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Sequence 124closing or revolutionizing the traditional types of employ- ment. ... there is a need for a more dynamic training of… |
Sequence 125· revelation of the innermost "vocation" (deep calling) of the soul, a sense of mission or commitment to one… |
Sequence 126• feeling of usefulness and an understanding of one's "many sided powers of adaptation" (Montessori,… |
Sequence 127The NAMTA Joumal 123 |
Sequence 128Ninth-grade students of the Hershey Montessori Farm School attend a lecture at Case Western Reserve University 124 The NAMTA… |
Sequence 129BRINGING THE MONTESSORI THREE-YEAR MULTI-AGE GROUP TO THE ADOLESCENT by David Kahn Speaking from direct experience at The… |
Sequence 130Since students attend The Montessori Farm School coming from both Montessori schools and more traditional educational formats… |
Sequence 131hormonal extremes or momentary anxiety, boredom, apathy, worry, or lethargy, those students usually pull themselves back… |
Sequence 132middle, and end for five different cycles. So how does this work with the adolescent? In the beginning, the seventh-grade… |
Sequence 133This placing of social- ization in relation to a project involves produc- tion and being part of a social enterprise. When… |
Sequence 134When the adolescents achieve this social independence, they are ready for high school. They are insightful about new friends.… |
Sequence 135responsibilities in a safe place. They have achieved discipline in order to see what the next steps are in both social life… |
Sequence 136Harvesting tomatoes at Hershey Montessori Farm School 132 The NAMTA Journal • Vol. 28, No. J • Winter 2003 |
Sequence 137BONDING WITH THE NATURAL WORLD: THE ROOTS OF ENVIRONMENTAL AWARENESS by Louise Chawla With delicate literary style and… |
Sequence 138The foundation of a child's environmental awareness, the abso- lute foundation on which everything else builds, is… |
Sequence 139of dog turds, eating my garden. I picked off the pretty snails, carried them gently a block away and turned them loose on… |
Sequence 140though its speed is one mile a week. Its brain keeps working even when removed from the slug. Omigod! That little circle of… |
Sequence 141ENCHANTMENT WITH THE WORLD Let's begin with enchantment with the world. I want to emphasize this because I think that,… |
Sequence 142Nature: A Favorite Place [nformation about children's relationship with nature has been coming out from many studies… |
Sequence 143they are within sight and call of their parents, where they can dash inside as they need to. But when you ask them about their… |
Sequence 144We also know children have a special attraction to the natural world because when you involve them in design projects they… |
Sequence 145cause it's important for the health of children. I think you are familiar with Rachel Carson' s wonderful book A… |
Sequence 146trees grew and they're big, mature trees now and the grass has grown, but around others the trees died and everything was… |
Sequence 147rated games. They invented stories that would go on from day to day in their play, whereas the play in the built area was more… |
Sequence 148the farm manager and teachers: What were their goals? What did they want the children to be taking away from their visit? The… |
Sequence 149the natural world. Then they talk also, again and again, about some special person who showed the value of natural places (… |
Sequence 150LEARNING TO SEE AND NATURAL SYMPATHY Here again are the words of Rachel Carson, returning to the theme that, yes, facts are… |
Sequence 151ADVANCED KNOWLEDGE Rachel Carson leads us into this form of connection as well: "Once the emotions have been aroused… |
Sequence 152I'm the international coordinator of a project for UNESCO called Growing Up in Cities, which has produced many examples… |
Sequence 153idea? Beginning with the local, beginning with what's in their school yard, beginning with the individual creatures, that… |
Sequence 154QUESTIONS ANO ANSWERS Q. In the city farms that you mentioned, has any study been done on the long-term effects of that… |
Sequence 155A. I think we' re only beginning to reach that. Stephen Kaplan and Rachel Kaplan, at the University of Michigan, have led… |
Sequence 156A. I think it's a basic issue. The world is filled with people who care for their individual pets, care for their… |
Sequence 157Chawla, Louise. "Significant Life Experiences Revisited." Journal of Environmental Education 29.1 (1998,… |
Sequence 158Kirkby, Mary Ann. "Nature as Refuge in Children's Envi- ronments." Children's Environments… |
Sequence 159The NAMTA Journal 155 |
Sequence 160Fritjof Capra 156 The NAMTA Journal • Vol. 28, No. 1 • Winter 2003 |
Sequence 161DEEP ECOLOGY: EDUCATIONAL POSSIBILITIES FOR THE TWENTY-FIRST CENTURY by Fritjof Capra Fritjof Capra's two-part lecture… |
Sequence 162based on my last two books, The Web of Life and the just recently published book The Hidden Connections. In the last chapter… |
Sequence 163extremely valuable and will have these larger social and political effects. With that, let me begin to talk about the topic… |
Sequence 164Report we read, "Humankind has the ability to achieve sustainable development to meet the needs of the present… |
Sequence 165I'm going to explore with you here. Ecology has many facets. You can study ecology as a science or as a philosophy, there… |
Sequence 166cal awareness, which is the awareness of connectedness-of being embedded in nature-is spiritual in its deepest essence. So it… |
Sequence 167Systems theory entails a new way of seeing the world and a new way of thinking, known as systems thinking or systemic thinking… |
Sequence 168Now, of course, not every network is a living system. A chicken wire fence is a network, a fishing net is a network, but… |
Sequence 169or dinner with people or have a drink in the bar and there's a conver- sation that reminds you of something you said to… |
Sequence 170This shift of focus from objects to relationships is not an easy one because it is something that goes counter to the… |
Sequence 171science. Just think of the difference between Western and Eastern medicine. When you are sick and go to a Western doctor,… |
Sequence 172So the arts can be a powerful tool for teaching systems thinking, in addition to other functions they have in education, in… |
Sequence 173her. In recent years there has been a dramatic rise in ecologically oriented design practices and projects, all of which are… |
Sequence 174Well, rather than going into all these details, let me just concen- trate on one important ecodesign area, and that is energy… |
Sequence 175be stored and used for our cars and buses and planes and trucks, until recently, was a major stumbling block. However, during… |
Sequence 176a fuel that can be stored, so hydrogen can be piped like natural gas or oil and can be stored in cars to drive. This brings… |
Sequence 177progresses, its energy efficiency will become so superior to oil that even cheap oil eventually will be uncompetitive and thus… |
Sequence 178then emerged and lived on that stage. The Gaia view is that the very stage was created and is being regulated and maintained… |
Sequence 179earliest stages is the only power on earth that can change the course of humanity in one gen- eration. So I'm more… |
Sequence 180development in ecodesign. In this second part I shall discuss the implications of all these ideas for education. I should tell… |
Sequence 181Similar efforts are underway in higher education, pioneered by an organization called Second Nature, located in Boston, which… |
Sequence 182What we learn is not only influenced by emotions but is even organized by emotions. And this means, of course, that an… |
Sequence 183attracted to one crop would disappear with the next. Instead of using chemical fertilizers, farmers would enrich their field… |
Sequence 184Now, beyond that, as you see a little bit from these slides, being in the garden is something magical. It is something that is… |
Sequence 185learning, based on the view of the brain as a complex, highly adaptive, self-organizing system. And in the publication… |
Sequence 186environment rich in sensory experiences and cognitive challenges will have lasting beneficial effects, while early… |
Sequence 187challenge is not to stimulate the child to learn-the child will learn no matter what. Children always learn, and they learn… |
Sequence 188synchrony. New experiences and understandings reconfigure these au tom a tic patterns. Learning is required when an en… |
Sequence 189voted to choose a small shrimp called the California freshwater shrimp, which occurred in the creeks surrounding the school in… |
Sequence 190Well, it is obvious that this kind of approach, integrating the curriculum through gardening or any other ecologically… |
Sequence 191the room, we find it's information that we've heard before. And it's nice to be validated as teachers to know… |
Sequence 192A. We have a different situation here because we started like this, with this problem, but then we became a foundation. We met… |
Sequence 193that their calculations would be completely wrong. They went in the wrong direction. But she didn't correct them, and… |
Sequence 194Q. Is there grant and foundation money toward green schools, green buildings? A. Yes, there is grant money. You should… |
Sequence 195Q. But she did. She said it. She said exactly what you said, that starting with the bacteria, each organism actually created… |
Sequence 196copy it, but to hold it up as a mirror of a different approach with similar goals and opportunities. I think it would be very… |
Sequence 197REFERENCES Ecoliteracy: Mapping the Terrain. Berkeley, CA: Learning in the Real World, 2000. The Edible Schoo/yard. Berkeley… |
Sequence 198Photo courtesy of ljhan Vershuur 194 The NAMTA Journal • Vol. 28, No. 1 • Winter 2003 |
Sequence 199ECOSYSTEMS IN THE BACKYARD PREPARING A DIVERSE OUTDOOR ENVIRONMENT FOR PRIMARY (AGES THREE To Six) CHILDREN by Mary B.… |
Sequence 200Nebraska is not an area of the country that lends itself to using the outdoors as an extension of the prepared environment. It… |
Sequence 201space has its own character and its own function, and each nurtures some distinct plant life as well as particular plant… |
Sequence 202It may sound a bit desolate, much like the virgin prairie must have been, but anyone who has observed children will be well… |
Sequence 203THE FOREST The forest at Lincoln Montessori came into being largely through the effort and generosity of a family whose child… |
Sequence 204activity as each child explores. The paths and plants define the structure, the cycles of nature the activity. Low branching… |
Sequence 205living model for the study of the parts of an insect at a later stage. In using the spaces, each child is allowed to choose,… |
Sequence 206sorial and experiential way. They also observe the effects of clouds passing before the sun and feel the climatic result of a… |
Sequence 207cycles in nature through observation and experience, a child will have a base upon which to build more theoretical… |
Sequence 208Chawla, Louise, & Roger A. Hart. "The Roots of Environ- mental Concern." The NAMTA Journal 20.1 (… |
Sequence 209The NAMTA Journal 205 |
Sequence 210David Hutchison 206 The NAMTA Journal • Vol. 28, No. l • Winter 2003 |
Sequence 211TEACHING NATURE: FROM PHILOSOPHY TO PRACTICE by David Hutchison David Hutchison looks at educational resistance to nature… |
Sequence 212mentally congruent view of the importance of contact with nature in childhood. PROBLEMATIZING NATURE EDUCATION One of the… |
Sequence 213A second way nature education is problematized is through the sentiment that we should avoid nature at all costs. Many… |
Sequence 214our relationships with our children come under this umbrella. We have a sense of ownership over that relationship and we don… |
Sequence 215Montessori has this wonderful notion of the universe story as a curricular framework for the middle years, which operates at… |
Sequence 216the world, or should we start with the immediacy of the local environ- ment-the school playground, the neighborhood, a child… |
Sequence 217geographer, historian, artist, etc. Each discipline represents a particu- lar way of looking at the world. Significantly,… |
Sequence 218holistic, or even naturalistic values that fly in the face of disciplinary thinking. Science, geography, history, and other… |
Sequence 219which does not forsake nature but rather celebrates the American landscape as part and parcel of our natural heritage. Where… |
Sequence 220the prepared environment. Many people who teach outside of the Montessori tradition believe that you folks just have children… |
Sequence 221The nature education approach that most closely conforms to the personal growth philosophy (with its strong affective focus)… |
Sequence 222action-are each represented at various levels of schooling in the United States today. So too each forwards a contrasting view… |
Sequence 223NAMTA NEWS FLOW STUDY RECEIVES Fuu FUNDING FOR ADOLESCENT PHASE Having received $60,000 in funding from the O'… |