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Sequence 30In holding her as a model, in retelling that part of the story of her inspiration, I think she showed each of us what is most… |
Sequence 31She speaks of his "entirely original idea about the training of teachers for defectives" so that they became… |
Sequence 32professionals. We understand also that inspiration is held in the vessel of special relationships. Further, if we are to… |
Sequence 33We can no longer afford to be right, whether teacher or parent. Being right is simply not important. Even if we know… |
Sequence 34primary classes create what Montessori calls "cohesion by senti- ment." Many choices of work and work mates… |
Sequence 35and the universe and the microcosm of the self. They seek to think for themselves and be with one another successfully. Phase… |
Sequence 36spends oneself, the more we breathe life into (in-spire) those around us. This is of course a high price-but what would we… |
Sequence 37of this ritual contained the sign of our experience, marked our hope and confidence in the future of our children. This is… |
Sequence 38REFERENCES Covey, Stephen R. The Seven Habits of Highly Effective People. New York: Simon & Schuster, 1989. Dyer,… |
Sequence 39Mary Raudonis Loew 34 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 40p ARENTS AS MORAL EDUCATORS by Mary Raudonis Loew This philosophical and compassionate article by Mary Raudonis Loew puts… |
Sequence 41Enter the child ... the baby, come out of the darkness and into the light and love of adult humans, the parents, and into a… |
Sequence 42stand and dream that humanity has a calling, and that calling has to do with an appreciation of the unity of all, the profound… |
Sequence 43And Dr. Claremont, quoting Maria Montessori in his Translator's Note to The Absorbent Mind, says, "We know how… |
Sequence 44Morality and Relationships By direct implication, and definition, morality is relational. It has to do with my interactions… |
Sequence 45Because of his relative freedom from heredity, man must create within himself the organizing principle for directing his… |
Sequence 46B. That which satisfies the child's needs is seen as good and moral; recognition that other people have needs and… |
Sequence 47operating, upon occasion, at the most advanced level of functioning, although perhaps done at a pre-conscious level. It has… |
Sequence 48THE CHILD IN THE FAMILY Parents play a special and unique role as first and most significant guide in this development. To… |
Sequence 49"Strict Father" model. This is a model some of us may be familiar with: "Wait until your father… |
Sequence 50What are the specifics of parental behavior that will aid the child's life? • Give the child the gift of love, without… |
Sequence 51• Allow your child to feel strong feelings; teach him or her acceptable ways of expressing them. • Expect error and cultivate… |
Sequence 52Conference Proceedings, July 19-24, 1994, Washington, DC]. Rochester, NY: AMI/USA, 1995. 117-130. Lakoff, George. "… |
Sequence 5348 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 54TEN MONTESSORI IDEAS THAT CONVERT PARENTS TO THE CHILD'S POINT OF VIEW by David Kahn This outline serves as a guide for… |
Sequence 55and to the new parent there is nothing more challenging than the unfolding needs and mystery of human development of their… |
Sequence 56• Montessori is a consistent developmental psychology from the prenatal period through adolescence. 11 Adolescence is a sec-… |
Sequence 57• The prepared environment (the child's love of the environ- ment) is a parent's best friend, a media ting guide… |
Sequence 58• Communication • Activity · Manipulation · Repetition · Exactness • Self-Perfection -Work • With the emergence of the… |
Sequence 59• Noble Characteristics of Adolescents (Outcomes): • Reflection on the Transcendent-some spiritual orientation, idealism •… |
Sequence 60• Substitution of the adult will, where the adult force-feeds the child, is a very undermining approach. Telling people what… |
Sequence 61• Self-Consciousness Disappears: One has a sense of transcending the limits of one's ego. • The Sense of Time Is Altered… |
Sequence 62• It is easy for an adult to imagine the extension of particle waves from where they are into space. The elementary child can… |
Sequence 638. THE CHILD IN NATURE We can overcome "nature-deficit disorder" (Louv) through nature attachment. •… |
Sequence 64• The God Who Has No Hands story not only sows the seeds of the sciences, but introduces the dialogue between evolution and… |
Sequence 65• They will be lifelong learners because they enjoy what they do and learn in order to envision. • They will be socialized… |
Sequence 66The NAMTA Journal 61 |
Sequence 67Eduardo J. Cuevas 62 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 68LIBERTY: SPIRITUAL FREEDOM AND MORAL RESPONSIBILITY by Eduardo J. Cuevas Mr. Cuevas' universal article about freedom,… |
Sequence 69I want to publicly acknowledge not only the professional debt I owe Nan but the moral debt I owe her, and all trainers,… |
Sequence 70is the spirit within us all. From this we get that the ulterior goal of education is to help the spirit within each individual… |
Sequence 71need to grow and flourish. Montessori theory states that these charac- teristics develop during what is known to us as the… |
Sequence 72just state that the "right" nourishment is that which responds to its needs: We must not therefore set… |
Sequence 73leave it at that. (Maybe there's been planted in you a desire to further investigate and meditate on the essence of words… |
Sequence 74conditions he cannot walk no matter how much liberty he's given to do so. On the other hand, the individual who cannot… |
Sequence 75Having said this, one must recognize that there is a vital relation between these two freedoms, the external and the internal… |
Sequence 76We must make our meanfag clear by using another word than liberty; a word expressing another concept. At the base of all… |
Sequence 77This implies that the liberty given to the child is-at any time- conditioned to the level of independence he's acquiring… |
Sequence 78for himself that becomes codependent and a burden on society. To take care of oneself in as many facets of life as possible… |
Sequence 79The other fact is that this independence, this continuous conquest toward independent functioning-which gives us existence as… |
Sequence 80sees genuine sentiments of love and pity that are very refined" ("Moral and Social Education" 17… |
Sequence 81Montessori, Maria. The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings. Ed. Robert G.… |
Sequence 82The NAMTA Joumaf 77 |
Sequence 83Joen Bettmann 78 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 84THE SENSORIAL AWAKENING: THE CHILD UNDER SIX IMMERSED IN THE NATURAL WORLD by J oen Bettmann Joen Bettman' s medley of… |
Sequence 85have heard me read this before. It's from a children's book by Byrd Baylor, titled The Way to Start a Day. I hope it… |
Sequence 86And that object became part of him for the day, or a certain part of the day, or for many years, or stretching cycles of… |
Sequence 87pages. Uniquely, the main character describes the world completely through his olfactory experiences. Suskind is so skilled… |
Sequence 88world of possibilities open to all the ideas that might be generated from that kind ofopen-endedness. To wit- ness children… |
Sequence 89notice that his soul has already become estranged from nature. We simply ask our children to adapt themselves to their prison… |
Sequence 90The two outcomes of this kind of attachment to nature are a sense of self as one who is confident and authentic, and a… |
Sequence 91The diversity of creatures astonishes us. Cone-nosed kiss- ing bugs and star-nosed moles. Narwhals, sharks, fireflies, and… |
Sequence 92Care means collaboration, consciousness, contribution, caution for its wellbeing yet carefree celebration of its contours,… |
Sequence 93the cover of two densely vegetated areas on the margins of the playground. When they were not nestled beneath birches,… |
Sequence 94Creative thinking is practiced in activities that give chil- dren choices that require children to do things for them- selves… |
Sequence 95pletely removed from the sensorial delights and their crowning names. Think of what it means to be familiar with, to know, one… |
Sequence 96or kept. Dr. Montessori put it in the context of limits and also in relation to serving the spiritual life:" A child… |
Sequence 97diving off cliffs into deep cold water, finding ways to glide on the winds of the air, in imitation of the glorious flight of… |
Sequence 98What we lose in our great human exodus from the land is a rooted sense, as deep and intangible as religious faith, or why we… |
Sequence 99Coles is describing the aching and yearning of life, with all of its complexity and the many stories of its creatures that all… |
Sequence 100the pace, the race, or the battering of our senses with the overload and the multi-stimulated bombardment of a technological… |
Sequence 101REFERENCES Baylor, Byrd. The Way to Start a Day.1977. New York: Simon & Schuster-Aladdin, 1998. Coles, Robert.… |
Sequence 102The NAMTA Journal 91 |
Sequence 10398 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 104FROM THE GARDEN TO THE FARMHOUSE: FARM LIFE AND EDUCATION FOR CHILDREN UNDER Six by Lyn Dyck A glimpse of a whole school on… |
Sequence 105Farm life and education seem inseparable to me. I didn't seek a school in the country, but when the opportunity was there… |
Sequence 106property's potential. We now have three options-half day from 8:30 to noon, three-fourths day from 8:30 to 4:00, and full… |
Sequence 107"All education is environmental education ... by what is included or excluded we teach the young that they are part… |
Sequence 108about them in our Montessori training course, and I believe they also apply as we guide children in their work in an outdoor… |
Sequence 109comment was, "Everything has a purpose. Even the annoying fly has a purpose. Even the mosquito has a purpose.&… |
Sequence 110PREPARE THE ENVIRONMENT The next key is to prepare the environment to connect the practical life, sensorial, and language… |
Sequence 111When a child has chosen to work with the geometric solids (not the first presentation, of course), I love to tell the story… |
Sequence 112experience on his environment. We call such experience 'work"' (Montessori, The Absorbent Mind 112).… |
Sequence 1131. Observe: Know the materials for the work and notice if the hat/apron is not in its place (clue that someone is using it);… |
Sequence 114Figure 1. Menu Planning Book week. The children choose the lunch menus by placing cards with words representing protein foods… |
Sequence 115nity. For the four- and five-year-olds, it can also involve writing, first with the movable letters and later on paper. We… |
Sequence 116Thursday: yogurt, muffins, juice, milk Friday: eggs, toast, juice, milk Even the youngest children can crack and cook their… |
Sequence 117flowers, vegetables, butterflies and bees, herbs and scents, and a bird feeding area. For the youngest children, gardening… |
Sequence 118all of the elements of life, when its roots start to grow down into the land, then a stem grows up out of the land and keeps… |
Sequence 119all seeds have been placed on the line, we use our hands to spread the land over the seeds. Next is walking heel to toe on the… |
Sequence 120off the roof will be collected in large cisterns for watering the gardens and washing. We also chose to use straw bale… |
Sequence 121Montessori, Maria. Education for a New World. 1946. Oxford: Clio, 1989. Montessori, Maria. The Montessori Method. 1912. Trans… |
Sequence 122The NAMTA Journal l 17 |
Sequence 123Gerard Leonard 118 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 124DEEPENING COSMIC EDUCATION by Gerard Leonard This article is a special blend of research, theory, and practice, with clear… |
Sequence 125simple tool-the pencil-a sense of the whole and the interconnec- tions between things and people. The elder hoped to awaken… |
Sequence 126which ensures the purity of the sea-water and the purity of the air during the many millions of years is called life"… |
Sequence 127this approach opened up the intriguing question of the significance of human activity on the earth. Antonio Stoppani looked… |
Sequence 128understanding of the complex planetary systems. In 2004, the world scientific community completed an extraordinary decade-long… |
Sequence 129could fit on the head of a pin to a child of this age, and the reaction was one of wonder and awe, and often a desire to… |