Digital Object NAMTA Journal 28/1 13 Teaching Nature: From Philosophy to Practice Examines educational resistance to nature study, focusing on the subtle resistance evident in the vicarious approach that limits nature study to books and videos, while ignoring the sensory richness and kinship developed through direct connection with the…
Digital Object NAMTA Journal 28/1 11 Deep Ecology: Educational Possibilities for the Twenty-First Century Presents fundamentals of systems thinking and sustainability within an ecological theory to shape education to the needs of human development in relation to the environment. Emphasizes that effective learning is a system embedded in the web of life, giving…
Digital Object NAMTA Journal 28/1 10 Bonding with the Natural World: The Roots of Environmental Awareness Combines insights from ecological research and Montessori theory and practice to portray the unfolding of childhood in natural places. Suggests that children's manipulation of the landscape results in optimal creative involvement. Maintains that the act of…
Digital Object NAMTA Journal 28/1 08 Philosophy, Psychology, and Educational Goals for the Montessori Adolescent, Ages Twelve to Fifteen Defines Montessori theory in terms that can interface with developmental psychology, summarizing adolescent cognitive, social, emotional, and moral outcomes. Focuses on outcomes of the third plane of education for youth in an Erdkinder setting, Montessori's …
Digital Object NAMTA Journal 28/1 09 Bringing the Montessori Three-Year Multi-Age Group to the Adolescent Describes the benefits of including the ninth grade within the 3-year multi-age group setting within a Montessori farm school. Notes how seventh, eighth, and ninth grades work together in one family cluster, allowing 15-year-olds to avoid the pecking order of…
Digital Object NAMTA Journal 28/1 07 Elementary Physical Education Suggests a Montessori elementary level physical education program that provides outlets combining physical and mental energies as well as moral and social awareness. Includes daily scheduling that avoids disruption of work cycle with different daily…
Digital Object NAMTA Journal 28/1 05 The Whole Elementary Experience: Ages Six to Twelve Asserts that although there are distinct characteristics to each of Montessori's planes of development, there is no separation, especially between early childhood and childhood. Suggests that these first two planes of education could fall under one "Children…
Digital Object NAMTA Journal 28/1 06 The Six-toTwelve Working Model Profiles a working model of a 6-to-12 class, operating from the premise that both 6-to-9 and 9-to-12 levels embody the same complete equipping of the prepared environment for the elementary level and include all the elementary presentations. Suggests that key…
Digital Object NAMTA Journal 28/1 03 How Sensitively Times are Sensitive Periods? Reviews Maria Montessori's view of sensitive periods and examines the kinds of help needed from adults: an open mind, specific help from a prepared learning environment, and challenges presented at the right time. Stresses the universality of sensitive…
Digital Object NAMTA Journal 28/1 04 Reading, Writing, and Mathematics: Explored and Discovered Rather Than Taught Examines reading, writing, and mathematics for older primary children within the Montessori setting. Emphasizes normalization and engaging links with the prepared environment, focusing on how discovery moments in reading and contexts for learning around…
