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Sequence 209driver's seat and al- ways will be, so the consumer economy is here to stay, but con- sumers sometimes want greener… |
Sequence 210many gigatons of carbon without any serious changes in how we live. There is, accordingly, no wedge called "suck it… |
Sequence 211changes without any sacrifice at all. Maybe changes now underway are enough to save us. Maybe small changes will increase the… |
Sequence 212problem. We have been playing fast and loose with life for a while now and it is time to discuss the changes we must make in… |
Sequence 213wars we fight, the stuff they buy and crazy weather; the politicians they elect and the spread of poverty and violence. They… |
Sequence 214So, what does a carbon-neutral society and increasingly sustain- able society look like? It has front porches; public parks;… |
Sequence 215Marlowe's Or. Fn11st11s, Mary Shelley's Frnnkenstei11, Melville's Moby Dick, and the book of Ecclesiastes. They… |
Sequence 216Kevin Rathunde 210 The NAMTA Journal • Vol. 33. No. I • Winter 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 219how much action there is going to be. The best evidence that cynicism is widespread is the materialism we see around us. This… |
Sequence 220where does my belief system fit in this diverse world we live in? lnternet anonymity bas really changed the way kids… |
Sequence 221friend's parents" or "They have rules that are different." When they look at themselves they… |
Sequence 222This sounds very much like a Montessori perspective, right? He also thought that this inner nature was vulnerable and could… |
Sequence 223He continues: "The [pathologies] of the affluent and indulged young come partly from deprivation of intrinsic values… |
Sequence 224Instead of just saying intrinsic engagement hea Is cynicism, I want to try and get further into the process. Why is engagement… |
Sequence 225intrinsic motivation and engagement? That's how you get a disembod- ied mind: You cut off the personality from a holistic… |
Sequence 226you see here the Montessori schools were different. The primary mode for the Montessori students was feeling intrinsically… |
Sequence 227Damasio has learned from working with brain injuries and new imaging techniques that emotion is connected to good reasoning.… |
Sequence 228with this theory, Stephen Kaplan, suggests that in the modern world there is an abundance of mental fatigue. l have been… |
Sequence 229tates flow, if the embodied cognition perspective and Damasio are correct when placing the body and emotion in the chain of… |
Sequence 230Louv, Richard. LnstChildi11 the Woods. Chapel Hill: Algonquin Books, 2006. Maslow, Abraham. The Fnrther Renches of H11111n11… |
Sequence 231The NAMTA Journal 225 |
Sequence 232Riane Eisler 226 The NAMTA Journal • \lo/. 33, No. I • Wimer 2008 |
Sequence 233FINDING PERSONAL AND PROFESSIONAL p ATHWAYS TO A p ARTNERSHIP APPROACH TO EDUCATION by Riane Eisler Rinne Eisler's… |
Sequence 234also as a mother and a grandmother deeply concerned about what kind offuture our children and our grandchildren will have. I… |
Sequence 235the stairs, and J saw that brutality. But I also saw something else that made a profound and lasting impression on me. It was… |
Sequence 236And so it went. [ eventually set out to find the answers myself. That's not something women are supposed to do, you know… |
Sequence 237into this notion-that there are only two alternatives, you either dominate or you are dominated. There is no partnership… |
Sequence 238relations, even though we know and have long known from psychol- ogy that these are very formative. They so profoundly affect… |
Sequence 239ideal, we're talking about something that is viable, that is actually economically more effective, but it's not… |
Sequence 240So you begin to see that these are all interconnected, mutually support- ing elements. We are trying to get away from this old… |
Sequence 241the good leader, the good manager will exercise that power in a partnership structure. These are very important distinctions… |
Sequence 242name it-they con- trolled, just as the male head of household con- trolled. You always have to look at both the family… |
Sequence 243The fact that women in the Nordic nations are about forty percent of the national legislatures has had a profound effect on… |
Sequence 244work because we humans learn through experience, through model- ing, but we also learn through stories, we live through… |
Sequence 245violence, domination. Now, of course, we have a capacity for that- nobody will deny that-but what about the other capacities… |
Sequence 246to maintain the domination system. Think about it for a moment, there's the story of original sin, and what really is the… |
Sequence 247solutely no evidence, they write, that male bonobos have any interest whatsoever in passing on their genes-none. Why? First of… |
Sequence 2481 ike the mother's womb, a mysterious place for rites to take place. She's carved at the entrance of this cave… |
Sequence 249always expected to give their bodies, their lives, because some guy on top wanted more real estate. In fact, in Euro- pean… |
Sequence 250the older woman is the villain, so never listen to an older woman, right? She's bad. The father is a real jerk. Instead… |
Sequence 251I'll give a little narrative on economics that r give at great length in The Real Wealt/1 of Nations, and I will tell you… |
Sequence 252kids also get it. Whether it's African-American history, whether it's women's history, if it's just that… |
Sequence 253Tl,e NAMTA Jo11mal 247 |
Sequence 254Judith Cunningham with Ambassador Francis Lorenzo of the Dominican Republic 248 The NAMTA Journal • Vol. 33, No. I • Winter… |
Sequence 255THE MONTESSORI MODEL UNITED NATIONS by Judith Cunningham Judith Cunning/Jam puts her practice of peace educatio11 into t/Je… |
Sequence 256The meeting was crowded with medical people, educators and teachers. Europe and the world were stil I under the cloud and the… |
Sequence 257nities did not become more understanding of the child's developmental needs, then the goals of helping humanity develop… |
Sequence 258In 1950, Mario Montessori wrote about the celebration of his mother's eightieth birthday: "UNESCO gave a… |
Sequence 259about the work of the UN by mirroring its activities and cul- tivating important life skills such as negotiation and con-… |
Sequence 260more than that. In order for a delegation to be successful at a confer- ence, the work must start months in advance. Each… |
Sequence 261mission: "The next generation of leaders will come from this program. Soon they will be sitting here, and it will. be… |
Sequence 262they can also experience the participatory excitement of learning how the UN works. During the conference, our students,… |
Sequence 263REFERENCES Barres, Victoria. "Maria Montessori and UNESCO." AMI Co1111111111icntio11s 2004 (#2-3): 41-44… |
Sequence 264Maura Joyce 258 The NAMTA Journal • Vol. 33, No. I • Wi111er 2008 |
Sequence 265COMMUNITY VISION OF THE SCHOOL by Maura C. Joyce Looking at Maria Mo11tessori's historical persona, Maura foyce focuses… |
Sequence 266LIBERATE THE CHILD This morning Lynne Lawrence shared with us the words of Dr. Montessori and put before usa "call… |
Sequence 267their natural development. She worked hard to make sure that schools would not compromise the environment for the child. She… |
Sequence 268school teacher. Dr. Evans, who has consulted in hundreds of private and public schools throughout the U.S. and internationally… |
Sequence 269But by this definition, perceiving ourselves as distinct is not enough. Sharing common interests is not enough. And… |
Sequence 270We know that this industrialization continued for the next forty years. From the family, the disconnection spilled over into… |
Sequence 271Montessori blamed industrialization and greed. Today we call this technology and consumerism. Perhaps your part of the… |
Sequence 272Parents in Today's Society The parents, who, in numbers, form the largest subgroup of adults in the school community,… |
Sequence 273"Transitioning to the Second Plane of Development," "Geography in the Montessori Classroom.&… |
Sequence 274Montessori "Messaging" You must forgive me for my blasphemy, but we have some chal- lenges that are… |
Sequence 275are very good at our job-to protect the children and aUow them to follow the laws of human nature. The children are in control… |
Sequence 276took her all of her life to do. She did not leave us as developed a plan for the adults. She did, however, leave us her wisdom… |
Sequence 277The school will go through stages, the parents will, the adminis- tration and the teachers will. So, what do we do to create… |
Sequence 278to listen twice as much as you talk." Clear communication about expectations for all adults is critical. Parents a !… |
Sequence 279most basic of tools in any community and need to be prevalent in the Montessori school. Patience As we all must exhibit in… |
Sequence 280Montes~ori, Man.1. The S1•cret of Cl1ildho<1d. 1936. Tr.1ns. \I. Joseph C.ostelloc. c" York: Ballantine, 1992… |
Sequence 281The NAMTA Journal 275 |
Sequence 282Jonathan Cohen, PhD 276 The NAMTA Journal • Vol. 33. No. I • Will/er 2008 |
Sequence 283THE THOUGHTFUL SCHOOL: SOCIAL, EMOTIONAL, ETHICAL, AND COGNITIVE EDUCATION AS THE SCHOOLWIDE LANDSCAPE FOR LEARNING by… |
Sequence 284Dewey's work, over the last two decades there has been growing interest in America and abroad about the fields of social-… |
Sequence 285fn this paper, I will summarize the fundamentals of current re- search-basedK-12 social, emotional, ethical, and aca-… |
Sequence 286cal, and academic education 2. Their work was grounded in a deep appreciation of noble goals for education: peace and… |
Sequence 287cognitive competencies and ethical dispositions and (2) creating a climate for learning or safe, caring, participatory, and… |
Sequence 288above? How are you working to promote the capacities you believe are most important? And to the extent that you believe that… |
Sequence 289Reflections: What is your school's mission statement? To what extent do students and parents have an opportunity to… |
Sequence 290of thoughtful schools are deeply invested in being and becoming a caring professional learning community. This is easy to… |
Sequence 2914. Relationships: Creating a Climate for Learning The three R's of SEEAE are relationships, relationships, and… |
Sequence 292Reflections: What are the social norms in your school and homes? What kind ofrole model are you? How do you listen? To… |
Sequence 2936. Aligning Policy and Practice: Creating a Climate for Learning All schools-public and independent-have policies that… |
Sequence 2948. Expectations and Empowerment We all know that we should have high expectations for student learning. And schools that are… |
Sequence 295NCLB has stirred an impor- tant and complicated debate about what "data" is and what kinds of evidence we… |
Sequence 296• Academic activities: These SEEAE curriculum and program- ma tic efforts are direct! y and/ or indirectly linked to academic… |
Sequence 297School climate refers to the quality and character of school life. School climate is based on patterns of people's… |
Sequence 298efforts. In short, we can use measuring school climate to foster truly authentic learning communities. (For more information… |
Sequence 299ship of the meeting have spurred my thinking and learning. For that, I am deeply grateful. ACKNOWLEDGEMENTS I am pleased to… |
Sequence 300ge11t. Ed. R. Bar-On, J.G. Maree, & M.J. Elias. Westport, CT: Praeger, 2007. Cohen,J., L. McCabe, N.M. Mitchel Ii,… |
Sequence 301APPENDIX A "EVIDENCE-BASED" CURRICULUM AND PROGRAMMATIC EFFORTS THAT SUPPORT SEEAE • Center for the… |
Sequence 302--------------------------- ------ - -- Molly O'Shaughnessy 296 The NAMTA Journal • Vol. 33, No. I • Winter 2008 |
Sequence 303MONTESSORI OUTREACH: A PLATFORM FOR CHANGE by Molly O'Shaughnessy Molly O'5/za ughnessy' s plan for social… |
Sequence 304A REVOLUTION IN EDUCATION Dr. Montessori's discoveries began a revolution in education. A sudden, radical, and… |
Sequence 305education and peace, I realized I personally needed to take action to help remedy this situation. Our board was quickly… |
Sequence 306The campaign itself is $6.8 million, which requires an extensive reach into the philanthropic community as well as talking to… |
Sequence 307The first reaction might be to defend our position and explain why these perceptions are incorrect. (And of course some of… |
Sequence 308dialogue and an ordinary discussion is that, within the latter people usually hold relatively fixed positions and argue in… |