Search Inside Documents
Displaying results 9701 - 9800 of 40617
Sequence 23into 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 24Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude A. Claremont. Thiruvanmiyur, Madras, India: Kalakshetra, 1959… |
Sequence 25Pekarsky, Daniel. "The Role of Culture in Moral Develop- ment." Parenthood in America. Conference… |
Sequence 1Peter Gebhardt-Seale 164 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 2EARTH SYSTEMS AND HUMAN HISTORY by Peter Gebhardt-Seele In this stark review of the grim history and future of humanity and… |
Sequence 3Armed Conflicts 60------------------- 50 40 30 20 10 Source: Gantzel and Schwi.nghammer; Jung, SchlicMe, and Siegelbirg… |
Sequence 4Million Firearms 6--------------------- 5 4 3 2 1 Source: Amfire 1940 1950 1960 1970 1980 1990 2000 Figure 2. U.S.… |
Sequence 5Number of Warheads so,ooo------------------ 70,000 60,000 50,000 40,000 30,000 20,000 10,000 1950 1960 Source: NRDC… |
Sequence 6Parts Per Million by Volume 370------------------ 360 350 340 330 320 310 300 290 Source: ORNL, IPCC, Scripps 1000… |
Sequence 7Million Tons 7,000 ------------------ Source: ORNL, BP 6,000 5,000 4,000 3,000 2,000 1,000 1950 1960 1970 1980… |
Sequence 8Degrees Celsius 14.8------------------ 14.6 14.4 14.2 14.0 13.8 13.6 13.4 Souru: G<>ddard Institute (… |
Sequence 9Trillion Tons of Oil Equivalent 12------------------- Sources: IIASA, BP 10 8 6 4 2 1900 1920 1940 1960 1980 2000… |
Sequence 10Billion Barrels 25------------------- • &ntrce: DOD, DOE 20- 15- 10- Actual Production 5- j I I 1500 1700… |
Sequence 11Billion 14 -------------------- 12 10 8 6 4 2 Source: UN 0+------.....--- ...... --------..------1 1950 1970 1990… |
Sequence 12Hectares 0.25-------------------- 0.20 0.15 - 0.10 - 0.05 - Source: USDA 1950 1970 1990 2010 2030 Figure 11. Grain… |
Sequence 13techniques, that after the 1970s the catch per person was at least stable, but since the 1990s it has gone down. Scarcity of… |
Sequence 14How are those issues connected? For one thing, there is the interrelatedness of the world economy. Humans cannot go back to… |
Sequence 15tion-infested field, where nobody can live any more, including those who ignited the bombs. 3. WHAT CAN We Do? With a threat… |
Sequence 164. MARIA MONTESSORI'S KEY TO THE SOLUTION Maria Montessori was aware, maybe not of all threats we know today, but of… |
Sequence 17When the child is given freedom to move about in a world of objects, he is naturally inclined to perform the tasks necessary… |
Sequence 18Another step may be founding a Montessori company that estab- lishes Montessori schools on a global basis, a management team… |
Sequence 1Laurie Ewert-Kroeker 182 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 2THE ADOLESCENT: TAKING ON THE TASK OF HUMANITY- CONDUCTING THE DIALOGUE BETWEEN NATURE AND SurRANATURE by Laurie Ewert-… |
Sequence 3work together, move forward in history. This is what the adolescent must experience and absorb: division of labor, the… |
Sequence 4Given the obvious advance of civilization in urban centers-why the "bosom of nature"? There is, of course,… |
Sequence 5tion in the complicated fabric of relationship. It is absolutely essen- tial-in the mind of the adolescent-to establish and… |
Sequence 6researchers to document and validate the evidence of nature's healing power, but until then, as Montessorians, we have… |
Sequence 7So opportunities for engagement in nature need to be right outside the door and continue beyond the building. Here are some… |
Sequence 8duction, soil analysis, seed ordering, planting, watering, weed- ing, harvesting, decisions about how much to preserve for our… |
Sequence 9Ponds, creeks, valleys, canyons, woods, watershed regions-all of these can be the focus and impetus for stewardship, study,… |
Sequence 10It occurs on two levels. One is in the experience of division oflabor that is required for a community to operate on the land… |
Sequence 11As human beings, we are fundamentally programmed to adapt to our environment and adapt our environment to our needs. What we… |
Sequence 12perceive global relationships can occur only when one is first able to perceive the finely detailed relationships that occur… |
Sequence 13have the sensorial experience of those relationships in nature and in supranature. So it follows logically that they must be… |
Sequence 1Annette M. Haines 196 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 2EMBODYING THE MONTESSORI CHALLENGE AS A TOTALITY: UNDERSTANDING REFINEMENT ACROSS THE PLANES OF EDUCATION by Annette M.… |
Sequence 3---------------------------------- - - - to have had a "refined" gentleman lover in the movie The French… |
Sequence 4of Mexico and California, today we are exploring new ways to refine our understanding of organisms and molecules at the micro… |
Sequence 5First Plane After birth, the process continues, but now the human being is in a new world with vastly greater opportunities… |
Sequence 6Ages 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 7... the most difficult thing is to walk keeping one's equilib- rium balanced in the most difficult position, as, for in… |
Sequence 8By multiplying sense experiences and developing the abil- ity to evaluate the smallest differences in various stimuli, one… |
Sequence 9motor skills is lost (Talukder). The brain follows a use it or lose it paradigm and keeps only what is used. After the… |
Sequence 10ITHE .4 PLANs~ OF DJVELOPMENT! I TH «BULB> ,~~~' ~ ~ Figure 1. The Bulb. Maria Montessori, Rome, 1951 (cited… |
Sequence 11Like the infant, the social newborn is once again vulnerable and has marked sensitivities. The age may be crucial in the… |
Sequence 12We are not unlike a particularly hard crustacean. The lobster grows by developing and shedding a series of hard, protective… |
Sequence 13* * * So if this is part of the human predicament-the idea that we are given this urge to continually refine, to make things… |
Sequence 14Montessori, Maria. The Absorbent Mind. 1949. Trans. Claude Claremont. Thiruvanmiyur, Madras, India: Kalekshetra, 1959.… |
Sequence 1Carol Alver 210 The NAMTA Journal • Vol. 31, No. 2 • Spring 2006 |
Sequence 2TEACHER STAGES OF REFINEMENT by Carol Alver Carol Alver traces the development of the Montessori teacher as a three- period… |
Sequence 3· The third period-experience and maturity THE FIRST PERIOD: PRESENTATION OF KNOWLEDGE For the majority of students in… |
Sequence 4range of multi-handicaps. Several lacked eye contact and many were unable to control movement. The word "survival… |
Sequence 5Awareness of the needs of the total class while giving an uninter- rupted lesson is challenging. It is important to choose a… |
Sequence 6What is even more interesting to me as I observe schools is that the adults-administrators, parents, or other teachers-feel… |
Sequence 7Usually 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 8ing other classes. This is a time when teachers can benefit by visiting other classes outside the school. Often during the… |
Sequence 9family, health, spiritual needs, interests, and hobbies. These affect the person as a whole. A graduate course I took years… |
Sequence 10feeling that the mission of helping the child acquire Respect, Respon- sibility, and Resourcefulness is as important in today… |
Sequence 1MONTESSORI: CHILDREN, NATURE, AND GROWING UP GREEN PREFACE TO "NATURE AND EMBODIED EDUCATION" BY KEVIN… |
Sequence 2As a Montessorian, I would say that the reciprocity between love of the adult for the child, and child for adult, and their… |
Sequence 3NAMTA's Center for Adolescent Studies (Project 2012) is initiat- ing a new research study after its previous success with… |
Sequence 4Rathunde, Kevin, & Mihaly Csikszentmihalyi. "Middle School Students' Motivation and Quality of… |
Sequence 1Kevin Rathunde 8 The NAMTA Journal • Vol. 31, No. 3 • Summer 2006 |
Sequence 2NATURE AND EMBODIED EDUCATION: A KEY ROLE FOR MONTESSORI RESEARCH by Kevin Rathunde INTRODUCTION: WHY Is NATURE IMPORTANT… |
Sequence 3will probably not change many minds about the importance of putting students in closer contact with the natural environment.… |
Sequence 4This article represents my progress thus far in understanding how flow theory and Montessori philosophy help to reveal the… |
Sequence 5The central concept in optimal experience theory is flow, a state of complete involvement that is seen as central to education… |
Sequence 6thought. In fact, from Plato through Descartes, and con- tinuing in modern, positiv- istic science, a link between emotion… |
Sequence 7combine affective and rational modes in their most productive work (Csikszentmihalyi). They can be passionate or detached,… |
Sequence 8An intrinsically motivated state of deep concentration is seen as central to learning and is at the center of Montessori'… |
Sequence 9In addition to these basic connections between the views of Montessori and optimal experience theory, Montessori' s many… |
Sequence 10situated in the way the human body interacts with the world it inhabits. Even when we speak informally about being "… |
Sequence 11Deeply engaging experiences in nature have practical implications for education. Because of their emotional force, lasting… |
Sequence 12research? Three key ideas cut across the two perspectives: 1) a focus on deep engagement that facilitates motivation and… |
Sequence 13...------------------------------- -- --- - Do we find flow in the direct perception of nature? Here the answer is obvious… |
Sequence 14experiences are so deeply felt is partly explained in the following quote from Abraham Maslow: "Perhaps [our]… |
Sequence 15such an ethic is often heavy-handed preaching about the imminent demise of the planet. Such information definitely has its… |
Sequence 16beautiful and clear, striking his imagination. Once this love has been kindled, all problems confronting the educationist… |
Sequence 17evolutionary framework and take a long view of human development. Steven and Rachel Kaplan, two researchers who have been… |
Sequence 18Students engage developmentally appropriate challenges that are integrated with their past skills and offer new challenges… |
Sequence 19point of view, nature provides the best fit with human processing and attention because these very processes were formed… |
Sequence 20life was precisely what Montessori was referring to in the earlier citation on the importance of seeing real trees in a real… |
Sequence 21school settings (e.g., extracurricular activities) that provide more hands-on, active, and exploratory activities (Rathunde… |
Sequence 22--- ------------------------------ seeming independence from nature and our bodily existence. The first Semitic aleph-beth… |
Sequence 23more embodied use of language and evokes emotional reactions be- yond the conceptual level of the poem. The point of these… |
Sequence 24experience. Even writing was taught through the use of sandpaper letters to bring the hands into the process. The reason… |
Sequence 25new meanings that are grasped can then be developed further by reason. Both perspectives suggest, like Montessori, that a more… |
Sequence 26alienation from nature presumably set in motion with advances in written language and scientific thinking are magnified a… |
Sequence 27The research design will allow direct comparisons of the embodied and disembodied approaches on a range of variables that… |
Sequence 28same week. Instructions given to the students in Group 1 will empha- size an embodied engagement with nature (e.g., movement,… |
Sequence 29ent groups, it will also be focused on students' experiences in other academic activities. In other words, some of the… |
Sequence 30When the website is completed, and if it is published, students will have the chance to see the work done by fellow students… |
Sequence 31perhaps in booklet form, and the project might be repeated at other schools that did not participate in the original study.… |
Sequence 32paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 33Csikszentmihalyi, M., & B. Schneider. Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic… |
Sequence 34Louv, R. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Chapel Hill: Algonquin, 2005. Martindale… |
Sequence 35Psychology: Vol. 1. Theoretical Models of Human Develop- ment. Ed. R.M. Lerner. Series ed. W. Damon. 6th ed. New York: Wiley… |
Sequence 1QUALITIES OF A MONTESSORI SECONDARY MATHEMATICS PROGRAM by Christopher Kjaer, John McNamara, and Michael W aski The… |
Sequence 2sively in the classroom, having mathematics "explained" to them by the teacher. In a successful Montessori… |
Sequence 3We want students to understand the role that false starts and missteps play in the learning process. mathematical know ledge… |