vision of the human being in the first season of life, blossoming at the warmth of a Person, or of a… |
Sequence 1Two TRIBUTES To SoFIA CAVALLETTI The following tributes were presented to Sofia c.avalletti at the NAMT A conference entitled… |
Sequence 2ogy and Semitic culture and history. Over the years, I slowly became aware that, in addition to Italian and Hebrew, Sofia… |
Sequence 3II Sofia dear: Thank you. Why? It is difficult to be essential when you would like to thank a wonderful friend for so many… |
Sequence 1DISCOVERING THE REAL SPIRITUAL CHILD (PART 2) by Silvana Quattrocchi Montanaro Dr. Montanaro presents an intellectual view… |
Sequence 2Human beings became really human when reflexive thinking and spirituality could develop from their inner potential. We have… |
Sequence 3ing for a relationship with the Creator and the creation, and we will not be satisfied unless this fundamental discovery can… |
Sequence 4order to make it possible for me to do my journey with the support of an unconditional love." Montessori wrote,… |
Sequence 5(Genesis 1:26). Because of such a miracle, the parents (and all others interested) must acknowledge this great gift and… |
Sequence 6The current spiritual renaissance, even outside traditional reli- gious institutions, shows the necessity and the desire of… |
Sequence 1Tina Lillig 28 The NAMTA Journal • Vol. 24, No. 2 • Spring 1999 |
Sequence 2THE HISTORY OF THE CATECHESIS OF THE GOOD SHEPHERD by Tina Lillig Ms. Lillig gives a concise histonJ of the Catechesis of… |
Sequence 3If we delay catechesis until the customary age of six, the child has moved into a new ethical stage in life when God is more… |
Sequence 4child. One is her demonstration, through numerous examples, of the catechetical potential of children as young as three.… |
Sequence 5Cavalletti had taken Hebrew classes with Zolli and, after earning her doctorate, became his colleague. He is well-known… |
Sequence 6joy of the children at their" awkward efforts" was the impetus for the pair to do something more organized… |
Sequence 7-------------------------------- -- Many catechists have observed that the atrium becomes even more important to older… |
Sequence 8atrium, children sometimes make a first discovery that they have an inner life. THE Gooo SHEPHERD The Catechesis of the Good… |
Sequence 9calling them out, the shepherd going ahead of them, the sheep follow- ing. This opens the way for them to work with the… |
Sequence 10AN INTERNATIONAL MOVEMENT Evidence of the suitability of the Catechesis of the Good Shepherd for children of diverse cultures… |
Sequence 1Maria Christlieb Robles on the road to Hueytlalpan, May 1998. 38 The NAMTA Journal • Vol. 24, No. 2 • Spring 1999 |
Sequence 2THE TOTONACA PEOPLE AND THE CATECHESIS OF THE GooD SHEPHERD by Maria Christlieb Robles Illustrating the spread of the… |
Sequence 3religious sense. They are a way to worship and to express adoration, love, and a total gift of themselves, in a cosmic… |
Sequence 4an oral language and therefore oral tradition is very important. Their principal arts and crafts are embroidery and working… |
Sequence 5In March of that same year, they came back and we looked at history as a history of the gifts from God. I presented the… |
Sequence 6• "We want to be Good Samaritans." • "You have given us consciousness of a love that never ends, an… |
Sequence 7moment of a real encounter with the incarnate God. They knew Jesus walking from town to town as they do, hungry, thirsty,… |
Sequence 8• "Catechist and children are very happy, particularly the little ones (three to four years)." • "… |
Sequence 9will help us to go deeper into this aspect of our work and to remain faithful to it." A big hope is ahead of us:… |
Sequence 1DOING WHAT THE HEART ALREADY KNOWS A PERSONAL STORY OF THE LIFE OF THE SPIRIT by Gertrud Mueller Nelson A delightful memoir… |
Sequence 2Our mother, 1 five years in America and fresh to the ways of Ameri- can Catholicism, was not daunted by being a woman. A lay… |
Sequence 3everyone! Oh. So that's why lcan'tquarrel with my sisters-because I'd be fighting with Jesus in their hearts?… |
Sequence 4chairs in a bare beige room, the sun beating hot and yellow through drawn shades. My fear of Father Moore was the same terror… |
Sequence 5I passed. On my first communion day, my mother took out my bap- tismal robe-a broad, linen cloth, which she had fringed… |
Sequence 6up's book. But I could read it all by myself. I could understand it! I could use it. And best of all, I never had to… |
Sequence 7I think that the beginnings of the liturgical reform (and Romano Guardini and his students were certainly at the forefront of… |
Sequence 8With my own children now grown, I am grateful for children who bring me down to earth and keep me grounded. Children- if we… |