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Sequence 6THE FOREST The forest at Lincoln Montessori came into being largely through the effort and generosity of a family whose child… |
Sequence 7activity as each child explores. The paths and plants define the structure, the cycles of nature the activity. Low branching… |
Sequence 8living 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 9sorial and experiential way. They also observe the effects of clouds passing before the sun and feel the climatic result of a… |
Sequence 10cycles in nature through observation and experience, a child will have a base upon which to build more theoretical… |
Sequence 11Chawla, Louise, & Roger A. Hart. "The Roots of Environ- mental Concern." The NAMTA Journal 20.1 (… |
Sequence 1David Hutchison 206 The NAMTA Journal • Vol. 28, No. l • Winter 2003 |
Sequence 2TEACHING NATURE: FROM PHILOSOPHY TO PRACTICE by David Hutchison David Hutchison looks at educational resistance to nature… |
Sequence 3mentally congruent view of the importance of contact with nature in childhood. PROBLEMATIZING NATURE EDUCATION One of the… |
Sequence 4A second way nature education is problematized is through the sentiment that we should avoid nature at all costs. Many… |
Sequence 5our relationships with our children come under this umbrella. We have a sense of ownership over that relationship and we don… |
Sequence 6Montessori has this wonderful notion of the universe story as a curricular framework for the middle years, which operates at… |
Sequence 7the world, or should we start with the immediacy of the local environ- ment-the school playground, the neighborhood, a child… |
Sequence 8geographer, historian, artist, etc. Each discipline represents a particu- lar way of looking at the world. Significantly,… |
Sequence 9holistic, or even naturalistic values that fly in the face of disciplinary thinking. Science, geography, history, and other… |
Sequence 10which does not forsake nature but rather celebrates the American landscape as part and parcel of our natural heritage. Where… |
Sequence 11the prepared environment. Many people who teach outside of the Montessori tradition believe that you folks just have children… |
Sequence 12The nature education approach that most closely conforms to the personal growth philosophy (with its strong affective focus)… |
Sequence 13action-are each represented at various levels of schooling in the United States today. So too each forwards a contrasting view… |
Sequence 1A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 1 by Silvana Quattrocchi Montanaro Dr. Montanaro speaks of how Montessori… |
Sequence 2Let me explain, very briefly, how I entered the Montessori world and how this experience changed deeply my personal and profes… |
Sequence 3special unity that we must help while, usually, pediatricians cure only the body while psychologists cure only the mind-but… |
Sequence 4of the ocean, at the circular motion of the stars, and they pass by themselves without wondering!" Once this… |
Sequence 5beings reveal a fundamental need for order since the beginning of life and are capable of being self-disciplined" (… |
Sequence 6need to go inside of our being and get in con tact with our "True Self," the divine core where divine Light… |
Sequence 7REFERENCES Deng Ming-Dao. 365 Tao: Daily Meditations. San Francisco: Harper, 1992. Montessori, Maria. The Absorbent Mind.… |
Sequence 1A MONTESSORI LIFE AS A SPIRITUAL JOURNEY-PART 2 by Muriel Dwyer Muriel Dwyer' s caution that the best-laid plans do not… |
Sequence 2individually, whether your entrance in to Montessori was intentional or accidental. Why did you come? Then I thought, and… |
Sequence 3As I have said, I had decided I did not want to study, but having come into teaching I have never stopped. In the course of… |
Sequence 4know the story of the salmon? You know the salmon is born upriver in fresh water and when it is a certain size, it swims all… |
Sequence 5evolve into real Children's Houses instead of what they sometimes appear to be, which is more akin to laboratories. I… |
Sequence 6environment that has been prepared to encourage and allow explora- tion. Very seldom-occasionally, but very seldom-yet… |
Sequence 1NURTURING THE SPIRIT OF THE TEACHER by Mary Ra udonis Loew Taking a philosophical look at the motivational underpinnings of a… |
Sequence 2with joy. It is the discovery of this truth, at a level deep enough to be called "soul," which brings us… |
Sequence 3able. Grown-ups and children must join their forces. In order to become great, the grown-up must become humble and learn from… |
Sequence 4Our work is deeply grounded in the knowledge that life is ever moving in a direction towards fullness. Our part may be small… |
Sequence 5· It teaches me about growth and vulnerability and what it means to be human. • It teaches me how to develop relationships… |
Sequence 6Transformational phenomena-that, and no less, is what our practice is about. And I don't know about you, but those three… |
Sequence 7Ours is not always a direct teaching process. We do not tell the children what they must do to become healthy adult people. We… |
Sequence 8We miss an opportunity. We jump to conclusions. We forget to pull the blinds of habit from our eyes; we react or overreact… |
Sequence 9And in so loving, our life of service is made. I want to talk for a minute about Mr. Fred Rogers, who I have always felt had… |
Sequence 10He wanted to be a friend of children, and he became that friend. This is not unlike our own wish. Aren't we lucky to be… |
Sequence 11Practice the Art of Possibility. Remember when you were new in the work-every mundane or menial task pointed to a bright and… |
Sequence 12Let us share the journey, smile together, perhaps even wipe aside one tear of love. I dedicate this weekend to all those who… |
Sequence 1REDEFINING WHO WE ARE: THE WORK OF A LEARNING COMMUNITY FACING ADOLESCENTS/ FACING OURSELVES by Patricia Ludick Patricia… |
Sequence 2the children and adolescents we serve on a daily basis. My belief is that they teach us, inform us, and pull us toward our own… |
Sequence 3condition and ultimate destiny as individuals and as members of a human race. It calls us to a "heads up"… |
Sequence 4in the large potential of every human being. We have to decide to change in order to offer the children who live with us the… |
Sequence 5· There is restlessness, a holy longing, and a fire that seems to reside within the adolescent. If you remember the power of a… |
Sequence 6I remember a line I read from Eudora Welty, who said something to the effect that the events in our lives happen in a sequence… |
Sequence 7FACING OURSELVES It is within the prepared environment of the adolescent commu- nity that the adult comes into full… |
Sequence 8present hopefulness. We are being invited to grow and to change and to move more fully intowholenessourselves,as we observe… |
Sequence 9point as well (some of you may remember Vanier as connected with the L' Arche Society, recognized internationally for its… |
Sequence 10· Charity • Communication • Empathy · Moral decisions • Manual work • Celebration · Belonging · Forgiveness ·… |
Sequence 11writings, namely, love. The following seven aspects of love, as sug- gested by Vanier (with a summary of his discussion of… |
Sequence 12are beginning to recognize what I am getting at a~ I proceed with these analogies. The experts instruct, but so do our young… |
Sequence 13toward optimal human development and is closely aligned with what we see growing out of our work with adolescents in their… |
Sequence 14gift of independence, complementing this with the support and chal- lenge components necessary for their personal development… |
Sequence 15Profiles of Community School as Community (Gemeinschaft) School as Formal Organlzatiou (Gesellschaft) Affective… |
Sequence 16I don't have to tell you of the decisions and social development challenges that are everyday occurrences in our practice… |
Sequence 17REFERENCES Joosten, A.M. Learning From the Child. Amsterdam: Asso- ciation Montessori lnternationale, n.d. Reprinted from… |
Sequence 1Annette Haines 48 The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
Sequence 2WORK by Annette M. Haines Dr. Haines touches on the work of adaptation of the infant, the work of the "psycho-… |
Sequence 3thrown out of that garden, cursed "to till the ground from whence [ they were] taken" (Genesis 3:23), the… |
Sequence 4mind they gave suggestions, inspiration, problems. And these are for the mind what cold and hunger are for the body. (20)… |
Sequence 5Unfortunately, adolescence is a period of life when society puts its young people in a hold· ing pattern. The frustration… |
Sequence 6cient history, astronomy, geology, and chemistry-in other words, a cosmic curriculum. The work of the child at the second… |
Sequence 7philosophical, addressing questions of nature and the universe and analyzing causality in the natural world and the cosmos.… |
Sequence 8HUMAN AS COSMIC AGENT In the cosmic tales told to the children at the elementary level, the animals, the rocks and plants,… |
Sequence 9Whereas the other creatures simply conserve the environment, human beings have the power to modify it. We modify the trees,… |
Sequence 10society which for us have been unsolvable" (Reconstruction in Educa- tion 14). But this is truly utopian dreaming… |
Sequence 11"This," she said, "is our hope-a hope in a new humanity that will come from this new education, an… |
Sequence 1Joen Bettmann 60 The NAMTA Jou.ma/ • Vol. 28, No. 2 • Spring 2003 |
Sequence 2TRUE WORK: DISCOVERING THE PATH TO SELF-PERFECTION THROUGH THE PREPARED ENVIRONMENT by J oen Bettmann Ms. Bettmann… |
Sequence 3THE PATH TO NORMALIZATION Is THROUGH Wo«K It is easy to be overcome by standards, expectations, and assess- ments; our whole… |
Sequence 4And each time that such a [phenomenon of] polarization of attention took place, the child began to be completely transformed… |
Sequence 5I'd like to share an anecdote that emphasizes the importance of freedom of choice. A child who was preoccupied about her… |
Sequence 6room, as though this was her "base." Eventually the sewing basket was available, which was what she… |
Sequence 7Knowledge can best be given where there is eagerness to learn, so this is the period when the seed of everything can be sown… |
Sequence 8THE MISNOMER OF "SCHOOLING" CHILDREN What is a Casa? How do we fall prey to defining our "… |
Sequence 9Presentations as "Presents" No matter how many years we have been practitioners, for the child, each… |
Sequence 10And in another passage: It is just as if we were standing on the edge of a Jake, looking without much attention at the shore… |
Sequence 11texture, weight, dimension; the sequence of the function of word exercises where every new function builds upon the child… |
Sequence 12been created, the guide takes back the pen and begins recording dots. After the guide has recorded a few addends, she invites… |
Sequence 13questions, we often give the idea to the child to stop what he is doing and put away an activity. The thought of discontinuing… |
Sequence 14pa per letters, and the words for the sensorial attributes. In spite of this, I started noticing how the children were… |
Sequence 15As a daily procedure in one Casa, the children line up to walk to the park. The guide quietly counts to see that all the… |
Sequence 16A distinction must be made between work and forced labour. The outer appearance may be the same, but the former is of a… |
Sequence 17[Order] is a vital need at a certain age, in which disorder is painful and is felt as a wound in the depths of the soul, so… |
Sequence 18The objects surrounding the child should look solid and attractive to him, and the house of the child should be lovely and… |
Sequence 19and ready will. (T'1e Discovery of the Child, Costelloe trans- lation 315) We know that we cannot learn to dance without… |
Sequence 20ment; by acting on her environment, the small child is creating herself. All areas interlink: Observing the child who works on… |
Sequence 21and instruction. However much the environment corre- sponds to the needs of the child, by so much will our roles as teachers… |
Sequence 22plus the botany cabinet with three drawers plus at least six puzzle maps plus the fraction insets with the ten frames.… |
Sequence 23memorization of puzzle words, or math facts, our goal should be to hear the child asking questions such as these: "… |
Sequence 24environment. He is self-directed, self-disciplined, and ready for the larger world. But he is not alone. We look to the entire… |
Sequence 25Montessori, Maria. The Secret of Childhood. Trans. Barbara Barclay Carter. Calcutta: Orient Longmans, 1936. Montessori, Maria… |
Sequence 1Mlhalyi Csikzsentmihalyi 86 The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
Sequence 2THE EVOLVING NATIJRE OF WORK by Mihaly Csikszentmihalyi Beginning with a definition of work built around a systems view of… |
Sequence 3In all organisms, the major task is to produce more calories than what you consume and be able to pass on your genes to the… |