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Sequence 4place and teacher, leaving impressions which incubate in the absorbent mind. Those experiences remain even while the conscious… |
Sequence 13The use of questions is common to all of these approaches. It boggles my mind: when I went to the places where teachers were… |
Sequence 11There are probably other aspects of children's relationship to nature that differ from those of adults and could lead… |
Sequence 12individual soul. "Drink in the beauty and wonder at the meaning of what you see," says Rachel Carson in her… |
Sequence 12Additionally, the absorbent mind assists the child in taking in all aspects of the world and incarnating them, making it part… |
Sequence 16The motive running through cosmic education is service. Everything that exists has a service to perform, from the plants to… |
Sequence 108The motive running through cosmic education is service. Everything that exists has a service to perform, from the plants to… |
Sequence 112Additionally, the absorbent mind assists the child in taking in all aspects of the world and incarnating them, making it part… |
Sequence 21one of the things to remark is the beauty of shells. She reminds us that all shellfish might have had the same kind of shell… |
Sequence 22again?" I remember a summer night when such a thought came to me strongly. It was a clear night without a moon. With… |
Sequence 4Emotions, to a world of intimacy. It takes a universe to make a child Both in outer form and inner spirit. It takes a… |
Sequence 8its high moment of wonder and beauty and intimacy. Flowers had come into being. We couldn't exist without flowers for two… |
Sequence 14ciation, but this is the conclusion that a series of studies now suggest. 3 This formula of free time in the natural world,… |
Sequence 22faculty for analysis and empiricism, the faculty of imagination, and the capacity for compassion. This is how we study nature… |
Sequence 10cause it's important for the health of children. I think you are familiar with Rachel Carson' s wonderful book A… |
Sequence 13the farm manager and teachers: What were their goals? What did they want the children to be taking away from their visit? The… |
Sequence 15LEARNING TO SEE AND NATURAL SYMPATHY Here again are the words of Rachel Carson, returning to the theme that, yes, facts are… |
Sequence 16ADVANCED KNOWLEDGE Rachel Carson leads us into this form of connection as well: "Once the emotions have been aroused… |
Sequence 15such an ethic is often heavy-handed preaching about the imminent demise of the planet. Such information definitely has its… |
Sequence 32paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 2LEARNING TO LOVE THE NATURAL WORLD: A UNIFYING MESSAGE FOR p ARENTS AND TEACHERS by Louise Chawla Louise Chawla's… |
Sequence 3If a child is to keep alive his inborn sense of wonder without any such gift from the fairies, he needs the companionship of… |
Sequence 4claim that these people had different backgrounds than others who appear less environmentally concerned. Several studies,… |
Sequence 5commitment to protect the environment? What personal exper.iences turned you in this direction and inspired you to pursue it?… |
Sequence 15ences are associated with concern and care for nature in adolescence and adulthood. I have also reviewed ways in which… |
Sequence 9These words are simple and deep, but clear enough for an older elementary child to grasp. Other areas of creative endeavor in… |
Sequence 7form a word, we then get: OMBIUS .... The social ombius dominates the child. (50-51) Adults think they know what is good for… |
Sequence 13Play listening games outdoors. Rachel Carson says, "I believe children can be helped to hear the many voices of the… |
Sequence 14pieces, big and small, revealed the same inner structure when ex- amined with the magnifying glass. All crystals of a given… |
Sequence 32attention in the national press. There is a growing national conscious- ness about the importance of nature for children, and… |
Sequence 6place and teacher, leaving impressions that incubate in the absorbent mind. Those experiences remain even while the conscious… |
Sequence 745 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness Chicago have also begun to do work with… |
Sequence 846 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There are studies of elementary school children that rate the children’s… |
Sequence 947 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness advanced KnowledGe Rachel Carson leads us… |
Sequence 474 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 has included The Pleasure of Finding Things Out by Richard P. Feynman (… |
Sequence 676 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to understand that this environment had to be made up of three parts:… |
Sequence 777 Vaz • Montessori Special Education and Nature’s Playground the sensorial Materials and nature Let us talk about 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 2250 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 time. The Biblical world and the modern scientific world agree on this… |
Sequence 5253 Berry • The Great Work of the New Millennium everything is both object and subject. As objects they are used; as… |
Sequence 7285 O’Shaughnessy • Epilogue: The Child and the Environment The greatest gift we can give this spontaneous explorer is time… |
Sequence 7285 O’Shaughnessy • Epilogue: The Child and the Environment The greatest gift we can give this spontaneous explorer is time… |
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 1353 Chawla • The Natural World as Prepared Environment to find fishing bait under rocks, but also just to “appreciate what’s… |
Sequence 325 Orr • The (Missing) Politics in Environmental and Sustainability Education i One answer is that we were not paying… |
Sequence 247 Allen • Of Natural Science This chapter is based on a talk presented at the NAMTA conference titled Montessori History:… |
Sequence 651 Allen • Of Natural Science Anna developed the nature study program at Cornell and trained many teachers in her long career… |
Sequence 1560 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Second, these words from Teilhard de Chardin: The day will come, when… |
Sequence 784 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 children become acquainted with living beings, Rachel Carson tells us, “… |
Sequence 1198 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 These words are simple and deep, but clear enough for an older elementary… |
Sequence 33place and teacher, leaving impressions which incubate in the absorbent mind. Those experiences remain even while the conscious… |
Sequence 139The use of questions is common to all of these approaches. It boggles my mind: when I went to the places where teachers were… |
Sequence 197There are probably other aspects of children's relationship to nature that differ from those of adults and could lead… |
Sequence 100individual soul. "Drink in the beauty and wonder at the meaning of what you see," says Rachel Carson in her… |
Sequence 135Additionally, the absorbent mind assists the child in taking in all aspects of the world and incarnating them, making it part… |
Sequence 139The motive running through cosmic education is service. Everything that exists has a service to perform, from the plants to… |
Sequence 77one of the things to remark is the beauty of shells. She reminds us that all shellfish might have had the same kind of shell… |
Sequence 78again?" I remember a summer night when such a thought came to me strongly. It was a clear night without a moon. With… |
Sequence 164Emotions, to a world of intimacy. It takes a universe to make a child Both in outer form and inner spirit. It takes a… |
Sequence 168its high moment of wonder and beauty and intimacy. Flowers had come into being. We couldn't exist without flowers for two… |
Sequence 148ciation, but this is the conclusion that a series of studies now suggest. 3 This formula of free time in the natural world,… |
Sequence 204faculty for analysis and empiricism, the faculty of imagination, and the capacity for compassion. This is how we study nature… |
Sequence 145cause it's important for the health of children. I think you are familiar with Rachel Carson' s wonderful book A… |
Sequence 148the farm manager and teachers: What were their goals? What did they want the children to be taking away from their visit? The… |
Sequence 150LEARNING TO SEE AND NATURAL SYMPATHY Here again are the words of Rachel Carson, returning to the theme that, yes, facts are… |
Sequence 151ADVANCED KNOWLEDGE Rachel Carson leads us into this form of connection as well: "Once the emotions have been aroused… |
Sequence 26such an ethic is often heavy-handed preaching about the imminent demise of the planet. Such information definitely has its… |
Sequence 43paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 158LEARNING TO LOVE THE NATURAL WORLD: A UNIFYING MESSAGE FOR p ARENTS AND TEACHERS by Louise Chawla Louise Chawla's… |
Sequence 159If a child is to keep alive his inborn sense of wonder without any such gift from the fairies, he needs the companionship of… |
Sequence 160claim that these people had different backgrounds than others who appear less environmentally concerned. Several studies,… |
Sequence 161commitment to protect the environment? What personal exper.iences turned you in this direction and inspired you to pursue it?… |
Sequence 171ences are associated with concern and care for nature in adolescence and adulthood. I have also reviewed ways in which… |
Sequence 94These words are simple and deep, but clear enough for an older elementary child to grasp. Other areas of creative endeavor in… |
Sequence 152form a word, we then get: OMBIUS .... The social ombius dominates the child. (50-51) Adults think they know what is good for… |
Sequence 158Play listening games outdoors. Rachel Carson says, "I believe children can be helped to hear the many voices of the… |
Sequence 159pieces, big and small, revealed the same inner structure when ex- amined with the magnifying glass. All crystals of a given… |
Sequence 249attention in the national press. There is a growing national conscious- ness about the importance of nature for children, and… |
Sequence 38place and teacher, leaving impressions that incubate in the absorbent mind. Those experiences remain even while the conscious… |
Sequence 5545 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness Chicago have also begun to do work with… |
Sequence 5646 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There are studies of elementary school children that rate the children’s… |
Sequence 5747 Chawla • Bonding with the Natural World: The Roots of Environmental Awareness advanced KnowledGe Rachel Carson leads us… |
Sequence 8474 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 has included The Pleasure of Finding Things Out by Richard P. Feynman (… |
Sequence 8676 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to understand that this environment had to be made up of three parts:… |
Sequence 8777 Vaz • Montessori Special Education and Nature’s Playground the sensorial Materials and nature Let us talk about the… |
Sequence 168158 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 critical first- and second-plane years? If the answer is yes, one can… |
Sequence 260250 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 time. The Biblical world and the modern scientific world agree on this… |
Sequence 263253 Berry • The Great Work of the New Millennium everything is both object and subject. As objects they are used; as… |
Sequence 295285 O’Shaughnessy • Epilogue: The Child and the Environment The greatest gift we can give this spontaneous explorer is time… |
Sequence 297287 O’Shaughnessy • Epilogue: The Child and the Environment the children feel a sense of pride and accomplish- ment. Dr.… |
Sequence 5953 Chawla • The Natural World as Prepared Environment to find fishing bait under rocks, but also just to “appreciate what’s… |
Sequence 2825 Orr • The (Missing) Politics in Environmental and Sustainability Education i One answer is that we were not paying… |
Sequence 5047 Allen • Of Natural Science This chapter is based on a talk presented at the NAMTA conference titled Montessori History:… |
Sequence 5451 Allen • Of Natural Science Anna developed the nature study program at Cornell and trained many teachers in her long career… |
Sequence 6360 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Second, these words from Teilhard de Chardin: The day will come, when… |
Sequence 6562 The NAMTA Journal • Vol. 43, No. 3 • Summer 2018 Lucy B. Laffitte teaches science in context from the big bang to the… |
Sequence 7067 Laffitte • Big History Big Histories. We look at the narrative through different lenses—by asking how Big History informs… |
Sequence 8484 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 children become acquainted with living beings, Rachel Carson tells us, “… |
Sequence 9898 The NAMTA Journal • Vol. 44, No. 2 • Spring 2021 These words are simple and deep, but clear enough for an older elementary… |