| Dedicated to
Debra Hershey Guren
and
Orcillia Oppenheimer
for their ongoing support of
Montessori education and
the… |
| 3
Kahn • Preface: Revelations Then and Now—Guided by Nature
of the human personality and of our planetary
system are playing… |
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Montessori • The House of Children
the house of children
lecture, KodaiKanal, 1944
by Maria Montessori
This article… |
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Montessori • The House of Children
Greek art, the temples are round and the pillars are
fluted in structure. In royal… |
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The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
one for a library, one for a kitchen, another for a
laboratory, and so… |
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The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
the open air, so that the child gets the benefit of the
fresh air.… |
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Montessori • The House of Children
Copyright © 1944 Montessori-Pierson Publishing Company. NAMTA would like to express its… |
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Montessori • Nature in Education
nature in education
by Maria Montessori
This piece of writing addresses the “boundless… |
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Montessori • Nature in Education
Reprinted from The Discovery of the Child, pages 69-77, copyright © 1988 by Montessori-… |
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Peller • The Children’s House
Outdoor Equipment. As mentioned before, the
playground should be directly connected with… |
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Chawla • Bonding with the Natural World: The Roots of Environmental Awareness
open in the woods for a child is the one… |
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Chawla • Bonding with the Natural World: The Roots of Environmental Awareness
a question for schools as we have more and… |
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Chawla • Bonding with the Natural World: The Roots of Environmental Awareness
Louise Chawla is a professor in the College… |
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The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
HouseofChildren,3–6years
Elementary,6–12years
6.Gymnastics:jumping,… |
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Vaz • Montessori Special Education and Nature’s Playground
Montessori sPecial education and nature’s PlayGround
by Nimal… |
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The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
develop (defectives) with those who have not
yet had time to develop (… |
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Vaz • Montessori Special Education and Nature’s Playground
ancestors said to me, this we know. The Earth does
not belong… |
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The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
has included The Pleasure of Finding Things Out by
Richard P. Feynman (… |
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The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
to understand that this environment had to be made
up of three parts:… |
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Vaz • Montessori Special Education and Nature’s Playground
the sensorial Materials and nature
Let us talk about the… |
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Vaz • Montessori Special Education and Nature’s Playground
Nimal Vaz has been associated with AMI training courses since… |
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Kahn-Wikramaratne Interview • The Kodaikanal Experience
the KodaiKanal exPerience: chaPter i
Kahn-wiKraMaratne interview… |
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The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
have to put them in these sand boxes? The American
professor was telling… |
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Kahn-Wikramaratne Interview • The Kodaikanal Experience
students used to go away after the lecture; I would
run up there… |
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The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
Working outside, Allahabad, India, 1928
the Theosophical Society had… |
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Kahn-Wikramaratne Interview • The Kodaikanal Experience
WIKRAMARATNE: Yes. Kodaikanal was a place
where English, American… |
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The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
Kodaikanal. During the first two years with the chil-
dren, we had made… |
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The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
Lena Wikramaratne reminisces with Mario Montessori, Amsterdam, 1979
KAHN… |
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Kahn-Wikramaratne Interview • The Kodaikanal Experience
Miss Lena Wikramaratne (1909-1982) was a student and colleague of… |
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The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
wanted to show the children the possibilities of
survival within a… |
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Kahn-Montessori Interview • The Kodaikanal Experience
MONTESSORI: Yes, we had many occasions to
make moral lessons with… |
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The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
where the Christian belief was not in the majority.
I would argue with… |
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Sillick • Sowing the Seeds of the Sciences: Our Gift to the Future
Biology, set within an ecological framework,
includes… |
| 102 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
For language to be meaningful, it must capture the
child’s experience.… |
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Sillick • Sowing the Seeds of the Sciences: Our Gift to the Future
known.” The creative imagination of the child is
not… |
| 104 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
ter their natural environment, grow both outward
by exploration and… |
| 108 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
Incidentally, at this point we can understand
that, unlike what many… |
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Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education
also the rocks and the earth or soil), the… |
| 110 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
unceasing toil of these agents explain so many of
the phenomena with… |
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Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education
And what about the earthworm? It sinks… |
| 114 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
contact between groups has varied from peaceful
trade and exchange right… |
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Grazzini • Maria Montessori’s Cosmic Vision, Cosmic Plan, and Cosmic Education
and sociological vision of the child and… |
| 116 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
Montessori, Maria, “Educazione cosmica,”
8.
manuscript published in the… |
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Stephenson • Cosmic Education
cosMic education
by Margaret E. Stephenson
Margaret Stephenson begins with the reasoning… |
| 120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
As all parts are related, they will all be scruti-
nized sooner or later… |
| 122 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
Education cannot be dismissed as an insignificant
factor in people’s… |
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Stephenson • Cosmic Education
Here once again, in her book To Educate the Human
Potential, is a clear directive from Dr… |
| 124 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
the individual human person. At the Second Plane,
they are to make… |
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Stephenson • Cosmic Education
dei Bambini. This material gives the small child,
who is still a factual explorer, the… |
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Stephenson • Cosmic Education
will remain unchanged during all the stages:
the child must be furnished at all times with… |
| 128 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
responsibility. What is the collective order but a
realization of the… |
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Stephenson • Cosmic Education
which touches and educates that sentiment, they
see it as a reality that happens every day… |
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Stephenson • Cosmic Education
Through the eyes of the children to whom we
unfold Cosmic Education, we adults can have… |
| 134 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
Leaf forms provide the basis for classification of plants. Courtesy of… |
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Leonard • Deepening Cosmic Education
deePeninG cosMic education
by Gerard Leonard
This article is a special blend of… |
| 136 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
life” (from the chapter “Life as a Telluric Force,”
page 75, cited in… |
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Leonard • Deepening Cosmic Education
scientific community completed an extraordinary
decade-long research titled “Global… |
| 138 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
classroom. A group of children became very passion-
ate about plants and… |
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Leonard • Deepening Cosmic Education
bling. They were captivated not only by the beauty
of the plant world, but by its… |
| 140 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
can literally make you weep. In The Dream of the
Earth, Thomas Berry… |
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Leonard • Deepening Cosmic Education
of everything from a tiny molecule of glucose to
the work of bacteria, bats, oak… |
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Leonard • Deepening Cosmic Education
brought to their newly settled areas of the world.
Elementary children love this… |
| 144 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
Stoppani, Antonio. Acqua ed aria: La purezza del mare
e dell’atmosfera… |
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Leonard • Deepening Cosmic Education
Courtesy of The Cobb School, Montessori, Simsbury, Connecticut |
| 148 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
natural world, to nourish his or her sense of kinship
with life with… |
| 150 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
Phoebe Allen received her elementary training in Bergamo, Italy, in 1974… |
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Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder
work” (Montessori, The… |
| 158 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
critical first- and second-plane years? If the answer
is yes, one can… |
| 160 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
aquarium. This sacred time in the natural world to
draw what is seen, as… |
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Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder
The study of cells—… |
| 162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
What we elementary Montessori teachers have
to remember is that the real… |
| 173
Part III • Montessori Pedagogy and Place: Joining Humanity
Part III
e
Montessori Pedagogy and Place:
Joining Humanity… |
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Ewert-Krocker • The Adolescent: Taking on the Task of Humanity
the adolescent: taKinG on the tasK of huManity—… |
| 176 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
Although not every adolescent is dysfunctional, rebel-
lious, or… |
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Ewert-Krocker • The Adolescent: Taking on the Task of Humanity
Decisions about which trees to thin and which
to leave… |
| 180 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
But even more important, from a Montessori
perspective, the adolescent,… |
| 183
Orr • Place and Pedagogy
Place and PedaGoGy
by David Orr
David Orr’s classic article links education to living in the… |
| 192 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
fear of taking children outside—a concern for the
wildness of nature (… |
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Hutchison • Teaching Nature: From Philosophy to Practice
This is another kind of approach to nature educa-
tion. The… |
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Hutchison • Teaching Nature: From Philosophy to Practice
There’s a strong focus on self-esteem and per-
sonal identity… |
| 198 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
activism, social justice, the developing world, and
other topics not… |
| 201
Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century
deeP ecoloGy:
educational Possibilities for… |
| 210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
have developed better technologies. The impli-
cations for all this—… |
| 216 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013
and we took them through all kinds of experiences
and exercises, and… |
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Moore and Cosco • Greening Montessori School Grounds by Design
GreeninG Montessori school Grounds by desiGn
by Robin… |
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Moore and Cosco • Greening Montessori School Grounds by Design
could start work on the outdoor renovation plan,
a time-… |
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Moore and Cosco • Greening Montessori School Grounds by Design
long-term site development. As the school expands,
these… |
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Moore and Cosco • Greening Montessori School Grounds by Design
Secondary pathways should be considered as an
independent… |
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Moore and Cosco • Greening Montessori School Grounds by Design
three to six years old, or more dramatic elevations
may… |
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Moore and Cosco • Greening Montessori School Grounds by Design
Figure 12. Rain gardens are easy to install in a wet… |