Digital Object NAMTA Journal 38/1 24 The Ecology of the Mind Dr. Mazzetti's almost lyrical description of the role of encounters, both human and natural, suggests the terrible difficulty that would occur if the diversity of the natural environment, which is so essential to Montessori's prepared environment was lost. In…
Digital Object NAMTA Journal 38/1 23 Nature Experience and Education Kevin Rathunde turns his research lens to the task of finding out the relevance of the natural world, its impact on adolescent motivation, and its positive sustaining of concentration and focus. He cites "disembodiment and denaturing" as needing to be…
Digital Object NAMTA Journal 38/1 22 Greening Montessori School Grounds by Design Robin Moore and Nilda Cosco view the Montessori approach to the prepared environment as overlapping their understanding of the naturalization of school grounds. As they present the possibilities for a naturalized setting to overcome sedentary lifestyles and…
Digital Object NAMTA Journal 38/1 21 Deep Ecology: Educational Possibilities for the Twenty-First Century Fritjof Capra's two-part lecture presents the fundamentals of systems thinking and sustainability along with the power of an ecologically comprehensive theory to shape education to fit the needs of human development in relation to the environment. Dr. Capra…
Digital Object NAMTA Journal 38/1 20 Teaching Nature: From Philosophy to Practice David Hutchison is an educator and ecologists. In this paper, he suggests how ecological vision can be translated into five aspects of educational practice: the interdisciplinary emphasis, eco-orientation to citizenship, inquiry learning, outdoors…
Digital Object NAMTA Journal 38/1 19 Place and Pedagogy David Orr's classic article links education to living in the outdoors and studying all disciplines through the unifying lens of place. Pedagogy of place counters abstraction, it is the natural world embodying principles of learning that involve direct…
Digital Object NAMTA Journal 38/1 18 The Adolescent: Taking on the Task of Humanity–Conducting the Dialogue between Nature and Supranature Defining what it means to be in the "bosom of nature," to use Montessori's words, Laurie Ewert-Krocker points out that the adolescent period of storm and stress is quelled by the natural world. But most important, when socialization is the essential…
Digital Object NAMTA Journal 38/1 17 The Resurgence of Cosmic Storytellers Brian Swimme's insights about the Story of the Universe look to the unifying impact of a "cosmic story" that speaks to all cultures and nations. Swimme suggests that humans are now able, through science and narrative, to present a story which will make us all…
Digital Object NAMTA Journal 38/1 16 Experiences in Nature: Resolute Second-Plane Directions toward Erdkinder Gerard Leonard and Kathleen Allen describe a variety of nature experiences as a part of the Montessori elementary tradition, beginning with a warning about the way contemporary life constrains children's experience of nature. Through a lyrical rendering of…
Digital Object NAMTA Journal 38/1 15 The Elementary Child's Place in the Natural World Phoebe Allen's article speaks for the early bonding of children to the natural world prior to the elementary class. She also suggests the continuing exploration of children at elementary age in the outdoors in order to build the necessary sense of wonder and…
