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Sequence 1cosMic education by Margaret E. Stephenson Margaret Stephenson begins with the reasoning elementary child as he answers… |
Sequence 2120 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 As all parts are related, they will all be scruti- nized sooner or later… |
Sequence 4122 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Education cannot be dismissed as an insignificant factor in people’s… |
Sequence 5123 Stephenson • Cosmic Education Here once again, in her book To Educate the Human Potential, is a clear directive from Dr… |
Sequence 6124 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the individual human person. At the Second Plane, they are to make… |
Sequence 7125 Stephenson • Cosmic Education dei Bambini. This material gives the small child, who is still a factual explorer, the… |
Sequence 9127 Stephenson • Cosmic Education will remain unchanged during all the stages: the child must be furnished at all times with… |
Sequence 10128 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 responsibility. What is the collective order but a realization of the… |
Sequence 11129 Stephenson • Cosmic Education which touches and educates that sentiment, they see it as a reality that happens every day… |
Sequence 13131 Stephenson • Cosmic Education Through the eyes of the children to whom we unfold Cosmic Education, we adults can have… |
Sequence 1deePeninG cosMic education by Gerard Leonard This article is a special blend of research, theory, and practice, with clear… |
Sequence 2136 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 life” (from the chapter “Life as a Telluric Force,” page 75, cited in… |
Sequence 3137 Leonard • Deepening Cosmic Education scientific community completed an extraordinary decade-long research titled “Global… |
Sequence 4138 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 classroom. A group of children became very passion- ate about plants and… |
Sequence 5139 Leonard • Deepening Cosmic Education bling. They were captivated not only by the beauty of the plant world, but by its… |
Sequence 6140 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 can literally make you weep. In The Dream of the Earth, Thomas Berry… |
Sequence 7141 Leonard • Deepening Cosmic Education of everything from a tiny molecule of glucose to the work of bacteria, bats, oak… |
Sequence 9143 Leonard • Deepening Cosmic Education brought to their newly settled areas of the world. Elementary children love this… |
Sequence 10144 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Stoppani, Antonio. Acqua ed aria: La purezza del mare e dell’atmosfera… |
Sequence 2148 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 natural world, to nourish his or her sense of kinship with life with… |
Sequence 4150 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Phoebe Allen received her elementary training in Bergamo, Italy, in 1974… |
Sequence 5157 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder work” (Montessori, The… |
Sequence 6158 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 critical first- and second-plane years? If the answer is yes, one can… |
Sequence 8160 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 aquarium. This sacred time in the natural world to draw what is seen, as… |
Sequence 9161 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder The study of cells—… |
Sequence 10162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 1the adolescent: taKinG on the tasK of huManity— conductinG the dialoGue between nature and suPranature by Laurie Ewert-… |
Sequence 2176 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Although not every adolescent is dysfunctional, rebel- lious, or… |
Sequence 5179 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity Decisions about which trees to thin and which to leave… |
Sequence 6180 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 But even more important, from a Montessori perspective, the adolescent,… |
Sequence 1Place and PedaGoGy by David Orr David Orr’s classic article links education to living in the outdoors and studying all… |
Sequence 2192 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 fear of taking children outside—a concern for the wildness of nature (… |
Sequence 3193 Hutchison • Teaching Nature: From Philosophy to Practice This is another kind of approach to nature educa- tion. The… |
Sequence 7197 Hutchison • Teaching Nature: From Philosophy to Practice There’s a strong focus on self-esteem and per- sonal identity… |
Sequence 8198 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 activism, social justice, the developing world, and other topics not… |
Sequence 1deeP ecoloGy: educational Possibilities for the twenty-first century by Fritjof Capra Fritjof Capra’s two-part lecture… |
Sequence 10210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 16216 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 and we took them through all kinds of experiences and exercises, and… |
Sequence 1GreeninG Montessori school Grounds by desiGn by Robin Moore and Nilda Cosco Robin Moore and Nilda Cosco view the Montessori… |
Sequence 3221 Moore and Cosco • Greening Montessori School Grounds by Design could start work on the outdoor renovation plan, a time-… |
Sequence 5223 Moore and Cosco • Greening Montessori School Grounds by Design long-term site development. As the school expands, these… |
Sequence 7225 Moore and Cosco • Greening Montessori School Grounds by Design Secondary pathways should be considered as an independent… |
Sequence 9227 Moore and Cosco • Greening Montessori School Grounds by Design three to six years old, or more dramatic elevations may… |
Sequence 11229 Moore and Cosco • Greening Montessori School Grounds by Design Figure 12. Rain gardens are easy to install in a wet… |
Sequence 13231 Moore and Cosco • Greening Montessori School Grounds by Design world by pressing against the “unknown” (see Figure 17).… |
Sequence 15233 Moore and Cosco • Greening Montessori School Grounds by Design Kaplan, R. “The Nature of the View from Home:… |
Sequence 1nature exPerience and education by Kevin Rathunde Kevin Rathunde turns his research lens to the task of finding out the… |
Sequence 2238 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 respect. David Orr comments, “The civilization we have built causes us… |
Sequence 3239 Rathunde • Nature Experience and Education education. There are many indications that nature actually has a positive… |
Sequence 4240 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 matched traditional schools, so these kids were all in similar-sized… |
Sequence 5241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 2244 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Confronted by these problems, I have asked myself if, in Maria… |
Sequence 4246 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 disturb the stars,” as a Spanish poet once said. It means being… |
Sequence 3261 Montessori • Fifth Lecture of great constructions, with all its comforts, done on behalf of children? It is not enough… |
Sequence 4262 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 are called upon to take an active part in the life of humanity, they… |
Sequence 5263 Montessori • Fifth Lecture Courtesy of the Montessori Institute for the Science of Peace, www.constructingpeace.org |
Sequence 1ePiloGue: the child and the environMent by Molly O’Shaughnessy Molly wrote this article thirteen years ago. It is a fitting… |
Sequence 1ePiloGue: the child and the environMent by Molly O’Shaughnessy Molly wrote this article thirteen years ago. It is a fitting… |
Sequence 3281 O’Shaughnessy • Epilogue: The Child and the Environment fects of ozone depletion, celebrate Earth Week, see videos about… |
Sequence 3281 O’Shaughnessy • Epilogue: The Child and the Environment fects of ozone depletion, celebrate Earth Week, see videos about… |
Sequence 4282 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 vision of the integrated indoor/outdoor experience. We must re-examine… |
Sequence 4282 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 vision of the integrated indoor/outdoor experience. We must re-examine… |
Sequence 5283 O’Shaughnessy • Epilogue: The Child and the Environment might be given along with other names, and whose function is to… |
Sequence 5283 O’Shaughnessy • Epilogue: The Child and the Environment might be given along with other names, and whose function is to… |
Sequence 8286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 8286 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 affinity for growing things. Nature must continue to be a constant in… |
Sequence 9287 O’Shaughnessy • Epilogue: The Child and the Environment the children feel a sense of pride and accomplish- ment. Dr.… |
Sequence 9287 O’Shaughnessy • Epilogue: The Child and the Environment the children feel a sense of pride and accomplish- ment. Dr.… |
Sequence 11289 O’Shaughnessy • Epilogue: The Child and the Environment Once again, the bedding of empathy and knowledge grows stronger… |
Sequence 11289 O’Shaughnessy • Epilogue: The Child and the Environment Once again, the bedding of empathy and knowledge grows stronger… |
Sequence 12290 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 nurtured through a dramatic passage from one realm of existence to… |
Sequence 12290 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 nurtured through a dramatic passage from one realm of existence to… |
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 1movement and character lecture, london, 1946 by Maria Montessori Dr. Montessori’s words from the 1946 London Lectures… |
Sequence 1Practical life: the Keystone of life, culture, and community by Uma Ramani Uma Ramani’s characterization of practical life… |
Sequence 753 Ramani • Practical Life: The Keystone of Life, Culture, and Community her use of the term exercises of practical life… |
Sequence 561 Soholt • Practical Life for the Older Children in the Casa that need maintenance. One child may show an interest in… |
Sequence 369 Baker • The Significance of the Hand for the Elementary Years from the time of his first appearance upon the earth traces… |
Sequence 1783 Baker • The Significance of the Hand for the Elementary Years tion of the teacher. The teacher needs to be well-versed in… |
Sequence 1884 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Provide Enough Time for the Child to Work The greatest obstacle that… |
Sequence 391 Ludick • The Work of the Hand Here is the overview that will lead us forward. There will be four subtopics related to our… |
Sequence 492 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Next we will consider the big picture, which is the continuum of… |
Sequence 593 Ludick • The Work of the Hand all that is happening naturally within the child and growing adoles- cent, not something we… |
Sequence 694 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 From Education for a New World (49) we read, We cannot separate what… |
Sequence 997 Ludick • The Work of the Hand hiking, cooking, juggling, riding, artistic selves.... This not only signifies but proves… |
Sequence 1098 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 the work of the hand and the brain and the imagination here, there, and… |
Sequence 1199 Ludick • The Work of the Hand Through the practice of handwork, children of all ages perfect movements of their hands,… |
Sequence 12100 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 hopes and dreams. Dr. Montessori says that the adolescent should learn… |
Sequence 13101 Ludick • The Work of the Hand the constructive stages of human develoPment and the worK of the hand: the Big Picture We… |
Sequence 16104 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 How do you, at your level, respect the child’s and • adolescent’s need… |
Sequence 17105 Ludick • The Work of the Hand its immense physical and intellectual development, is a miracle standing in front of us. (… |
Sequence 4130 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 Philosophers of education describe three periods of learning. Maria… |
Sequence 5131 Rogers • Sacred Second “The second period,” Mon- tessori writes in The Discovery of the Child, “is the most impor-… |
Sequence 6132 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 A child’s work, Montessori insisted, should not be interrupted. The… |
Sequence 9135 Rogers • Sacred Second story is inspiring in retrospect, but Mr. and Mrs. Bradley must have wondered about the future… |
Sequence 1Playful learning and montessori education by Angeline S. Lillard Although Montessori education is often considered a form of… |
Sequence 3139 Lillard • Playful Learning and Montessori Education what is montessori? Montessori education began in the early 1900s (… |
Sequence 4140 The NAMTA Journal • Vol. 38, No. 2 • Spring 2013 materials and some featuring computer-topped desks set in rows.… |
Sequence 5141 Lillard • Playful Learning and Montessori Education example, at art time, is drawing free and unstructured or is there a… |