Search Inside Documents
Displaying results 29701 - 29800 of 40617
Sequence 130Upper Elementary Botanical Drawings. plants. They were given the time, the place, the respect, and the validation to be able… |
Sequence 131so on. The classroom, in addition to having all the Montessori botany materials, had a botany library specially designed to… |
Sequence 132of Botany was mined for classification information on Divisions and families, and fabulous websites were discovered such as… |
Sequence 133the storied salmon of knowledge, in turn eaten by our great hero Cuchulainn; and the fairy tree, the hawthorn, that no one… |
Sequence 134because one does not put him in contact with nature. (From Childhood to Adolescence 35) I share these very personal… |
Sequence 135Montessori; see Creative Development in the Child 133) and become more cognizant of the keys in our timelines, charts, and… |
Sequence 136enlarges this picture to the great array of grazing and browsing animals all over the planet-the deer, the antelope, the bison… |
Sequence 137We tell many stories of the great and famous inventions and discoverers of history from Archimedes to the present, and other… |
Sequence 138The piece of metal that holds the eraser is caUed the ferrule and is made of brass (a combination of zinc and copper). Zinc is… |
Sequence 139to hold in our hearts and minds the big picture, and for the love of our children and the future, to keep our own fire of hope… |
Sequence 140Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 141Wolken, Larry. "The International Pencil." SAGE: Scholas- tic Assistn11cefor Global Ed11cntio11. January 27… |
Sequence 142The NAMTA Journal 137 |
Sequence 143Greg MacDonald 138 The NAMTA Journal • Vol. 3/, No. 2 • Spring 2006 |
Sequence 144MONTESSORI COMMUNITY VALUES: SOWING THE SEEDS OF MORALITY by Greg MacDonald Greg MacDonald comes to the point of his paper… |
Sequence 145However, before we embark upon the quest to identify some of the answers to these questions, there is another question that… |
Sequence 146living, as well as deeper choices that may have lasting effects upon our lives and the lives of others. Daniel Pekarsky… |
Sequence 147• modeling by important adults and older youth • peer influence • the general physical and social environment ·… |
Sequence 148love, empathy, punctuality, sensitivity, tolerance, friend- liness, helpfulness, cheerfulness, gentleness, just, respect-… |
Sequence 149Teachers and schools tend to mistake good behavior for good character. What they prize is docility, suggestibility; the child… |
Sequence 150So, do we indoctrinate our children with as many virtues as we are able to force into them? Or do we take a wider view,… |
Sequence 151Montessori counseled that, if these behaviors did no harm, then the adult should not interfere with them. Repetition in the… |
Sequence 152related to moral action. At times, we must take a particular action in order to achieve some (moral) end. At other times, we… |
Sequence 153of moral development proposed by Kohlberg, a leader in moral devel- opment theory). Twenty-five percent referred to the &… |
Sequence 154previous behavior, success is achieved, and a "good" (in fact "per- fect"!) job is… |
Sequence 155independence, a right to one's own moral judgment (To Educate the Human Potential 6). A virtual "sensitive… |
Sequence 156dissuade children from tattling. We may even elect to demand that the child stop this pattern of tattling. Montessori teaches… |
Sequence 157if the child and the adolescent do not have a chance to engage in a true social life, they do not develop a sense of… |
Sequence 158Unconsciously, each also contributes to the others, and to the harmony to be found on our planet. The Great Stories may lead… |
Sequence 159What we should keep in mind, however, is that the process of Going Out and the lessons that it teaches are much more important… |
Sequence 160Montessori noted that second-plane children are drawn to heroes. She observed that the heroic figures of history, in a11 areas… |
Sequence 161Relations with parents, teachers, and other adults introduce the child to important social standards, rules, and conventions.… |
Sequence 162• Provide children with "opportunities to develop social prob- lem solving skills" through such means as… |
Sequence 163make decisions in life because there are so many people to think about, different people to worry about. In sports you're… |
Sequence 164BATON RouGE, LA-In the chaos that was Causeway Boule- vard, thls group of evacuees stood out: a 6-year-old boy walking down… |
Sequence 165into a being that is far superior to us. He will not only be capable of a better way of living but will be the only person who… |
Sequence 166Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 167Pekarsky, Daniel. "The Role of Culture in Moral Develop- ment." Parenthood in America. Conference… |
Sequence 168The NAMTA Journal 163 |
Sequence 169Peter Gebhardt-Seale 164 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 170EARTH SYSTEMS AND HUMAN HISTORY by Peter Gebhardt-Seele In this stark review of the grim history and future of humanity and… |
Sequence 171Armed Conflicts 60------------------- 50 40 30 20 10 Source: Gantzel and Schwi.nghammer; Jung, SchlicMe, and Siegelbirg… |
Sequence 172Million Firearms 6--------------------- 5 4 3 2 1 Source: Amfire 1940 1950 1960 1970 1980 1990 2000 Figure 2. U.S.… |
Sequence 173Number of Warheads so,ooo------------------ 70,000 60,000 50,000 40,000 30,000 20,000 10,000 1950 1960 Source: NRDC… |
Sequence 174Parts Per Million by Volume 370------------------ 360 350 340 330 320 310 300 290 Source: ORNL, IPCC, Scripps 1000… |
Sequence 175Million Tons 7,000 ------------------ Source: ORNL, BP 6,000 5,000 4,000 3,000 2,000 1,000 1950 1960 1970 1980… |
Sequence 176Degrees Celsius 14.8------------------ 14.6 14.4 14.2 14.0 13.8 13.6 13.4 Souru: G<>ddard Institute (… |
Sequence 177Trillion Tons of Oil Equivalent 12------------------- Sources: IIASA, BP 10 8 6 4 2 1900 1920 1940 1960 1980 2000… |
Sequence 178Billion Barrels 25------------------- • &ntrce: DOD, DOE 20- 15- 10- Actual Production 5- j I I 1500 1700… |
Sequence 179Billion 14 -------------------- 12 10 8 6 4 2 Source: UN 0+------.....--- ...... --------..------1 1950 1970 1990… |
Sequence 180Hectares 0.25-------------------- 0.20 0.15 - 0.10 - 0.05 - Source: USDA 1950 1970 1990 2010 2030 Figure 11. Grain… |
Sequence 181techniques, that after the 1970s the catch per person was at least stable, but since the 1990s it has gone down. Scarcity of… |
Sequence 182How are those issues connected? For one thing, there is the interrelatedness of the world economy. Humans cannot go back to… |
Sequence 183tion-infested field, where nobody can live any more, including those who ignited the bombs. 3. WHAT CAN We Do? With a threat… |
Sequence 1844. MARIA MONTESSORI'S KEY TO THE SOLUTION Maria Montessori was aware, maybe not of all threats we know today, but of… |
Sequence 185When the child is given freedom to move about in a world of objects, he is naturally inclined to perform the tasks necessary… |
Sequence 186Another step may be founding a Montessori company that estab- lishes Montessori schools on a global basis, a management team… |
Sequence 187Laurie Ewert-Kroeker 182 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 188THE ADOLESCENT: TAKING ON THE TASK OF HUMANITY- CONDUCTING THE DIALOGUE BETWEEN NATURE AND SurRANATURE by Laurie Ewert-… |
Sequence 189work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 190Given the obvious advance of civilization in urban centers-why the "bosom of nature"? There is, of course,… |
Sequence 191tion in the complicated fabric of relationship. It is absolutely essen- tial-in the mind of the adolescent-to establish and… |
Sequence 192researchers to document and validate the evidence of nature's healing power, but until then, as Montessorians, we have… |
Sequence 193So opportunities for engagement in nature need to be right outside the door and continue beyond the building. Here are some… |
Sequence 194duction, soil analysis, seed ordering, planting, watering, weed- ing, harvesting, decisions about how much to preserve for our… |
Sequence 195Ponds, creeks, valleys, canyons, woods, watershed regions-all of these can be the focus and impetus for stewardship, study,… |
Sequence 196It occurs on two levels. One is in the experience of division oflabor that is required for a community to operate on the land… |
Sequence 197As human beings, we are fundamentally programmed to adapt to our environment and adapt our environment to our needs. What we… |
Sequence 198perceive global relationships can occur only when one is first able to perceive the finely detailed relationships that occur… |
Sequence 199have the sensorial experience of those relationships in nature and in supranature. So it follows logically that they must be… |
Sequence 200The NAMTA Journal 195 |
Sequence 201Annette M. Haines 196 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 202EMBODYING THE MONTESSORI CHALLENGE AS A TOTALITY: UNDERSTANDING REFINEMENT ACROSS THE PLANES OF EDUCATION by Annette M.… |
Sequence 203---------------------------------- - - - to have had a "refined" gentleman lover in the movie The French… |
Sequence 204of Mexico and California, today we are exploring new ways to refine our understanding of organisms and molecules at the micro… |
Sequence 205First Plane After birth, the process continues, but now the human being is in a new world with vastly greater opportunities… |
Sequence 206Ages Three to Six By the age of three, the child has laid down the foundations of her personality as a human being. She has… |
Sequence 207... the most difficult thing is to walk keeping one's equilib- rium balanced in the most difficult position, as, for in… |
Sequence 208By multiplying sense experiences and developing the abil- ity to evaluate the smallest differences in various stimuli, one… |
Sequence 209motor skills is lost (Talukder). The brain follows a use it or lose it paradigm and keeps only what is used. After the… |
Sequence 210ITHE .4 PLANs~ OF DJVELOPMENT! I TH «BULB> ,~~~' ~ ~ Figure 1. The Bulb. Maria Montessori, Rome, 1951 (cited… |
Sequence 211Like the infant, the social newborn is once again vulnerable and has marked sensitivities. The age may be crucial in the… |
Sequence 212We are not unlike a particularly hard crustacean. The lobster grows by developing and shedding a series of hard, protective… |
Sequence 213* * * So if this is part of the human predicament-the idea that we are given this urge to continually refine, to make things… |
Sequence 214Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 215Carol Alver 210 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 216TEACHER STAGES OF REFINEMENT by Carol Alver Carol Alver traces the development of the Montessori teacher as a three- period… |
Sequence 217· The third period-experience and maturity THE FIRST PERIOD: PRESENTATION OF KNOWLEDGE For the majority of students in… |
Sequence 218range of multi-handicaps. Several lacked eye contact and many were unable to control movement. The word "survival… |
Sequence 219Awareness of the needs of the total class while giving an uninter- rupted lesson is challenging. It is important to choose a… |
Sequence 220What is even more interesting to me as I observe schools is that the adults-administrators, parents, or other teachers-feel… |
Sequence 221Usually there is one child who makes you realize not everything is in the album. In my case it was a child we will call Dana,… |
Sequence 222ing other classes. This is a time when teachers can benefit by visiting other classes outside the school. Often during the… |
Sequence 223family, health, spiritual needs, interests, and hobbies. These affect the person as a whole. A graduate course I took years… |
Sequence 224feeling that the mission of helping the child acquire Respect, Respon- sibility, and Resourcefulness is as important in today… |
Sequence 225CLASSIFIEDS Alaska Alaska's Juneau School District seeks long-term substitute for 6-9 elementary. (Maternity leave-… |
Sequence 226520-398-0776 Fax Ore-mail to: lisaharrison@prodigy.net California Casa di Mir Montessori School is seeking an experienced… |
Sequence 227nity to learn both at the Elementary level. We are looking for experienced, enthusiastic and dynamic AMI cer- tified… |
Sequence 228on the East Side of San Francisco Bay (north of Oakland and south of Ber- keley). Our second campus is in San Mateo,on the… |
Sequence 229BA/BSdegree,AMS/ AMlcertifica- tion and 2+ years Montessori expe- rience (will consider otherwise qualified applicants w / o… |