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Sequence 97trarily make rules. We ourselves must be whole so we can be models for our children. BASIC MODELS OF DISCIPLINE Let's… |
Sequence 98Strictness and punishment may work in the short term, but we must always keep our long-term goals in mind. The long-term… |
Sequence 99child. They set no boundaries for the child and do everything for the child, not allowing him to grow in independence. The… |
Sequence 100We must help the child develop his will by allowing and encouraging choice, limited at first but with expanded opportunities… |
Sequence 101• Ask what, how, and why questions instead of telling. Too often we tell children how and why something happened. In this way… |
Sequence 102• Do not lecture the child. Act; don't talk. Listen to yourself one day and notice how much you speak-how many useless… |
Sequence 103• Use the "gentling the violence" technique, developed by a Hungarian woman named Magda Gerber, who founded… |
Sequence 104Branden, N. (1997). The art of living consciously. New York: Simon & Schuster. Briggs, D.C. (1970). Your child's… |
Sequence 105MOTIVATION: THE FOUNDATION OF SUCCESSFUL LEARNING by Mary B. Verschuur Like Alfie Kohn, Mary Verschuur emphasizes that… |
Sequence 106the shelf. For her child, this simple cycle of activity is a giant leap forward, demonstrating achievement she had not… |
Sequence 107leaf. There is no ennui, no hint that discovery is tedious. All her exploration is learning. This child, through her activity… |
Sequence 108he thinks he can go anywhere, and the urge to explore and discover his world has to be limited rather than pushed. Motivation… |
Sequence 109definition of the teacher as guide. We must now look to see exactly how these criteria are met within the context of the… |
Sequence 110principle is embodied in the Cyl- inder Block, where there are ten cylinders and ten holes into which they fit. The… |
Sequence 111Hence, in the ungraded Montessori class, the five-year-old is not intimidated by the operations with the bank or the samples… |
Sequence 112a sense of freedom. There is a preference for work that is freely chosen (Csikszentmihalyi, 1997, p. 27). We see attention to… |
Sequence 113they might do. At the same time, the adult is free to follow the child's interest and to match a challenge that is… |
Sequence 114goal-oriented individual. The thirst for knowledge, the spontaneous desire to discover and explore, is supported by and… |
Sequence 115Lilian Bryan 110 The NAMTA Journal • Vol. 23, No. 1 • Winter 1998 |
Sequence 116SELF-DISCIPLINE AND THE ARTS by Lilian Bryan Lilian Bryan places high priority on creative expression, including the visual… |
Sequence 117potential. The Montessori principles which guide us are firmly based on the premise that we must set the child free to create… |
Sequence 118another more spiritual realm. Maria Montessori said, "creative work ... lifts man up from earth and transports him… |
Sequence 119I am certain that all of us here believe in these ideals. But the question remains: What are we doing in our Montessori work… |
Sequence 120creative flow and forget all else. There is a sustained drive toward perfection. Artists follow an inner voice that compels… |
Sequence 121discovery that art work can be the perfect activity to capture a child's interest and attention. Sometimes it is the only… |
Sequence 122But the mind must have something to express. Imagination rests on facts and on information which have accumulated in some… |
Sequence 123many choices for self-expres- sion. Different children are attracted to different forms of art. How many of us engage the… |
Sequence 124of different styles of painting? Art must become an everyday experi- ence and activity for the child, leading her to the study… |
Sequence 125We will come to realize that each child has artistic potential and each child will relish the deep satisfaction derived from… |
Sequence 126The NAMTA Journal 121 |
Sequence 127Asa Hilliard 122 The NAMTA Journal • Vol. 23, No. I • Winter 1998 |
Sequence 128To ToucH THE SPIRIT OF THE CHILD: A MULTICULTURAL PERSPECTIVE by Asa Hilliard Without dismissing the "cognitive,… |
Sequence 129It set me on a path of discovery, I guess, because I'm attracted to people who are what I call great teachers. I usually… |
Sequence 130some of them at work and they do things that I haven't found a way to talk about yet, which tie them to Sylvia Ashton… |
Sequence 131the same elements that you see in Montessori and Sylvia Ashton Warner. For example, in all of these approaches is a deep… |
Sequence 132little children, these little four-year-olds and five-year-olds, seven-, eight-, nine-year-olds. They sound like adults when… |
Sequence 133which caused Suzuki to place heavy emphasis on environment over intelligence, and that's why, to be a Suzuki student, he… |
Sequence 134requires it; it requires that we dialogue. If you dialogue, you've got to be culturally salient. I think you will hear in… |
Sequence 135age brings in terms of wisdom and experience, to ignore that reser- voir, and also then with that reservoir, to allow people… |
Sequence 136through animal watching. You teach the child through watching old people and other people. You teach the child through… |
Sequence 137that-and I emphasize the i-n-g, do-ing that-not can do that-it's always doing that. The brain is in a constant search for… |
Sequence 138visitor you'd be swept off your feet when you see what's happening with children. It interests me as to what they… |
Sequence 139The use of questions is common to all of these approaches. It boggles my mind: when I went to the places where teachers were… |
Sequence 140'I don't want to do that anymore. I don't want to pay attention to that anymore.' That's what this is… |
Sequence 141. . . in all of these approaches is a deep re-spect for the living reality of the children that we work with-that we use… |
Sequence 142fixed in your mind. What is your place in the cosmos? What is the child's place in the cosmos? What is our purpose on the… |
Sequence 143Fried an, B. (1962). The feminine mystique. New York: Houghton Mifflin. Mann, A. (1996, August). [Untitled workshop]. In… |
Sequence 144PART II THE EPIC OF EVOLUTION Since it has been seen to be necessary to give so much to the child, let us give him a vision… |
Sequence 145NAMTA and the AAAS present THE EPIC OF EVOLUTION ' (FOR MONTESSORIANS) FEATllBING THOMAS BERRY, BRIAN SWIMME, AND… |
Sequence 146THE EPIC OF EVOLUTION CONFERENCE: TAKING THE JOURNEY BACK HOME by Kathleen Allen and Gerard Leonard Kathleen Allen and… |
Sequence 147As we listened to the current scientific knowledge and theologi- cal understanding of cosmic evolution, biological evolution,… |
Sequence 148human being's place- right in the middle of the scale of size between the smallest and largest structures in our Uni… |
Sequence 149Niles Eldredge brought our attention to the importance of the great extinctions in the process of biological evolution. Many… |
Sequence 150THE RESURGENCE OF COSMIC STORYTELLERS by Brian T. Swimme Brian Swimme' s insight into the Story of the Universe… |
Sequence 151encounter in our mechanistic, patriarchal, materialistic, consumer-oriented culture. A cosmic creation story answers the… |
Sequence 152inventions of the scientific period, and culminated-not openly, but there was never any doubt-in the United States of America… |
Sequence 153someone will tell the story of how story forced its way into the most anti-story domain of modern science-mathematical… |
Sequence 154equations was their implication that the universe was expanding. Such a notion made no sense in Einstein's static… |
Sequence 155It is important to understand the connection between this weak- ening of our belief in a "physical law" and… |
Sequence 156tion of the cosmic story, they may be entirely captured by the militaries of the planet. But I don't think so, and for a… |
Sequence 157This is a good place to make my final comment on the meaning of the cosmic creation story. For though I refer in general to… |
Sequence 158lose fat, and yet there is nothing available to assist those destined to sing about the great epic of being? I suggest that… |
Sequence 159from them-not just the continents and the mountains, but the trees and the oceans and your bodies. The rocks are your… |
Sequence 160achievement, sharing her riches with the universe and enabling our birth. "Her destiny is your destiny. In the… |
Sequence 161ago in the fiery explosion of the beginning of time. The great joy of the human being is to enter this allurement that… |
Sequence 162THE EVOLUTIONARY STORY: THE HUMAN ROLE by Thomas Berry Thomas Berry looks to the child as the profound bearer of the story… |
Sequence 163When we inquire just why scientists devote such intense effort, such enduring dedication to research projects concerned with… |
Sequence 164universe. They constantly evoked their self-consciousness within their universe-consciousness. The one had no meaning without… |
Sequence 165to all those beings that live within the earth. In this manner the covenant of Earth was affirmed. Humans asserted their… |
Sequence 166This beginning account of the' Epic of ttie Evolutionary Universe ne~d only be con- tinued and further developed in… |
Sequence 167scholarly world of scientific equations, of atomic and subatomic particles; to the technological world of mechanistic… |
Sequence 168from the Great Community of the Universe. This Primordial Com- munity existed through the presence of the indwelling Spirit… |
Sequence 169universe is an imposing reality, and an answer to all questions. We shall walk together on this path of life, for all things… |
Sequence 170coursed through her in new streams" (1948/1991, p. 59). How appropriate a way of indicating the moment when the Earth… |
Sequence 171of a single great community of existence. The evolutionary universe would be the primary referent in every field of academic… |
Sequence 172So with medicine. The first recognition would be that there cannot be well humans on a sick planet. The way to human well-… |
Sequence 173vidual. Above all, the sense of transhuman forces at work throughout the universe is communicated. But if in the past the… |
Sequence 174Theologically, the responsibility of the human is to perceive the evolutionary universe as the primary revelatory experience… |
Sequence 175THE SPIRITUAL TASK OF RELIGION IN CULTURE by Philip Hefner The challenge of culture renders human decision-making critical… |
Sequence 176The second kind of in- formation on which we are dependent is cultural in- formation. Genes alone do not a human being make… |
Sequence 177that, within the past two years, completely redesigned the system of roads by which we drove to this museum today. In one… |
Sequence 178using new materials and designs. Furthermore, we seem to have to explain and justify our house-building, hence the rather… |
Sequence 179environment. We are culturally incompetent at this point, and also at many others. This incompetence in our culture is… |
Sequence 180God's intention to create the kind of world that God really wanted. The testimony of contemporary scientific research… |
Sequence 181What, then, is the central human issue of culture, viewed scien- tifically, within the Epic of Evolution? It is the issue of… |
Sequence 182point to possibilities to which our biological inheritance is not yet sensitive." Spirituality is not some… |
Sequence 183lture as a The characteristics that we associate with re- ligion all have to do with the effort of nature to un- derstand… |
Sequence 184All persons face this religious challenge, and it is a challenge that is central to the survival of all persons and all… |
Sequence 185the traditional religionists, are engaged in the religions dimension of human culture, namely the formation of the world views… |
Sequence 186Evolution. We seek to organize our consciousness through our weaving, in ways that can serve our information function within… |
Sequence 187THE ORIGINS OF RELIGION: COSMOLOGY AND CULTIVATION by Mary Evelyn Tucker Dr. Tucker combines lyricism and scholarship as she… |
Sequence 188who edited Sacred Books of the East, held that the earliest' understand- ing of the divine was in the personifications of… |
Sequence 189Nonetheless, a significant sector of the modern West has inher- ited and further developed Enlightenment attitudes which… |
Sequence 190patterns of religion from personal religious experience to its commu- nal institutionalization. This was one of the… |
Sequence 191wanders thickly in the heights of air. It can assume forms of exquisite perfection in a snowflake, or strip the )jving to a… |
Sequence 192As Eisley suggests, there is affirmation and continuity in the face of death and struggle, even in the animal kingdom. Life… |
Sequence 193He continues to reflect on the meaning of his experience in the Platte River, where he has returned in the winter season and… |
Sequence 194body the cosmos in their own person as well as in the structures they create in bioregions such as subsistence activities and… |
Sequence 195both the orientation and the openness that religious cosmologies provide for self-cultivation. Self-cultivation is a term used… |
Sequence 196In short, we are seeking to re-attune our cultural coding and religious symbol systems to be in touch with the genetic coding… |