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Sequence 5and laboratories and extraordina1·y amounts of money-research activ- ity that has no foreseeable encl. Moreover, our so-called… |
Sequence 17That deity, of course, is none other than Mother Nature, whose domain, the universe, is intended for the happiness of its… |
Sequence 1MOTHER-ClllID BoNDING by Joseph Chilton Pearce The Big News with the evofttlion q( mammals is the progressiue attention and… |
Sequence 7Nature has a vested interest in the traditional or monogamous family: the reproductive mode of her highest creature, man.… |
Sequence 8some other factors, and taken alroged1er, mey may seem like some wrathful deity is exacting revenge for our decade-long orgy… |
Sequence 9These differences set the female apart to be the primary caretaker of the newborn. Since nature fashioned the mammalian… |
Sequence 18If the ecologic era bears any message it is this: When nature is treated well she reciprocates. A persuasive case can be… |
Sequence 9The Montessori essays include "Psycho- grammar," "Language-a Cooperative Art," and… |
Sequence 8The Conscious Worker The nature of the work of development changes during the second sub-plane of infancy, during the years… |
Sequence 10what this child can explore, if the op- portunities are there and the condi- tions are favorable. The child's powers… |
Sequence 16Chart 2 I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ,~~;;;,a ~ ~ ~&El □oc::9 the product of… |
Sequence 14To traverse This grove My companion Carries an axe A mercy jest Guillotine And end That saplings Life Are we also… |
Sequence 2prays for his mother and father. At this age, his soul has contact with everything, the environment, his parents, things and… |
Sequence 5model recognizes the development toward goals, toward harmony and beauty. Such a model must sassume a guiding intelligence.… |
Sequence 23Kirkby, Mary Ann. "Nature as Refuge in Children's Envi- ronments." Children's Environments… |
Sequence 9The child's hands, guided by his intelligence, begin to do jobs of a definitely human type. This child is always busy… |
Sequence 11The planes of development are necessarily also interdepen- dent, for the human being is always a unity. An earlier plane… |
Sequence 17and the bottom drawing illustrates what society has to offer the developing individual. I. The Bulb: Montessori's… |
Sequence 31"The world of official education too put our work aside" (The Formation of Man). NATURE AND SUPRANATURE… |
Sequence 199"The world of official education too put our work aside" (The Formation of Man). NATURE AND SUPRANATURE… |
Sequence 213and the bottom drawing illustrates what society has to offer the developing individual. I. The Bulb: Montessori's… |
Sequence 219The planes of development are necessarily also interdepen- dent, for the human being is always a unity. An earlier plane… |
Sequence 221The child's hands, guided by his intelligence, begin to do jobs of a definitely human type. This child is always busy… |
Sequence 30Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 2As a Montessorian, I would say that the reciprocity between love of the adult for the child, and child for adult, and their… |
Sequence 2NATURE AND EMBODIED EDUCATION: A KEY ROLE FOR MONTESSORI RESEARCH by Kevin Rathunde INTRODUCTION: WHY Is NATURE IMPORTANT… |
Sequence 4ence, learning styles, psychomotor skills, and personality traits. The dense diversity of life in natural settings offers a… |
Sequence 24Moore, R. (1996). "Outdoor Settings for Playing and Learn- ing: Designing School Grounds to Meet the Whole Child and… |
Sequence 14the last plane of develop- ment-the eighteen- to twenty-four-year-olds. My own observations of a Montessori high school… |
Sequence 15In comparison to even fifty years ago, let alone the time of Spinoza, no one can dispute the arrival of the enormous comfort… |
Sequence 17Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 13Nature Center at Shaker Lakes, Native American ways of living in the Shaker Parklands, Gorge Metropark, and Lake Erie Nature… |
Sequence 18Montessori, Maria. Tile For111alion of Man. 1949. Trans. A.M. Joosten. Oxford: Clio, 1989. Montessori, Maria. Spo11taneo11s… |
Sequence 11significant improvement for all motor test items except flexibility. Notably, the experimental group showed marked improvement… |
Sequence 18integrate the arts (in children's eyes). Therapeutic gardens offer innumerable opportunities for in- tegration of the… |
Sequence 10spent more time outdoors, but with adulthood came days and nights in hermetically sealed homes, cars, and places of employment… |
Sequence 1nature in education by Maria Montessori This piece of writing addresses the “boundless” garden created through the web of… |
Sequence 1nature in education by Maria Montessori This piece of writing addresses the “boundless” garden created through the web of… |
Sequence 323 Montessori • Nature in Education and from the enervating example of those who walk about him silent, indifferent, and… |
Sequence 323 Montessori • Nature in Education and from the enervating example of those who walk about him silent, indifferent, and… |
Sequence 525 Montessori • Nature in Education Our ideas about flowers are too symbolic, and we try to mould a child’s reactions to our… |
Sequence 525 Montessori • Nature in Education Our ideas about flowers are too symbolic, and we try to mould a child’s reactions to our… |
Sequence 727 Montessori • Nature in Education Reprinted from The Discovery of the Child, pages 69-77, copyright © 1988 by Montessori-… |
Sequence 727 Montessori • Nature in Education Reprinted from The Discovery of the Child, pages 69-77, copyright © 1988 by Montessori-… |
Sequence 6104 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 ter their natural environment, grow both outward by exploration and… |
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 2274 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 beyond Monocultures From Chipko, I learned about biodiversity and… |
Sequence 1555 Chawla • The Natural World as Prepared Environment inhabited by 1,000 people, 780 live in low-income areas and 390 are… |
Sequence 69 Chawla and White • Place-Based Education and Citizen Science Krishnaswami, Uma. Beyond the Field Trip: Teaching and… |
Sequence 710 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Sobel, David. Place-Based Education: Connecting Classrooms and… |
Sequence 1922 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Shah, Harsh R. and Luis R. Martinez. “Current Approaches in Implementing… |
Sequence 1MAriA MoNTessori’s CosMiC sTories AND CoNTeMPorAry sCieNCe Gerard Leonard is an AMI trainer. He currently trains elementary… |
Sequence 435 Leonard • Cosmic Stories and Contemporary Science square kilometers at this time of year. They are the “grass” of the… |
Sequence 6Inner order is necessary to be able to see meaning in one's existence, to find one's identity, to achieve… |
Sequence 2that emerge from the matter with which they work. These arts dealing with the inani- mate are called the operative arts. It… |
Sequence 3on anybody's performance even when below average. His sympathies for the relatively ignorant was a great catylyst for… |
Sequence 434 cultivates, domesticates the animals for this purpose, his nomadic life, later forming gangs or communities, the births of… |
Sequence 5This year the science program will end with another three day camping trip. We will go to another Nature Center, this time all… |
Sequence 3troduced to the child and thereby provide the occasion for development. Rous.5eau, as we recall, suggested, in his book, Emile… |
Sequence 58and laboratories and extraordina1·y amounts of money-research activ- ity that has no foreseeable encl. Moreover, our so-called… |
Sequence 70That deity, of course, is none other than Mother Nature, whose domain, the universe, is intended for the happiness of its… |
Sequence 141SUMMER1992SYLLABUS Week One: June 29 t,o July 3, 1992 THE REVOLUTION OF SCIENCE: Discovering What Nature Teaches In the… |
Sequence 19MOTHER-ClllID BoNDING by Joseph Chilton Pearce The Big News with the evofttlion q( mammals is the progressiue attention and… |
Sequence 129Nature has a vested interest in the traditional or monogamous family: the reproductive mode of her highest creature, man.… |
Sequence 130some other factors, and taken alroged1er, mey may seem like some wrathful deity is exacting revenge for our decade-long orgy… |
Sequence 131These differences set the female apart to be the primary caretaker of the newborn. Since nature fashioned the mammalian… |
Sequence 140If the ecologic era bears any message it is this: When nature is treated well she reciprocates. A persuasive case can be… |
Sequence 188NAM~A Eonferences ~---~~--~~~-1994-1995 Learning and Attention: Removing the Obstacles San Jose, California September 29-… |
Sequence 14The Montessori essays include "Psycho- grammar," "Language-a Cooperative Art," and… |
Sequence 221The Conscious Worker The nature of the work of development changes during the second sub-plane of infancy, during the years… |
Sequence 223what this child can explore, if the op- portunities are there and the condi- tions are favorable. The child's powers… |
Sequence 229Chart 2 I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ,~~;;;,a ~ ~ ~&El □oc::9 the product of… |
Sequence 150To traverse This grove My companion Carries an axe A mercy jest Guillotine And end That saplings Life Are we also… |
Sequence 217prays for his mother and father. At this age, his soul has contact with everything, the environment, his parents, things and… |
Sequence 33model recognizes the development toward goals, toward harmony and beauty. Such a model must sassume a guiding intelligence.… |
Sequence 158Kirkby, Mary Ann. "Nature as Refuge in Children's Envi- ronments." Children's Environments… |
Sequence 41The child's hands, guided by his intelligence, begin to do jobs of a definitely human type. This child is always busy… |
Sequence 43The planes of development are necessarily also interdepen- dent, for the human being is always a unity. An earlier plane… |
Sequence 49and the bottom drawing illustrates what society has to offer the developing individual. I. The Bulb: Montessori's… |
Sequence 63"The world of official education too put our work aside" (The Formation of Man). NATURE AND SUPRANATURE… |
Sequence 228Millier, F. Max. Einleitung in die Vergleichende Religionswissenschaft-Vier Vorlesungen und zwei Essays, gehalten an der… |
Sequence 126I accepted a job at the University of Utah partly because of expe- riences that I had in nature. I love the desert and the… |
Sequence 8As a Montessorian, I would say that the reciprocity between love of the adult for the child, and child for adult, and their… |
Sequence 13NATURE AND EMBODIED EDUCATION: A KEY ROLE FOR MONTESSORI RESEARCH by Kevin Rathunde INTRODUCTION: WHY Is NATURE IMPORTANT… |
Sequence 136ence, learning styles, psychomotor skills, and personality traits. The dense diversity of life in natural settings offers a… |
Sequence 156Moore, R. (1996). "Outdoor Settings for Playing and Learn- ing: Designing School Grounds to Meet the Whole Child and… |
Sequence 249CLASSIFIEDS Arizona Certified Monte5sori Teacher<, Needed in orth Phoenix, Ari/ona Montessori school located in beau… |
Sequence 61the last plane of develop- ment-the eighteen- to twenty-four-year-olds. My own observations of a Montessori high school… |
Sequence 144In comparison to even fifty years ago, let alone the time of Spinoza, no one can dispute the arrival of the enormous comfort… |
Sequence 102Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 240Nature Center at Shaker Lakes, Native American ways of living in the Shaker Parklands, Gorge Metropark, and Lake Erie Nature… |
Sequence 163Montessori, Maria. Tile For111alion of Man. 1949. Trans. A.M. Joosten. Oxford: Clio, 1989. Montessori, Maria. Spo11taneo11s… |
Sequence 174significant improvement for all motor test items except flexibility. Notably, the experimental group showed marked improvement… |
Sequence 181integrate the arts (in children's eyes). Therapeutic gardens offer innumerable opportunities for in- tegration of the… |
Sequence 52spent more time outdoors, but with adulthood came days and nights in hermetically sealed homes, cars, and places of employment… |
Sequence 5Preface: revelations then and now—Guided by nature .....1 by David Kahn Part I the ChIldren’s house: Indoors, outdoors,… |
Sequence 133 Kahn • Preface: Revelations Then and Now—Guided by Nature of the human personality and of our planetary system are playing… |
Sequence 155 Kahn • Preface: Revelations Then and Now—Guided by Nature all of Montessori. The critical function of the natural world is… |
Sequence 3121 Montessori • Nature in Education nature in education by Maria Montessori This piece of writing addresses the “boundless… |