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Sequence 7• Noble Characteristics of Adolescents (Outcomes): • Reflection on the Transcendent-some spiritual orientation, idealism •… |
Sequence 8• Substitution of the adult will, where the adult force-feeds the child, is a very undermining approach. Telling people what… |
Sequence 9• Self-Consciousness Disappears: One has a sense of transcending the limits of one's ego. • The Sense of Time Is Altered… |
Sequence 10• It is easy for an adult to imagine the extension of particle waves from where they are into space. The elementary child can… |
Sequence 118. THE CHILD IN NATURE We can overcome "nature-deficit disorder" (Louv) through nature attachment. •… |
Sequence 12• The God Who Has No Hands story not only sows the seeds of the sciences, but introduces the dialogue between evolution and… |
Sequence 13• They will be lifelong learners because they enjoy what they do and learn in order to envision. • They will be socialized… |
Sequence 1Eduardo J. Cuevas 62 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 2LIBERTY: SPIRITUAL FREEDOM AND MORAL RESPONSIBILITY by Eduardo J. Cuevas Mr. Cuevas' universal article about freedom,… |
Sequence 3I want to publicly acknowledge not only the professional debt I owe Nan but the moral debt I owe her, and all trainers,… |
Sequence 4is the spirit within us all. From this we get that the ulterior goal of education is to help the spirit within each individual… |
Sequence 5need to grow and flourish. Montessori theory states that these charac- teristics develop during what is known to us as the… |
Sequence 6just state that the "right" nourishment is that which responds to its needs: We must not therefore set… |
Sequence 7leave it at that. (Maybe there's been planted in you a desire to further investigate and meditate on the essence of words… |
Sequence 8conditions he cannot walk no matter how much liberty he's given to do so. On the other hand, the individual who cannot… |
Sequence 9Having said this, one must recognize that there is a vital relation between these two freedoms, the external and the internal… |
Sequence 10We must make our meanfag clear by using another word than liberty; a word expressing another concept. At the base of all… |
Sequence 11This implies that the liberty given to the child is-at any time- conditioned to the level of independence he's acquiring… |
Sequence 12for himself that becomes codependent and a burden on society. To take care of oneself in as many facets of life as possible… |
Sequence 13The other fact is that this independence, this continuous conquest toward independent functioning-which gives us existence as… |
Sequence 14sees genuine sentiments of love and pity that are very refined" ("Moral and Social Education" 17… |
Sequence 15Montessori, Maria. The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings. Ed. Robert G.… |
Sequence 1Joen Bettmann 78 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 2THE SENSORIAL AWAKENING: THE CHILD UNDER SIX IMMERSED IN THE NATURAL WORLD by J oen Bettmann Joen Bettman' s medley of… |
Sequence 3have 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 4And 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 5pages. Uniquely, the main character describes the world completely through his olfactory experiences. Suskind is so skilled… |
Sequence 6world of possibilities open to all the ideas that might be generated from that kind ofopen-endedness. To wit- ness children… |
Sequence 7notice that his soul has already become estranged from nature. We simply ask our children to adapt themselves to their prison… |
Sequence 8The two outcomes of this kind of attachment to nature are a sense of self as one who is confident and authentic, and a… |
Sequence 9The diversity of creatures astonishes us. Cone-nosed kiss- ing bugs and star-nosed moles. Narwhals, sharks, fireflies, and… |
Sequence 10Care means collaboration, consciousness, contribution, caution for its wellbeing yet carefree celebration of its contours,… |
Sequence 11the cover of two densely vegetated areas on the margins of the playground. When they were not nestled beneath birches,… |
Sequence 12Creative thinking is practiced in activities that give chil- dren choices that require children to do things for them- selves… |
Sequence 13pletely removed from the sensorial delights and their crowning names. Think of what it means to be familiar with, to know, one… |
Sequence 14or kept. Dr. Montessori put it in the context of limits and also in relation to serving the spiritual life:" A child… |
Sequence 15diving off cliffs into deep cold water, finding ways to glide on the winds of the air, in imitation of the glorious flight of… |
Sequence 16What 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 17Coles is describing the aching and yearning of life, with all of its complexity and the many stories of its creatures that all… |
Sequence 18the pace, the race, or the battering of our senses with the overload and the multi-stimulated bombardment of a technological… |
Sequence 19REFERENCES Baylor, Byrd. The Way to Start a Day.1977. New York: Simon & Schuster-Aladdin, 1998. Coles, Robert.… |
Sequence 1FROM THE GARDEN TO THE FARMHOUSE: FARM LIFE AND EDUCATION FOR CHILDREN UNDER Six by Lyn Dyck A glimpse of a whole school on… |
Sequence 2Farm life and education seem inseparable to me. I didn't seek a school in the country, but when the opportunity was there… |
Sequence 3property'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 4"All education is environmental education ... by what is included or excluded we teach the young that they are part… |
Sequence 5about them in our Montessori training course, and I believe they also apply as we guide children in their work in an outdoor… |
Sequence 6comment was, "Everything has a purpose. Even the annoying fly has a purpose. Even the mosquito has a purpose.&… |
Sequence 7PREPARE THE ENVIRONMENT The next key is to prepare the environment to connect the practical life, sensorial, and language… |
Sequence 8When a child has chosen to work with the geometric solids (not the first presentation, of course), I love to tell the story… |
Sequence 9experience on his environment. We call such experience 'work"' (Montessori, The Absorbent Mind 112).… |
Sequence 101. 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 11Figure 1. Menu Planning Book week. The children choose the lunch menus by placing cards with words representing protein foods… |
Sequence 12nity. For the four- and five-year-olds, it can also involve writing, first with the movable letters and later on paper. We… |
Sequence 13Thursday: yogurt, muffins, juice, milk Friday: eggs, toast, juice, milk Even the youngest children can crack and cook their… |
Sequence 14flowers, vegetables, butterflies and bees, herbs and scents, and a bird feeding area. For the youngest children, gardening… |
Sequence 15all 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 16all 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 17off the roof will be collected in large cisterns for watering the gardens and washing. We also chose to use straw bale… |
Sequence 18Montessori, Maria. Education for a New World. 1946. Oxford: Clio, 1989. Montessori, Maria. The Montessori Method. 1912. Trans… |
Sequence 1Gerard Leonard 118 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 2DEEPENING COSMIC EDUCATION by Gerard Leonard This article is a special blend of research, theory, and practice, with clear… |
Sequence 3simple tool-the pencil-a sense of the whole and the interconnec- tions between things and people. The elder hoped to awaken… |
Sequence 4which ensures the purity of the sea-water and the purity of the air during the many millions of years is called life"… |
Sequence 5this approach opened up the intriguing question of the significance of human activity on the earth. Antonio Stoppani looked… |
Sequence 6understanding of the complex planetary systems. In 2004, the world scientific community completed an extraordinary decade-long… |
Sequence 7could 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… |
Sequence 8Upper Elementary Botanical Drawings. plants. They were given the time, the place, the respect, and the validation to be able… |
Sequence 9so on. The classroom, in addition to having all the Montessori botany materials, had a botany library specially designed to… |
Sequence 10of Botany was mined for classification information on Divisions and families, and fabulous websites were discovered such as… |
Sequence 11the storied salmon of knowledge, in turn eaten by our great hero Cuchulainn; and the fairy tree, the hawthorn, that no one… |
Sequence 12because one does not put him in contact with nature. (From Childhood to Adolescence 35) I share these very personal… |
Sequence 13Montessori; see Creative Development in the Child 133) and become more cognizant of the keys in our timelines, charts, and… |
Sequence 14enlarges this picture to the great array of grazing and browsing animals all over the planet-the deer, the antelope, the bison… |
Sequence 15We tell many stories of the great and famous inventions and discoverers of history from Archimedes to the present, and other… |
Sequence 16The 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 17to 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 18Montessori, Maria. Education and Peace. 1949. Trans. Helen R. Lane. Chicago: Henry Regnery, 1972. Montessori, Maria. &… |
Sequence 19Wolken, Larry. "The International Pencil." SAGE: Scholas- tic Assistn11cefor Global Ed11cntio11. January 27… |
Sequence 1Greg MacDonald 138 The NAMTA Journal • Vol. 3/, No. 2 • Spring 2006 |
Sequence 2MONTESSORI COMMUNITY VALUES: SOWING THE SEEDS OF MORALITY by Greg MacDonald Greg MacDonald comes to the point of his paper… |
Sequence 3However, before we embark upon the quest to identify some of the answers to these questions, there is another question that… |
Sequence 4living, as well as deeper choices that may have lasting effects upon our lives and the lives of others. Daniel Pekarsky… |
Sequence 5• modeling by important adults and older youth • peer influence • the general physical and social environment ·… |
Sequence 6love, empathy, punctuality, sensitivity, tolerance, friend- liness, helpfulness, cheerfulness, gentleness, just, respect-… |
Sequence 7Teachers and schools tend to mistake good behavior for good character. What they prize is docility, suggestibility; the child… |
Sequence 8So, 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 9Montessori counseled that, if these behaviors did no harm, then the adult should not interfere with them. Repetition in the… |
Sequence 10related to moral action. At times, we must take a particular action in order to achieve some (moral) end. At other times, we… |
Sequence 11of moral development proposed by Kohlberg, a leader in moral devel- opment theory). Twenty-five percent referred to the &… |
Sequence 12previous behavior, success is achieved, and a "good" (in fact "per- fect"!) job is… |
Sequence 13independence, a right to one's own moral judgment (To Educate the Human Potential 6). A virtual "sensitive… |
Sequence 14dissuade children from tattling. We may even elect to demand that the child stop this pattern of tattling. Montessori teaches… |
Sequence 15if 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 16Unconsciously, each also contributes to the others, and to the harmony to be found on our planet. The Great Stories may lead… |
Sequence 17What we should keep in mind, however, is that the process of Going Out and the lessons that it teaches are much more important… |
Sequence 18Montessori noted that second-plane children are drawn to heroes. She observed that the heroic figures of history, in a11 areas… |
Sequence 19Relations with parents, teachers, and other adults introduce the child to important social standards, rules, and conventions.… |
Sequence 20• Provide children with "opportunities to develop social prob- lem solving skills" through such means as… |
Sequence 21make decisions in life because there are so many people to think about, different people to worry about. In sports you're… |
Sequence 22BATON RouGE, LA-In the chaos that was Causeway Boule- vard, thls group of evacuees stood out: a 6-year-old boy walking down… |