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Sequence 9And if we complain that the elements of our liturgy have lost their savor because we are no longer an agrarian culture, then… |
Sequence 10Guardini, Romano. Sacred Signs. Trans. Elinor C. Briefs. Westminster, MO: Newman Press, 1955. Jung, C. G. The Symbolic Life.… |
Sequence 1SCIENCE AND FAITH: MARIA MONTESSORI' S PRINCIPLES OF EDUCATION by Robert G. Buckenmeyer Dr. Buckenmeyer' sarray of… |
Sequence 2Psychologists, on the other hand, were traditionally foot-bound, over- burdened with statistical evidence, viewing "… |
Sequence 3the child from scholastic slavery nor, even more, from annoy- ing results. The same Froebe I, whose education of children was… |
Sequence 4Doctors merely assist the natural process called health to develop within the patient. Teachers, like doctors, merely assist… |
Sequence 5phers from Socrates, in the Apology, referring to himself as a midwife; through the early Medi- eval period, beginning… |
Sequence 6is why they start a search for know ledge of that Truth. Such is also the case with Montessori's search into how children… |
Sequence 7nation, she rejects Froebel's way of doing so on the basis of fantasy because, as she says, it forces the child to &… |
Sequence 8room, calmly smiling. She sat down at the edge of my bed and asked me: "Mario, do you see the chandelier swinging… |
Sequence 9made possession with which he can do as he wishes. Rather he will be keenly aware that the child belongs to God much more… |
Sequence 10At the same time, she identifies herself as a student of philosophy. She even translated an 1866 English edition of a book by… |
Sequence 11Kingdom of Heaven." Now let us picture among those to whom these words were spoken, an ardent, worshipping soul, who… |
Sequence 12Likewise, in The Montessori Method, she emphasizes that the "sec- ond form of preparation, that of the spirit&… |
Sequence 13the teacher and the scientist an Apostolic spirit. This Apostolic spirit sees not only the spirit of study about the child but… |
Sequence 14life, the first flowers of affection, of gentleness, of spontaneous love for righteousness which perfume the souls of such… |
Sequence 15in the child an epiphany of human nature, a Jerusalem as a city of God, as she states in the introduction to Education for a… |
Sequence 16this Ezekielian, Christlike, and" Apostolic" spirit while teaching chil- dren. 4 This, of course, means that… |
Sequence 17not yet fully formed: he has not yet gathered about him the last folds of his robe of flesh and of love which is made up of… |
Sequence 18Montessori, Maria. Education for a New World. Thiruvanmiyur, Madras, India: Kalakshetra, 1946. Montessori, Maria. The… |
Sequence 1THE RELATION BETWEEN THE CHILD'S WORK AND COSMIC WORK by Gianna Gobbi Gianna Gobbi' s essay speaks to the &… |
Sequence 2All living creatures carry out specific tasks that are directed at their own survival: They nourish themselves, protect… |
Sequence 3Theseplantsnourish us, heal us, and delight us. What's more, their work of respiration, in which they absorb carbon… |
Sequence 4spider web is the product of the adult. What interests us is the silk, the work of the child; thus, we want to observe the… |
Sequence 5nourishes himself, breathes, and lives in favorable climatic conditions no longer grows (physiologically, that is). Puberty… |
Sequence 6• Adjusting ourselves to the child's rhythm of work; • Proposing appropriate and intelligent projects and activi- ties… |
Sequence 7• We will get to see how the human being is formed, the human being who is made "in the image of God" and… |
Sequence 1COSMOS, HISTORY, AND THE HUMAN SPIRIT by Gerard Leonard A rare weave of classroom examples, literary allusions, and… |
Sequence 2I long to be in the heart of an island, on a rocky peak, to look out often upon the smooth surface of the sea. To see the… |
Sequence 3must be aroused in the coming generations," she said (The Child, Society and the World 113). The Montessori approach… |
Sequence 4The Story of our Universe is the most awe-inspiring tale that ever could be told. New dimensions are added to it almost… |
Sequence 5Montessori was deeply interested in serving the child's religious needs and creating an environment that would foster the… |
Sequence 6Here is a Universe Story written by eleven-year-old David: It all started when I was naught but sixteen-googolplex years old… |
Sequence 7"Let us give the child a vi- sion of the whole uni verse. The universe is an imposing real- ity, and an answer to… |
Sequence 8The epic is so grand and inspiring that many layers of meaning can be discovered by the child and the childlike among us.… |
Sequence 9millions of years ago, the first animals to do so. Earthworms have this great little grinding gizzard and very strong muscles… |
Sequence 10one boy told me I had a cousin earthworm in Australia measuring twelve feet long, and it was discovered that I had five hearts… |
Sequence 11accomplished its adventure with joy, conquering the earth, aspiring to the heavens, gripping the soil with strong roots to… |
Sequence 12individual soul. "Drink in the beauty and wonder at the meaning of what you see," says Rachel Carson in her… |
Sequence 13so beautiful. Thank you for being with us this evening as we sit here on the ground together." And it's about… |
Sequence 14fulfill the needs of others" (Education and Peace 138). She tells the tales of other heroes: the baker, the miner,… |
Sequence 15grateful have apparently been also self-serving, a strange and intrigu- ing paradox! To begin to see that "an… |
Sequence 16A marvelous way of helping children to understand the cosmic task of the human being is to take advantage of our deep human… |
Sequence 17wants the children to see the grandeur of human achievements, how human modifications have improved human life and often… |
Sequence 18Listen to this poem by twelve-year-old Matthew: Plants Making animal life possible, The gracefully growing plants are near… |
Sequence 19through the labyrinth. This was Maria Montessori's conviction and great insight. And so we come to our awesome task as… |
Sequence 20(Formation 6). Our self- preparation involves our willingness to visualize a child not yet in front of us, our desire to… |
Sequence 21The Last Bargain "Come and hire me," I cried, while in the morning I was walking on the stone-paved road.… |
Sequence 22Tire Earthworm. Haughley, Suffolk: The Soil Association, n.d. Fil kin, David. Stephen Hawking's Universe. New York: Basic… |
Sequence 23Tagore, Rabindranath. The Crescent Moon. New York: Macmillan, 1920. Teilhard de Chardin, Pierre. Building the Earth. Denville… |
Sequence 1THE SPIRITUAL CHALLENGE OF ERDKINDER PART 1: THE p ASSA GE FROM IMAGINATIVE VISION TO CONCRETE EXPERIENCE by David Kahn In… |
Sequence 2The motivational underpinning to learning the facts is that they are woven into a relationship between facts and concrete… |
Sequence 3history, the purpose and finality of civilization, the unity of self and world, the need for intimate contact with the earth… |
Sequence 4Implicit in each of the Great Lessons are practical experiences that make the stories part of ordinary day-to-day activities… |
Sequence 5ocean is like me," empathy becomes a learned concept. Every fact learned in geography or history is a moral lesson… |
Sequence 6A. Practical Considerations Museum of Machines Shop of Produce and/or Crafts Hotel for Parents Dorm for Resident Young… |
Sequence 7business people; neighborhoods to explore and document for their histories and ethnic origins. There is the same longing,… |
Sequence 8How, then, do we keep the head and hands together? How do we motivate both intellectual and manual work and at the same time… |
Sequence 9perfection. Adolescents share deci- sions with adults. Human tenden- cies become away of relating, seeing the value in how… |
Sequence 10How is a farm an organism from the point of view of the adolescents? On the farm, there are centers of work-the barn, the… |
Sequence 11goods from all over the world. When the trade is local, the direct relationships between earth and product are very real.… |
Sequence 12-------------------------------- --~ we are attempting to do with the Erdkinder project in Cleveland is to bring farm and… |
Sequence 13The Whole of Historv Any Community in Time Existing Modem------------Ancient C: .., 3: n" > C C: -0 ;:, 0… |
Sequence 14philosophy] can now, however, be developed on a scientific plan, and be made far more attractive" (7). Again… |
Sequence 15The seminar is a practical way to share knowledge. It has its own rules, etiquette, and linguistic conventions to get at the… |
Sequence 16The human is a great collaborator. And nature welcomes a gentle intervention. The trees' wounds will heal, and the maple… |
Sequence 1John Haught 126 The NAMTA Journal • Vol. 24, No. 2 • Spring 1999 |
Sequence 2ECOLOGY AND HUMAN DESTINY by John F. Haught John Haught writes that "selfhood arises out of its dependency on many… |
Sequence 3Why take action to prolong our earth's ecosystems far into the future if nature itself is so relentless in pushing all… |
Sequence 4NATURE'S TRANSIENCE If we could more deeply appropriate this eschatological interpreta- tion of the cosmos, we would be… |
Sequence 5ecological endeavors is not eroded, but enhanced, by the fact of time's passing. Looked at through the eyes of an… |
Sequence 6The theme of nature as promise, however, allows us to take the same scientific information that feeds naturalism and cosmic… |
Sequence 7by faith, it is not impossible that we would begin to see things in the cosmos that a posture of indifference, distrust, or… |
Sequence 8ments of planets in terms of epicycles. The new data will no longer fit comfortably into previous expectations of black cosmic… |
Sequence 9In the nineteenth century, geology and Darwin's theory of evolution gave us reason to believe that at least the earth… |
Sequence 10Since it has this clear beginning, science is inclined more than ever before to view the cosmos as a grand story. In the… |
Sequence 11With the help of astrophysics, we now suspect that even the earliest configuration of matter at the time of the big bang was… |
Sequence 12principle, the evolution- ary outcome of the con- ditions we observed there. Science no longer accepts the simple no- tion… |
Sequence 13Relationship, to speak somewhat paradoxically, turns out to be the very substance of things. Every entity is in some sense a… |
Sequence 14relationships presented to it by its environment. There are no sub- stances existing independently of relationships. Christian… |
Sequence 15constitutive world. Selfhood arises out of its dependency on many layers of cosmic occurrence: physical, chemical, biotic,… |
Sequence 16immortality of the human soul. Religious belief in the immortality of the soul, though quite capable of sustaining a sense of… |
Sequence 17the point of redeeming their forgotten sufferings or even following up on their ideals. What is worse, we might also abandon… |
Sequence 18There is something about the world that mysteriously refuses to allow even the most trivial truths to vanish. The fact that I… |
Sequence 19Christian ethics is rooted in the imperative to imitate God: "Be compassionate as your heavenly father is… |
Sequence 20limits of our own finitude, to embody God's own infinite care for the world. The traditional notion that the human soul… |
Sequence 21possible, no matter how defined the past may be. But how can we make sense of such a redemption? The answer, once again, lies… |
Sequence 22tion is that it leaves behind itself the entire material world of which the body is a part. We have already noted how… |
Sequence 23whose being, Trinitarian theology tells us, is also constituted out of relationships. It is also the case with human… |
Sequence 24more indeterminate or "free" fashion than do animals, plants, and rocks. Inanimate objects are bound by… |
Sequence 25qualitative enhancement? In that case, death would be a personal movement toward deeper participation in God's own… |
Sequence 26things that we ordinarily leave out, both cultural and natural, within the ambit of our care. Christians will recognize the… |
Sequence 27of relationship with the world. It is our bodies that allow us to relate to the world and that allow these relationships to… |
Sequence 28the ecological sense of our connection to the cosmos and other genera- tions of living beings. Our own personal destiny cannot… |
Sequence 1Aline D. Wolf 154 The NAMTA Journal • Vol. 24, No. 2 • Spring 1999 |
Sequence 2ARE WE SUCCEEDING IN NURTURING THE SPIRIT? by Aline D. Wolf Aline Wolfs challenge to Montessorians to look seriously at our… |
Sequence 3writing the book Nurturing the Spirit was a concern for the majority of Montessori students who do not receive this training… |
Sequence 4In a. very real sense the spiritual dimension permeated all of Montessori's work. I think that she never wrote a book… |
Sequence 5the child to put objects in a specific order-again order is calling the child from chaos to calmness and giving a sense of… |
Sequence 6her respect for nature, her knowledge of nature, and her urging us to put children into a relationship with the natural… |