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Sequence 66Many of these ideas are introduced to the children quite separately from any talk of rain! There isan "indirect… |
Sequence 67Rr I LREI\CLS C,razztn1, Cam1llo. 'Co::,m1l Educ,11lon ,1t thl' Elcnwntar} Level ,rnd the Roll• of the Materials.… |
Sequence 68Tiu• NAMTA Journal 63 |
Sequence 69James Webster 64 The NAMTA Journal • Vol. 33, No. 3 • S11111111er 2008 |
Sequence 70FROM CHILDHOOD THROUGH ADOLESCENCE: JOURNEY OF THE SPIRIT by James Webster This heartfelt essay explores the so111eti111es… |
Sequence 71They know much of human nature. They know distraction, selfish- ness, and desire. These are strong forces within them. The… |
Sequence 72awareness is the perception that we are a part of something. Montessori was awed by the child's innate connection to the… |
Sequence 73experience. Because we are learning, it is often a painful process. It is the cost of being human. Experience is the result of… |
Sequence 74well. In the myth, the child hero must head forth into the world. There he suffers. But he returns with a gift for his people… |
Sequence 75immediate. Blake gave the imagination the name "translucence." It is the ability to see and to see beyond,… |
Sequence 76And those who have been rushed forward into experience of social struggle, into war, in to hatred, into pol itica I… |
Sequence 77The fundamental freedom-the freedom of the individual- is necessary for the evolution of a species for two reasons: (1) it… |
Sequence 78Yet Montessori also believed this to be a perilous time. She writes, "It is just because this is the time when the… |
Sequence 79us when we disappoint them. Their love encourages us. We need not be perfect, I think; trying seems to be enough. At the… |
Sequence 80tion; see the gifts, the accomplishments, the possibilities that emerge from social collaboration; and experience what social… |
Sequence 81to show them the "human capacity to solve problems and ... [the capacity] of the spiritual source of life to overcome… |
Sequence 82number lose any sense of innocence, of connection to that which is larger. But our students are not lost; they are finding… |
Sequence 83REFERENCES Blake, William." Auguries of Innocence." 1803. Blake, William. So11gs of /1111oce11ce n11d of… |
Sequence 84The NAMTA Journal 79 |
Sequence 85..... ,. ...... - L~ tl ••'"' Natural history drawing was a significant part of the children's work… |
Sequence 86EXPERIENCES IN NATURE: RESOLUTE SECOND-PLANE DIRECTIONS TOWARD ERDKINDER by Gerard Leonard and Kathleen Allen Gerard… |
Sequence 87Jn Spring we planted seed, And by degrees the plants Grew, flowered, and transformed The light to food, which we Brought in… |
Sequence 88Renilde Montessori is very direct when it comes to this question of our fears. She says in her book Ed11cnte11rs sn11s… |
Sequence 89"The Crows!" The crows, here they come, darting to the ground. The crows, the crows, they're… |
Sequence 90A child can enter the disciplines of botany and entomology with vigor and great intel1igence, but first he must be familiar… |
Sequence 91cycle. This is so vitally important because this experience is the most direct way for a child to access the laws of nature,… |
Sequence 92Little Children had such a wide influence. Nature in education and its wider social ramifications was very much in the… |
Sequence 93.----------------------------- child's right to explore the natural world. Of the forest Dr. Montessori eloquently wrote… |
Sequence 94These words are simple and deep, but clear enough for an older elementary child to grasp. Other areas of creative endeavor in… |
Sequence 95of biology and nature study, to have heard of their particular life- changing experiences, and to experience their original… |
Sequence 96This type of work is the same done by great researchers and naturalists in the field. Jane Goodall has kept meticulous notes… |
Sequence 97example, Richard Dawkins' The Ancestor's Tnle takes a different look at the evolution of life. Dawkins moves from… |
Sequence 98• A clear introduction to the Bacteria and Protists in the later years of the elementary-we must move from the seen to the… |
Sequence 99years and most are already represented in our classroom materials. One large area of biology study that may not be as… |
Sequence 100book of Nnture Study (1911) is still in print today and is a great resource for teachers. 4 Both Professor Bailey's and… |
Sequence 1011 would therefore initiate teachers into the observation of the most simple forms of living things, with all those aids which… |
Sequence 102Fabre, J. Henri. Tlte Life of the Spider. New York: Dodd, Mead, 1915. Kahn, David. "The Kodaikanal Experience-Part… |
Sequence 103Peter Gebhardt-Seele 98 The NAMTA Jo11mal • Vol. 33. No. 3 • Summer 2008 |
Sequence 104SCIENCE AND MATHEMATICS: WHAT Is FORMED IN THE ELEMENTARY THAT BLOSSOMS IN THE THIRD PLANE by Peter Gebhardt-Seele Peter… |
Sequence 105look, how do they feel, and what is their name? If J am six to twelve years old, what is important is the cosmos, the totality… |
Sequence 106to cover: physics. Physics has a lot of sections, and I will go through them in more detail because they are not as familiar… |
Sequence 107Next is liquids and gases: everything that has to do with pressure, volume and pressure (you know, the product of volume and… |
Sequence 108field hits a wire, then there is an electromotive force, and you can create a generator that way, to generate alternating… |
Sequence 109languages too), philosophy, religion, natural science-biology and so forth-and history. This seems to be a huge body of… |
Sequence 110support that. You also have to stimulate issues on which they can go off and do their own work. No worksheets. Collect them,… |
Sequence 111In order to prepare for all this, the adolescent level has to provide advanced studies related to those topics. Mathematics:… |
Sequence 112They're not dummies, but this is not their priority. It's not where they excel. The elementary children, they do… |
Sequence 113CONCLUSION The responsibility of the elementary class needs new definition. The Erdkinder program must have keen interest in… |
Sequence 114ELEMENTARY MORAL OUTCOMES LEADING TO A SuccEssFUL ADOLESCENT Col\1MUNITY by Greg MacDonald Greg MncDona/d applies the… |
Sequence 115arms around and used an angry voice, and I would have made her feel terrible about herself. She would have wagged her tail (… |
Sequence 116passing from one stage of independence to a higher lone], by means of their own activity, through their own effort of will,… |
Sequence 117Montessori conceived of the approach that came to be called indirect preparation. If you visit a Montessori primary classroom… |
Sequence 118patterns that have been absorbed are related to the patterns and process of cubing, and then to calculation of cube roots. In… |
Sequence 119Moral development and awareness come from within a child's normal social experience. It may need to be guided and… |
Sequence 120tales, we call it in Australia): 'Johnny did so-and-so.' 'Betty did such- and-such,' and so forth.&… |
Sequence 121Daniel Goleman speaks of five dimensions of emotional intelli- gence, characterized by twenty-five emotional competencies. Two… |
Sequence 122The concept of emotional competence is rooted in the understand- ing of emotions as being normal, useful aspects of being… |
Sequence 123At a Direct Input level of study, we read things or we hear things or we see things or we absorb information using a… |
Sequence 124atone level or another, either between people or between peoples. They will encounter situations that require some sort of… |
Sequence 125comes of their studies, they are met with a mixture of alternative, complementary, and unrelated studies, provided by their… |
Sequence 126reptiles, insects, and birds into the campsite of a group of early humans. What, Swim me asked, would be the likely response… |
Sequence 127Grentworkmaybeobserved as thechildrenapply a newly acquired skill to a project that extends beyond the boundaries that most… |
Sequence 128the time that we went to the Metro subway station. We all boarded the train, their chaperone boarding last. It was the wrong… |
Sequence 129'Tm walking down the city street with my friends on this going out. I see a homeless person over there. He looks hungry… |
Sequence 130marmoset, or the generation of lasers, or whatever interest that group may be pursuing. It is the experience that is… |
Sequence 131• Adults beyond immediate family. • Children beyond immediate family. • The chance to become an observer or a spectator of… |
Sequence 132• The children begin to learn how society works (going out- buses, museums, factories, etc.). · The children study societies… |
Sequence 133. Interaction with and use of the mechanisms of society-banks, suppliers, machines, etc. • Cooperative, longer-duration,… |
Sequence 134Montessori flips the funnel. The children enter at the small end of the funnel (the family end) and gradually, horizons are… |
Sequence 135little doubt that that person would pause and then respond: "No- body-I taught myself." Then, many of them… |
Sequence 136The NAMTA Joumal 131 |
Sequence 137Laurie Ewert-Kroeker 132 The NAMTA Journal • Vol. 33. No. 3 • Summer 2008 |
Sequence 138UNRAVELING THE 1.1MYSTERY OF THE ADOLESCENT" AND FINDING WHAT'S FUNDAMENTAL by Laurie Ewert-Kroeker Lnurie… |
Sequence 139Twelve years into this adolescent work, reflecting on what I have come to understand about Montessori principles, what I have… |
Sequence 140out of the child's way, watch closely, follow the child's lead, and respond to what we learn to be fundamentally… |
Sequence 141cent-a visual "Incredible Voyage," imagining I could go inside the body/ soul of a fourteen-year-old… |
Sequence 142To be part of, to belong to, to have a role in, to perform a task for, to be recognized as a member of-those are the parts of… |
Sequence 143the broader soul of everything this child was born with and everything that has already shaped her personality (which is… |
Sequence 144knowledge upon which further knowledge and understanding are based. We must not give everything, but strive to know what is… |
Sequence 145And do those elefftents of social organization change from the first sub-plane of twelve to fifteen to the second sub-plane… |
Sequence 146offered to humanity in solving dilemmas and facing challenges. The natural, psychic gifts of humans-mathematics, language,… |
Sequence 147Most of the time, this kind of meaningful work cannot take place solely in a classroom. That's a challenge. It's a… |
Sequence 148We haveourworkcutoutforus. We have to keep our minds sharp. We have to keep our observations as free from personal agenda as… |
Sequence 149Pat Ludick 144 The NAMTA Joumal • Vol. 33. No. 3 • Summer 2008 |
Sequence 150PEDAGOGY OF PLACE: DEEPENING ERDKINDER PRINCIPLES WITHOUT THE f ARM by Pat Ludick Pedagogy of Place is now a standard of… |
Sequence 151work. One of the blessings r be- lieve f have re- ceived-and I have indeed asked for it-is the gift of won- der. Out… |
Sequence 152richness in theirlives and in their world view. It is because of what has come before that they are who they are: Montessori… |
Sequence 153a school; we're a nice school, but we are not a comm unity that learns, that learns and grows together in all that we do… |
Sequence 154guide our practice and where it is all going? The times that L have been privileged to do that kind of staff education at our… |
Sequence 155all, it is a place. We are grounded. There's stability in that place, wherever your place is, wherever your ado-… |
Sequence 156This is yours, we say. Weare gifting you with this home. Weare gifting you with this Jand. All isa gift to you. How will you… |
Sequence 157This work is demanding. I don't have to tell anyone here that. It is demanding. It's messy. But it's… |
Sequence 158DOING THE WORK This woi:k is demanding. I don't have to tell anyone here that. It is demanding. 1t's messy. But it… |
Sequence 159Jacqui Miller and Barbara Fox 154 The NAMTA Jo11nwl • Vol. 33. No. 3 • S11111111er 2008 |
Sequence 160DEEPENING ERDKINDER PRINCIPLES WITHOUT A FARM: PEDAGOGY OF PLACE IN A NEIGHBORHOOD by Jacqui Miller and Barbara Fox Arbor… |
Sequence 161miles east of Atlanta, with no prospect of becoming rural. In fact, the tension has come from the fact that we have no desire… |
Sequence 162wonderful sharing of ideas and experience that helped us deepen our understanding of Pedagogy of Place. By the summer of 2004… |
Sequence 163Farm Hostel Garden To serve. to sell, Shop Coffee House to eat Market Pizza Day Produce, Crafts Lunch Service Baked… |
Sequence 164decorations to support the theme they have chosen. Live or recorded music adds to the ambiance. Students manage preparation… |
Sequence 165and market, but may someday serve as a focus of community gatherings. Our first garden was located on the north side of the… |