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Sequence 171161 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder The study of cells—… |
Sequence 172162 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 What we elementary Montessori teachers have to remember is that the real… |
Sequence 173163 Leonard and Allen • Experiences in Nature: Resolute Second-Plane Directions Toward Erdkinder Montessori, Maria. The… |
Sequence 174164 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Vanessa Toinet, Ecole Montessori du Morvan, Bard-le-Regulier… |
Sequence 175165 Swimme • The Resurgence of Cosmic Storytellers the resurGence of cosMic storytellers by Brian Swimme Brian Swimme’s… |
Sequence 176166 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Throughout my educational experiences, I was told stories that evoked an… |
Sequence 177167 Swimme • The Resurgence of Cosmic Storytellers Story forced its way still further into physics when, in recent decades,… |
Sequence 178168 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 suddenly every detail of every encounter becomes an invitation into… |
Sequence 179169 Swimme • The Resurgence of Cosmic Storytellers alone, we can build our lives and societies around the Earth story. This… |
Sequence 180170 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 ing? In the last era, people thought there was no music in rocks. But we… |
Sequence 181171 Swimme • The Resurgence of Cosmic Storytellers Courtesy of Brad Bachulis Dr. Brian Swimme is a mathematical cosmologist… |
Sequence 182172 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Montessori School of Lake Forest, Lake Forest, Illinois |
Sequence 183173 Part III • Montessori Pedagogy and Place: Joining Humanity Part III e Montessori Pedagogy and Place: Joining Humanity… |
Sequence 184174 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Sara Guren © MDP, Hershey Montessori School, Huntsburg, Ohio |
Sequence 185175 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the adolescent: taKinG on the tasK of huManity—… |
Sequence 186176 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Although not every adolescent is dysfunctional, rebel- lious, or… |
Sequence 187177 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity the healing and restorative aspects of nature tomor- row… |
Sequence 188178 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Once outside, they are usually happy to be there and may choose to find… |
Sequence 189179 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity Decisions about which trees to thin and which to leave… |
Sequence 190180 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 But even more important, from a Montessori perspective, the adolescent,… |
Sequence 191181 Ewert-Krocker • The Adolescent: Taking on the Task of Humanity Laurie Ewert-Krocker was the founding head teacher of… |
Sequence 192182 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Sunstone Montessori School, Portland, Oregon |
Sequence 193183 Orr • Place and Pedagogy Place and PedaGoGy by David Orr David Orr’s classic article links education to living in the… |
Sequence 194184 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 everything, except perhaps for the question of how one was to live one’s… |
Sequence 195185 Orr • Place and Pedagogy 1897 essay. Dewey proposed that we “make each of our schools an embryonic community . . . with… |
Sequence 196186 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 both of which are important to intellectual growth. The study of place… |
Sequence 197187 Orr • Place and Pedagogy nurturing relationship with a place.5 Good inhab- itance is an art requiring detailed knowledge… |
Sequence 198188 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 larger curriculum which would include the study of relationships between… |
Sequence 199189 Orr • Place and Pedagogy Courtesy of Beautiful Sun Montessori School, Aruba |
Sequence 200190 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Prairie Hill Learning Center, Roca, Nebraska |
Sequence 201191 Hutchison • Teaching Nature: From Philosophy to Practice teachinG nature: froM PhilosoPhy to Practice by David Hutchison… |
Sequence 202192 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 fear of taking children outside—a concern for the wildness of nature (… |
Sequence 203193 Hutchison • Teaching Nature: From Philosophy to Practice This is another kind of approach to nature educa- tion. The… |
Sequence 204194 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 children’s developmental experience of the world. The educational… |
Sequence 205195 Hutchison • Teaching Nature: From Philosophy to Practice aim is to help children go confidently into the real world,… |
Sequence 206196 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Inquiry Learning Here we switch to a new perspective on learn- ing that… |
Sequence 207197 Hutchison • Teaching Nature: From Philosophy to Practice There’s a strong focus on self-esteem and per- sonal identity… |
Sequence 208198 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 activism, social justice, the developing world, and other topics not… |
Sequence 209199 Hutchison • Teaching Nature: From Philosophy to Practice Courtesy of Mr. Katsuhiko Yorita, Information Center, Okinawa,… |
Sequence 210200 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Farmhouse Montessori School, North Balgowlah, Sydney,… |
Sequence 211201 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century deeP ecoloGy: educational Possibilities for… |
Sequence 212202 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 let’s look at the big picture. As our new century unfolds, one of the… |
Sequence 213203 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century particular strand in the web of life. It… |
Sequence 214204 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 of living systems. This is a theory that is only now fully emerging but… |
Sequence 215205 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century language and a new set of concepts to… |
Sequence 216206 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 of beliefs, of explanations, of values, a common context of meaning,… |
Sequence 217207 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century Now, as I said before, understanding… |
Sequence 218208 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the last chapter of my last book I have an extensive discussion and… |
Sequence 219209 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century fuel cells that promise to inaugurate a new… |
Sequence 220210 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 have developed better technologies. The impli- cations for all this—… |
Sequence 221211 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century the phenomena that are experienced, explored… |
Sequence 222212 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 returning organic matter to the soil to re-enter the ecological cycles… |
Sequence 223213 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century children to become ecologically literate and… |
Sequence 224214 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 view dramatically. Scientists have come to realize that emotion and… |
Sequence 225215 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century in complex, real-world projects through… |
Sequence 226216 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 and we took them through all kinds of experiences and exercises, and… |
Sequence 227217 Capra • Deep Ecology: Educational Possibilities for the Twenty-First Century Courtesy of Julie Davis, A Peaceful Path… |
Sequence 228218 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Figure 1. Early example of Montessori education transitioning into the… |
Sequence 229219 Moore and Cosco • Greening Montessori School Grounds by Design GreeninG Montessori school Grounds by desiGn by Robin… |
Sequence 230220 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 process, and the space must be designed to retain its lush quality.… |
Sequence 231221 Moore and Cosco • Greening Montessori School Grounds by Design could start work on the outdoor renovation plan, a time-… |
Sequence 232222 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 desiGn iMPleMentation A full range of play and learning settings was… |
Sequence 233223 Moore and Cosco • Greening Montessori School Grounds by Design long-term site development. As the school expands, these… |
Sequence 234224 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 and as a place for special study. Although enclosed for safety reasons,… |
Sequence 235225 Moore and Cosco • Greening Montessori School Grounds by Design Secondary pathways should be considered as an independent… |
Sequence 236226 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Figure 8. Narrow tertiary pathways offer children the quiet, intimate… |
Sequence 237227 Moore and Cosco • Greening Montessori School Grounds by Design three to six years old, or more dramatic elevations may… |
Sequence 238228 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the livinG landscaPe Once the grounds are served by a circulation… |
Sequence 239229 Moore and Cosco • Greening Montessori School Grounds by Design Figure 12. Rain gardens are easy to install in a wet… |
Sequence 240230 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 These data reinforce more general research conclusions that suggest… |
Sequence 241231 Moore and Cosco • Greening Montessori School Grounds by Design world by pressing against the “unknown” (see Figure 17).… |
Sequence 242232 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 with higher levels of diversity are likely to satisfy the exploratory… |
Sequence 243233 Moore and Cosco • Greening Montessori School Grounds by Design Kaplan, R. “The Nature of the View from Home:… |
Sequence 244234 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 websites Natural Learning Initiative: www.naturalearning.org LEED (U.S… |
Sequence 245235 Moore and Cosco • Greening Montessori School Grounds by Design Courtesy of Vanessa Toinet, Ecole Montessori du Morvan,… |
Sequence 246236 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Chris Trostel, Montessori Borealis Public, Juneau, Alaska |
Sequence 247237 Rathunde • Nature Experience and Education nature exPerience and education by Kevin Rathunde Kevin Rathunde turns his… |
Sequence 248238 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 respect. David Orr comments, “The civilization we have built causes us… |
Sequence 249239 Rathunde • Nature Experience and Education education. There are many indications that nature actually has a positive… |
Sequence 250240 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 matched traditional schools, so these kids were all in similar-sized… |
Sequence 251241 Rathunde • Nature Experience and Education internally, we need those kinds of research and tools to help our parents… |
Sequence 252242 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Montessori School of Beaverton, Portland, Oregon |
Sequence 253243 Mazzetti • The Ecology of the Mind the ecoloGy of the Mind by Luciano Mazzetti Dr. Mazzetti’s almost lyrical… |
Sequence 254244 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Confronted by these problems, I have asked myself if, in Maria… |
Sequence 255245 Mazzetti • The Ecology of the Mind and care for an environment. You know what it means to watch for the smallest detail… |
Sequence 256246 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 disturb the stars,” as a Spanish poet once said. It means being… |
Sequence 257247 Mazzetti • The Ecology of the Mind Courtesy of Vanessa Toinet, Ecole Montessori du Morvan, Bard-le-Regulier, Burgundy,… |
Sequence 258248 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Chris Trostel, Montessori Borealis Public, Juneau, Alaska |
Sequence 259249 Berry • The Great Work of the New Millennium the Great worK of the new MillenniuM by Thomas Berry Thomas Berry explores… |
Sequence 260250 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 time. The Biblical world and the modern scientific world agree on this… |
Sequence 261251 Berry • The Great Work of the New Millennium its way over a meadow, it’s a kind of ecstatic joy. Watch children. They… |
Sequence 262252 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 to live deeply in the abiding wonder and beauty and intimacy presented… |
Sequence 263253 Berry • The Great Work of the New Millennium everything is both object and subject. As objects they are used; as… |
Sequence 264254 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 the planet Earth will be, not only desolate physi- cally but mentally.… |
Sequence 265255 Berry • The Great Work of the New Millennium Jackson with his Land Institute in Selina, Kansas, is one. There in the… |
Sequence 266256 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 There would also be a rethinking of the inner life of mind and soul… |
Sequence 267257 Berry • The Great Work of the New Millennium Courtesy of Chris Trostel, Montessori Borealis Public, Juneau, Alaska |
Sequence 268258 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 Courtesy of Mr. Katsuhiko Yorita, Information Center, Okinawa, Japan,… |
Sequence 269259 Montessori • Fifth Lecture fifth lecture by Maria Montessori We include the ninth chapter of Education and Peace by… |
Sequence 270260 The NAMTA Journal • Vol. 38, No. 1 • Winter 2013 such a distinction, we might be inclined to say that even the way of… |