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Sequence 5The adolescent is a social embryo, so your prepared environ• ment must be what society is all about, in the context of the… |
Sequence 5their doors and connected with endangered animals and ecosystems around the globe through electronic media" (3). But… |
Sequence 24Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 4drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 95drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 100Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 119their doors and connected with endangered animals and ecosystems around the globe through electronic media" (3). But… |
Sequence 5PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 16of our young people. In designating the parameters of a farm as the place in which adolescents find stability and a myriad of… |
Sequence 3OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 2and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 9• conscience exercised by community values and responsible dialogue. COGNITIVE DEVELOPMENT Place, Study, and Work Maria… |
Sequence 22Similar efforts are underway in higher education, pioneered by an organization called Second Nature, located in Boston, which… |
Sequence 35Q. Is there grant and foundation money toward green schools, green buildings? A. Yes, there is grant money. You should… |
Sequence 2f ROM ECOLOGICAL LITERACY TO ECOLOGICAL DESIGN INTELLIGENCE by David W. Orr In the next two articles, David Orr addresses… |
Sequence 10. to develop inquiring, knowledgeable, and caring young people who help create a better and more peaceful world through… |
Sequence 4"All education is environmental education ... by what is included or excluded we teach the young that they are part… |
Sequence 1David Orr 198 The NAMTA Jo11maf • Vol. 33. No. I • Wimer 2008 |
Sequence 2OVERCOMING CYNICISM AND CULTIVATING POSITIVE ADOLESCENT ENGAGEMENT by Kevin Rathunde Kevin Rnt/111nde, advocate for… |
Sequence 3Dr. Orr went on and mentioned that to combat environmental problems we need engagement, we need to insti I I-as he said… |
Sequence 5where does my belief system fit in this diverse world we live in? lnternet anonymity bas really changed the way kids… |
Sequence 11you see here the Montessori schools were different. The primary mode for the Montessori students was feeling intrinsically… |
Sequence 35Getting back to the original definition of pedagogy of pince: When I heard it, it was from David Orr, and he said that… |
Sequence 6188 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 larger curriculum which would include the study of relationships between… |
Sequence 10210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 2238 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 respect. David Orr comments, “The civilization we have built causes us… |
Sequence 2280 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 terrain dominated by species other than our own.… And should they have… |
Sequence 2280 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 terrain dominated by species other than our own.… And should they have… |
Sequence 13291 O’Shaughnessy • Epilogue: The Child and the Environment to Adolescence 98). Here the children are allowed to explore… |
Sequence 13291 O’Shaughnessy • Epilogue: The Child and the Environment to Adolescence 98). Here the children are allowed to explore… |
Sequence 22AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 24AMI Journal 2017 - 2018 page 41 configured in human, geological, and cosmic terms. Human consciousness strives to understand… |
Sequence 128AMI Journal 2017 - 2018 page 41 configured in human, geological, and cosmic terms. Human consciousness strives to understand… |
Sequence 130AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 129AMI Journal 2017 - 2018 page 41 configured in human, geological, and cosmic terms. Human consciousness strives to understand… |
Sequence 131AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 1A TRIBUTE: DAVID KAHN The NAMTA-AMI legacy would not be complete without recognizing the impact David Kahn has had on NAMTA… |
Sequence 175The adolescent is a social embryo, so your prepared environ• ment must be what society is all about, in the context of the… |
Sequence 128their doors and connected with endangered animals and ecosystems around the globe through electronic media" (3). But… |
Sequence 147Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 152drawn up gradually under the guidance of experience" (111). Peda- gogy of Place draws on the experience of… |
Sequence 103PROTOTYPE YEAR J (HUMANITIES IN DIRECT CONTACT WITH FARM OCCUPATIONS) Architectural Principles in Buildings and Bridges… |
Sequence 178of our young people. In designating the parameters of a farm as the place in which adolescents find stability and a myriad of… |
Sequence 463OccUPATIONS AND THE FARM by Laurie Ewert-Kroeker The word occupation is a Montessori term which the Farm School has adopted… |
Sequence 112and their expanding intellect (97-109). The prepared environment of the Erdkinder includes a working farm, a "museum… |
Sequence 119• conscience exercised by community values and responsible dialogue. COGNITIVE DEVELOPMENT Place, Study, and Work Maria… |
Sequence 181Similar efforts are underway in higher education, pioneered by an organization called Second Nature, located in Boston, which… |
Sequence 194Q. Is there grant and foundation money toward green schools, green buildings? A. Yes, there is grant money. You should… |
Sequence 174f ROM ECOLOGICAL LITERACY TO ECOLOGICAL DESIGN INTELLIGENCE by David W. Orr In the next two articles, David Orr addresses… |
Sequence 127our profound biological nature as isomorphic with nature in general. (333) What r"see Maslow saying is that our… |
Sequence 419. to develop inquiring, knowledgeable, and caring young people who help create a better and more peaceful world through… |
Sequence 107"All education is environmental education ... by what is included or excluded we teach the young that they are part… |
Sequence 204David Orr 198 The NAMTA Jo11maf • Vol. 33. No. I • Wimer 2008 |
Sequence 217OVERCOMING CYNICISM AND CULTIVATING POSITIVE ADOLESCENT ENGAGEMENT by Kevin Rathunde Kevin Rnt/111nde, advocate for… |
Sequence 218Dr. Orr went on and mentioned that to combat environmental problems we need engagement, we need to insti I I-as he said… |
Sequence 220where does my belief system fit in this diverse world we live in? lnternet anonymity bas really changed the way kids… |
Sequence 226you see here the Montessori schools were different. The primary mode for the Montessori students was feeling intrinsically… |
Sequence 307Getting back to the original definition of pedagogy of pince: When I heard it, it was from David Orr, and he said that… |
Sequence 7Part III montessorI Pedagogy and PlaCe: JoInIng humanIty ......173 the adolescent: takinG on the task of humanity—… |
Sequence 198188 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 larger curriculum which would include the study of relationships between… |
Sequence 220210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 248238 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 respect. David Orr comments, “The civilization we have built causes us… |
Sequence 290280 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 terrain dominated by species other than our own.… And should they have… |
Sequence 301291 O’Shaughnessy • Epilogue: The Child and the Environment to Adolescence 98). Here the children are allowed to explore… |
Sequence 40AMI Journal 2017 - 2018 page 39 The Third Plane of Development (12 - 18) David Kahn introduction Since Maria Montessori’s… |
Sequence 42AMI Journal 2017 - 2018 page 41 configured in human, geological, and cosmic terms. Human consciousness strives to understand… |
Sequence 52 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 MoNTessori hisTory: seArChiNg For TruTh hisTory MAkes A JoyFul Noise by… |
Sequence 151McNamara • A Tribute: David Kahn 151 A TRIBUTE: DAVID KAHN The NAMTA-AMI legacy would not be complete without recognizing… |