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Sequence 65Where do such deep responses come from in children? What triggers them? What do they tell us about the religious nature of… |
Sequence 66Two MYSTERIES The Catechesis of the Good Shepherd has been called" the meeting ground of two mysteries: the mystery… |
Sequence 67In 1954, Sofia Cavalletti began a quest to understand the nature of the child's relationship with God, and to discover… |
Sequence 68most striking aspect of this drawing for me are the faces of the shepherd and the sheep around his neck. They have matching… |
Sequence 69THE ATRIUM And so we prepare a space, the atrium, where these great truths can be proclaimed and these mysteries explored. It… |
Sequence 70Jesus invites us to comprehend the depth and intimacy of his relation- ship with us, the providential love and care of the… |
Sequence 71Mihaly Csikszentmihalyi HOWARD GARDNER MIHALY CSIKSZENTMIHALYJ WILLIAM DAMON GOOD WORK When Excellence and Ethics Meet… |
Sequence 72THE Gooo WORK by Mihaly Csikszentmihalyi INTRODUCTION Dr. Csikszentmihaly incisively defines soul "as a person… |
Sequence 73a big mistake on his part and felt guilty for having influenced genera- tions of parents and teachers by neglecting this… |
Sequence 74crystal, the energy is simply spent to keep itself from dissolving into its particles. But when you talk about a living… |
Sequence 75trying to develop autonomous individuals who were self-sufficient, who knew how to fend for themselves and how to survive and… |
Sequence 76Research Summary This notion that cooperation and spirituality, in the sense of transcending the needs of the system as they… |
Sequence 77petitiveness. If both of these factors are present, then you will be feeling good about yourself as a young adult. The other… |
Sequence 78school and after college and were less satisfied after college. This percent of time in which you are disengaged from the… |
Sequence 79EXCELLENCE AND ETHICS IN BUSINESS I would like to say a few words about what happens at the other end, once you are into… |
Sequence 80you are 20 or 50 or 90 and say, 'Oh, oh, this is really not working.' Why not learn that sooner than later so people… |
Sequence 81price for me and you are trying to get the best price for you the whole negotiation process is really enjoyable. Even though… |
Sequence 82responsibility to the workers, to the community. He is Jewish, in his seventies, and he exercises every day for one hour. He… |
Sequence 83All kids should have an understanding of this. In fact, it should be the basis of all education. The first thing a child… |
Sequence 84Q: I have an answer for you. I don't know if you are like me but when I go to a conference I always grab a book or two… |
Sequence 85even at this time. It's really difficult to measure successful develop- ment at that age. So we thought that their sense… |
Sequence 86Q: In talking as a mother and a teacher I hear all of this and it brings me right back to the child in the Montessori… |
Sequence 87than one that periodically dissolved itself into war and stupidities of various forms. I just tried to figure out how best to… |
Sequence 88The NAMTA Journal 83 |
Sequence 8984 The NAMTA Journal • Vol. 27, No. 3 • Summer 2002 |
Sequence 90RECONCILING EVOLUTION WITH RELIGION: BLENDING CREATION THEOLOGY AND SCIENCE by Philip Hefner Dr. Hefner's clear… |
Sequence 91The brain is a biological organism, but the strange and fascinating point about this biological organism is that it inher-… |
Sequence 92The brain is a biological organism, but the strange and fascinating point about this biological organism is that it inherently… |
Sequence 93physical and chemical realms, novelty emerges, surprises happen. Chaos science is also a part of it. These scientists talk… |
Sequence 94at the same time point to possibilities to which our biologi- cal inheritance is not yet sensitive. The sensate deals with… |
Sequence 95thought about. Sometimes their framework is much better than I had in mind and sometimes I cannot see it from their point of… |
Sequence 96creation stories of every religion, including the creation stories in Genesis. Of course, there can be very different stories… |
Sequence 97ary scheme is a necessity. Freedom and determinism are not opposed to one another as we so often say; they exist in a rich and… |
Sequence 98through that window? What kind of a God is singing that song? What kind of a God conditions the nature of nature? In our… |
Sequence 99after death. Even if the hope is in some immortality, in some heaven, these religions are dedicated to the proposition that… |
Sequence 100or the bad things that happen in the lives of children. We cannot take credit for all the good things and we should not feel… |
Sequence 101knowing that we would choose wrongly at times. This gift was so great, that He felt it was still worth giving; the good that… |
Sequence 102to needs and tendencies. What are the things that humans need in their life? Spirituality is one of them. Q: I think it is… |
Sequence 10398 The NAMTA Journal • Vol. 27, No. 3 • Summer 2002 |
Sequence 104COSMIC EDUCATION: LINKING THE HUMAN TO THE UNIVERSE by Peter Gebhardt-Seele Peter Gebhardt-Seele places Cosmic Education in… |
Sequence 105You will notice that I talk about contents. Cosmic education, among other things, is about what to put before the children.… |
Sequence 106an environment and then, according to observation, put before the chil.dren what the children want to pick up. So the amazing… |
Sequence 107Greek idea, was the universe in order and harmony. And that is particularly the aspect that we are supposed to put before the… |
Sequence 108love the flower, yet they take the pollen and bring it to the next flower. The corals don't know that they do a marvelous… |
Sequence 109mony and peace were very much on her mind. She did a lotoflectures on the subject. After all, she had lived through the entire… |
Sequence 110There's another great story for life and how it developed that leads into the wonderful timeline of natural history. Then… |
Sequence 111ment what we will introduce to the children. What the children are eventually researching and developing and questioning, that… |
Sequence 112many times. Why isn't physics in our training, or at least most of it? I guess it has historical reasons. We should come… |
Sequence 113the children have no idea what corals are and what salts are. So you have to prepare the environment for studying these things… |
Sequence 114THE CLASSROOM Is AN IMPORTANT PART OF THE CHILD'S LIFE That is frequently forgotten, at least in general education. Go… |
Sequence 115Prepare the environment for the child's interest. And then after preparing the environment and after introducing all… |
Sequence 116writing and philosophy and architecture. It's a springboard of inter- est. THE IMPACT OF HUMAN LIFE ON THE COSMOS All… |
Sequence 117they know all the people don't care anyway, so they can do what they want or maybe give token attention to that little… |
Sequence 118Questions and Answers Q: T have two questions. What's the last point you mentioned that the spiritual issues are… |
Sequence 119114 The NAMTA Journal • Vol. 27, No. 3 • Summer 2002 |
Sequence 120CIVILITY AND CITIZENSHIP: THE ROOTS OF COMMUNITY CONNECTION by Patricia Ludick This article weaves into the adolescent… |
Sequence 121To go another step, citizenship is a strong investment in the life of the community. Given a voice of its own, it calls the… |
Sequence 122These are no insignificant agenda items! Our gathering here in Seattle this weekend is aimed at bringing to our attention a… |
Sequence 123Let us think for a moment. As Montessori uncovers the wonders of human formation such as the secret of childhood, the… |
Sequence 124The social cohesion may be compared to the warp of a material, the threads of the personality arranged side by side and fixed… |
Sequence 125Here is another promising consideration from Education and Peace: "The child who has felt a strong love for his… |
Sequence 126understanding Montessori's vision ... but that is material for another lecture.) And so, take a look at dependence,… |
Sequence 127FROM INFANCY TO ADULTHOOD DEPENDENCE INDEPENDENCE INTER-DEPENDENCE i KT R A -P t P t ~ P t K ( f ITJZENSH □ rnrnu N, T LJ… |
Sequence 128children where the young personality constructs herself with activity upon the environment. This construction is based upon… |
Sequence 129one's experience there. In From Childhood to Adolescence, she speaks of work with the hands and work with the mind. We… |
Sequence 130self. A well-developed will and a clear sense of belonging enable the adolescent to create a polite forum for debate and… |
Sequence 131increased understanding of body language among the adolescents, body language in itself being an intriguing term. If the… |
Sequence 132cent comes to respect this extraordinary gift of being in the world. The gift of belonging! Realizing oneness with natural… |
Sequence 133REFERENCES Berry, Wendell. Sex, Economy, Freedom and Community. New York: Pantheon Press, 1992. Berry, Wendell. Recollected… |
Sequence 134The NAMTA Journal 129 |
Sequence 135130 The NAMTA Journal • Vol. 27, No. 3 • Summer 2002 |
Sequence 136THE NATURAL WORLD AS PREPARED ENVIRONMENT by Louise Chawla Louise Chawla masterfully weaves Montessori and Edith Cobb,… |
Sequence 137Because creative thinkers in- fluence the development of their societies, ... their child- hood experience of the outer… |
Sequence 138A working girl-no family money This caught me up short. I don't think of Dr. Montessori as a vagrant-and you probably… |
Sequence 139I read that and thought, "Well, you have your work cut out for you!" And last, a brief statement that can… |
Sequence 140with the outer world. In these memories, the child appears to experience both a sense of discontinuity, an awareness of his… |
Sequence 141When I arrived in New York, I visited Cobb's collection of books at Columbia Teacher's College-and I noticed that… |
Sequence 142or on a city street, in a place awash with the light and atmosphere of the natural world. The legacy that they most… |
Sequence 143trembled in the morning sun. They were golden, translu- cent, amazing sheaves of wheat. The light drove down the shafts of… |
Sequence 144is never any bad weather, only wrong clothing." These experiences also confirm the importance of flexible schedules,… |
Sequence 145This work became a book, In the First Country of Places: Nature, Poetry and Childhood Memory. What I found was that it was… |
Sequence 146help your students find their own way through. 2 There is always new work to do, to combine the precision of a scientist with… |
Sequence 147through other means. What these family members gave them was simply the example of noticing the natural world as something… |
Sequence 148ciation, but this is the conclusion that a series of studies now suggest. 3 This formula of free time in the natural world,… |
Sequence 149some locations, the project has involved eight through eighteen year olds. All of us believe that younger children can be… |
Sequence 150the Children's House, let them first know a friendly world, which they can love, admire, and feel at one with. Where they… |
Sequence 151personal dignity" (101). One of the great discoveries of the last decade is that the protection of the natural world… |
Sequence 152Annan, K. We the Peoples. New York: United Nations Publications, 2000. BBC. Soul. Three part video series. London: BBC-TV,… |
Sequence 153Hoffman, E. Visions of Innocence. Boston: Shambhala Pub- lications, 1992. Huchingson, J. E. (Ed.) Religion and the Natural… |
Sequence 154The NAMTA Journal 149 |
Sequence 155David Hutchison 150 The NAMTA Journal • Vol. 27, No. 3 • Summer 2002 |
Sequence 156BUILDING THE BIOCENTRIC CHILD by David Hutchison, PhD Dr. Hutchison' s profound view of developmental theory as… |
Sequence 157that. Normally, I don't stop the activity until everyone does, but David Kahn has only given me one hour to speak. He had… |
Sequence 158instead need to have a biocentric view, an earth centered view of the child. And that's what I'm going to talk about… |
Sequence 159Now I said to you at the beginning that I believe strongly in an environmental philosophy of education. One thing that I… |
Sequence 160If you go over to the top right hand corner of the figure we have" the social context." This is extremely… |
Sequence 161components describes the real parameters of a philosophy of educa- tion, the important ones in any case. Today l'm going… |
Sequence 162an individual level, perhaps as parents, in the way we rear our own children; but we also create it on a cultural level in the… |
Sequence 163conception of childhood. The wonder of Montessori, of course, and many other holistic theories, is that she integrated… |
Sequence 164And then finally I want to talk about this notion of the pitfall of progressivism because progressivism today is the dominant… |