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Sequence 8120 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 the other. Then, each of the children can take a turn. The children tend… |
Sequence 9121 Soholt • The Social Roots of a Global Community Apparent Order. This is a transitory stage, where it some- times appears… |
Sequence 10122 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 port in order to progress. This may mean that the normalized child wants… |
Sequence 11123 Soholt • The Social Roots of a Global Community community. The more thought and care that the adults put into their… |
Sequence 12124 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 it becomes clear that this element alone eliminates many obstacles to… |
Sequence 13125 Soholt • The Social Roots of a Global Community long as desired. This allows the children to immerse themselves in work… |
Sequence 14126 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 It is important to understand that Dr. Montessori did not advocate that… |
Sequence 1man and sUpeRnaTURe leCTURe 12, sepTemBeR 27, 1946 by Maria Montessori “Man and SuperNature” is a lyrical chapter in the… |
Sequence 2130 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Each animal is an agent who works for the harmonious correlation of all… |
Sequence 3131 Montessori • Man and SuperNature out into the air and enjoy a little life and sunshine,” it would die; it could not live… |
Sequence 4132 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 nature were to stop doing its work there would be a calamity. For… |
Sequence 5133 Montessori • Man and SuperNature 21Another lost chart. Courtesy of Montessori High School at University Circle tended… |
Sequence 6134 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 to you. The lower drawing represents the world of nature. There is an… |
Sequence 7135 Montessori • Man and SuperNature Look at humanity here at the top of the plan I have drawn. Does he have a cosmic task… |
Sequence 8136 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 a All animals are considered to be egotists who just enjoy their own… |
Sequence 1pRomoTinG WoRld CiTizenship: a CRUCial aRea of sTUdy by Barbara L. Hacker This article probes the vicissitudes of racism and… |
Sequence 2140 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 learning and its potential for peace was shared by my classmates and… |
Sequence 3141 Hacker • Promoting World Citizenship that the human family can be divided into separate groups based on inherent… |
Sequence 4142 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 many do not understand the full depth and implications. The science has… |
Sequence 5143 Hacker • Promoting World Citizenship a panel illustrating the things participants have written as their starting point… |
Sequence 6144 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 who like her had very light blond hair. Adults in the United States have… |
Sequence 7145 Hacker • Promoting World Citizenship less melanin made it easier to get vitamin D from the sun. This was a satisfying… |
Sequence 8146 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 the Smithsonian Institute of textbooks that culminated in his book, Lies… |
Sequence 9147 Hacker • Promoting World Citizenship Two years later the Supreme Court made the important decision that separate… |
Sequence 10148 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 may harbor stereotypes and unaware prejudices that they don’t want their… |
Sequence 1CosmiC edUCaTion: The Child’s disCoveRy of a GloBal vision and a CosmiC Task by Susan Mayclin Stephenson Susan Mayclin… |
Sequence 2152 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 The term cosmic task refers to a way for a human being to find a… |
Sequence 3153 Stephenson • Cosmic Education to infancy program in Rome in 1947, parents have been guided in preparing an environment… |
Sequence 4154 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 “Well, it was a very nice situation in many ways, but when do the… |
Sequence 5155 Stephenson • Cosmic Education this age, these attitudes and actions will be of great value to the child. If they are not… |
Sequence 6156 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Social scientists today are well aware of the fact that the stan- dard… |
Sequence 7157 Stephenson • Cosmic Education these lessons and the six-year-old sees the continued excitement of a twelve-year-old,… |
Sequence 8158 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 Here is an example of the difference in the study of geography. In a… |
Sequence 9159 Stephenson • Cosmic Education ments for each year in the 6–12 class, that are always available to the children, there is… |
Sequence 10160 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 distress together with a desire to alleviate it) begins long before the… |
Sequence 11161 Stephenson • Cosmic Education Since then I have talked to many people who have observed this phenomenon. I have seen… |
Sequence 12162 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 for each other and for plants and animals and can go out into the world… |
Sequence 13163 Stephenson • Cosmic Education we can and must do is undertake the construction of an environment that will provide the… |
Sequence 1pRofile of a GRoWinG URBan sChool: The lUmin expeRienCe by Terry Ford This fairytale-come-true began with an idealistic… |
Sequence 2166 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 One of the parents was a young mother named Rocio. Rocio had two sons,… |
Sequence 3167 Ford • Profile of a Growing Urban School: The Lumin Experience supervised place for their kids to play safely, so the… |
Sequence 4168 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 raise a $3,000 down payment. It came down to the deadline for closing on… |
Sequence 5169 Ford • Profile of a Growing Urban School: The Lumin Experience possible for us to buy an old church building and convert… |
Sequence 6170 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 man being he is. This kind of diversity gives us hard, hard work that is… |
Sequence 7171 Ford • Profile of a Growing Urban School: The Lumin Experience next elementary school that opens in that neighborhood… |
Sequence 8172 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 In closing, I have two things that I want you to think about. First, we… |
Sequence 9173 Ford • Profile of a Growing Urban School: The Lumin Experience If you know of someone who would be excited about working… |
Sequence 1sTUmBle inTo GRaCe by Jennifer Rogers Jennifer Rogers writes with apt and lyrical snippets from her perspective as a… |
Sequence 2176 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 for my answer, I also understood that for her, every day held the… |
Sequence 3177 Rogers • Stumble into Grace this “vital force” the “horme” and said that it was the source of en- ergy and joy in… |
Sequence 4178 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 aTTenTion Our oldest son was not yet walking when we first took him to… |
Sequence 5179 Rogers • Stumble into Grace who compared grace to a kiss because he had experienced it as a passion. Those who have been… |
Sequence 6180 The NAMTA Journal • Vol. 40, No. 2 • Spring 2015 GRaCe The “I” of this writing is of course not me. It could be anyone.… |
Sequence 7181 Rogers • Stumble into Grace a With the poet Mary Oliver, I suggest we listen and watch “con- vivially,” expectantly,… |
Sequence 1scaffoldIng for dIscovery In the thIrd Plane by Laurie Ewert-Krocker Laurie Ewert-Krocker emphasizes the teacher’s role in… |
Sequence 28 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 succeeded in furnishing the child the means necessary for his normal… |
Sequence 39 Ewert-Krocker • Scaffolding for Discovery in the Third Plane part of that environment, but if we thought of ourselves… |
Sequence 410 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 have been trained to know and be aware of: the characteristics and needs… |
Sequence 511 Ewert-Krocker • Scaffolding for Discovery in the Third Plane The experience of social organization that we aim for in our… |
Sequence 612 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 This is not something you learn from a book or can be tested by asking… |
Sequence 713 Ewert-Krocker • Scaffolding for Discovery in the Third Plane ronment. We see the outcomes in maturity, responsibility,… |
Sequence 1creatIng a context for flow: the IMPortance of Personal InsIght and exPerIence by Kevin Rathunde Kevin Rathunde reflects on… |
Sequence 216 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 development in middle adulthood. In addition, the thoughts presented… |
Sequence 317 Rathunde • Creating a Context for Flow I did not become fully aware of the parallels between flow theory and Montessori… |
Sequence 418 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 graduate school at the University of Chicago so I could study flow… |
Sequence 519 Rathunde • Creating a Context for Flow why exPerIencIng flow Is IMPortant for PreParIng an envIronMent While putting… |
Sequence 620 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 ment, and Maslow’s (1968) seminal work on self-actualization. In both… |
Sequence 721 Rathunde • Creating a Context for Flow adults, therefore, Montessori thought that experiencing flow and deep… |
Sequence 822 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 tasks associated with career and family responsibilities, despite the… |
Sequence 923 Rathunde • Creating a Context for Flow and work, or that it was related to the positive outcomes discussed earlier in… |
Sequence 1024 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 interruption. Based on my experience in the Montessori commu- nity for… |
Sequence 1125 Rathunde • Creating a Context for Flow passionate interests outside of work. Despite struggling, however, their interests… |
Sequence 1226 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 references Csikszentmihalyi, M. Creativity. New York: HarperCollins,… |
Sequence 1327 Rathunde • Creating a Context for Flow ing Adulthood. Ed. J. Sinnott. New York: Springer, in press. N. pag. Standing, E.… |
Sequence 1grouP flow and grouP genIus by Keith Sawyer Keith Sawyer views the spontaneous collaboration of group creativity and… |
Sequence 230 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 YMCA in Waukegan, Wisconsin, when two of the regular players were Alan,… |
Sequence 331 Sawyer • Group Flow and Group Genius Why do these amateurs spend so much time and effort on bas- ketball? There’s no… |
Sequence 432 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 What’s the magical chemistry that happens when a team impro- vises in… |
Sequence 533 Sawyer • Group Flow and Group Genius have confirmed the link between flow and creativity, especially at work. For example… |
Sequence 634 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 To foster improvised innovation, you first have to create the conditions… |
Sequence 735 Sawyer • Group Flow and Group Genius that goal. But Silver noticed something unusual about the adhesive—it formed itself… |
Sequence 836 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 of a wave; the cast, working from instinct rooted in hours of workshops… |
Sequence 937 Sawyer • Group Flow and Group Genius In musical ensembles, group flow is challenging to maintain; the musicians are… |
Sequence 1038 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 line—even though mar- ket research had already shown that the salad… |
Sequence 1139 Sawyer • Group Flow and Group Genius flexible, listening closely, and always being willing to defer to the emergent flow… |
Sequence 1240 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 software developer described how his manager destroyed group flow: “We… |
Sequence 1341 Sawyer • Group Flow and Group Genius they share a common language and a common set of unspoken un- derstandings.… |
Sequence 1442 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 notice the lack of flow and leave to find new challenges elsewhere.… |
Sequence 1543 Sawyer • Group Flow and Group Genius 9. Keeping it moving forward In the last chapter, we learned about a FastTrack bug… |
Sequence 1644 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 entious listener. These are the magical moments, the best moments in… |
Sequence 1745 Sawyer • Group Flow and Group Genius Group flow happens when many tensions are in perfect balance: the tension between… |
Sequence 1846 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 It’s hard to find this kind of experience in a large organization, which… |
Sequence 1947 Sawyer • Group Flow and Group Genius Rudman, D. (1980). Take it to the hoop: A basketball anthology. Richmond, CA: North… |
Sequence 2048 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Group flow participants are the highest performers. Cross, R., &… |
Sequence 2149 Sawyer • Group Flow and Group Genius Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass… |
Sequence 2250 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 “We had been working like crazy on this project” quotation. Page 11 of… |
Sequence 2351 Sawyer • Group Flow and Group Genius Group flow fades after a few years. Page 376 of: Weick, K. E., & Roberts, K… |
Sequence 2452 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Sid Caesar and Your Show of Shows. Fischer, B., & Boynton, A. (… |
Sequence 1exPlorIng the adolescent’s creatIve Pathways: MIndfulness, role fluIdIty, story, and the draMatIc currIculuM by David McNees… |
Sequence 256 The NAMTA Journal • Vol. 40, No. 3 • Summer 2015 Between concept and rational awareness, there is a moment of imagination… |