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Sequence 17REFERENCES Dewey, J. (1956). The school and society (Combined edition with The child and the curriculum). Chicago: U of… |
Sequence 1COSMIC EDUCATION AT THE ELEMENTARY LEVEL AND THE ROLE OF THE MATERIALS by Carnillo Grazzini The first section of Mr.… |
Sequence 2misleading if it leads someone to believe that cosmic education also applies, or can apply, to other planes of development-… |
Sequence 3COSMIC EDUCATION IN THE FORM OF A CONCRETE IMAGE I think that everyone, during the course of their lives, has experienced at… |
Sequence 4• "God Who Has No Hands"-the story of the creation of the universe, etc., and, therefore, the greatest… |
Sequence 5For language: a large chart for the story of "The Ox and the House," the material in relation to the grammar… |
Sequence 6materials and equipment which are, or ought to be, found in any Montessori elementary environment. Each group representative… |
Sequence 7is try or physics, and you cannot study life without its environ- ment, which brings us to geography. But then again, you… |
Sequence 8For the second quote, we find: "The child's intelligence ... a fertile field in which seeds may be sown"… |
Sequence 9With the addition of Dr. Montessori's words, the room was complete-transformed into a model of an all-embracing environ… |
Sequence 10self-evident and emotionally satisfying, and the child is never left wondering, "What is the point of all this?&… |
Sequence 11touched, the exploration is also an emotional one, and there arises that strong sentiment to God and Man. When these young… |
Sequence 12is, or can be, referred to the whole; where the whole is a set of ordered parts;and,finally,… |
Sequence 13This cosmic fable begins something like this: I know of a marvelous nation, a marvelous country where the inhabitants are… |
Sequence 14Chart2 THE GREAT RIUER J t, Of course the chart of "The Great River" is only an impres- sionistic aid and… |
Sequence 15"IN Mv SERVICE Is PERFECT FREEDOM!" Some advanced Montessori training courses do not include the sixth… |
Sequence 16the Italian fascist experience was well and truly finished, and fascism had been definitively defeated five years earlier. In… |
Sequence 17answers or ideological solutions to the problems facing humanity. Furthermore, on the personal level, Montessori had no reason… |
Sequence 18Each individual, each one of us, has a body made up of billions of cells (50 thousand billion, to be ex- act) and, from the… |
Sequence 19The first is like a river which carries substances to all parts of the body. But it acts also as a collector. In fact, the… |
Sequence 20beings, the exploration of this aspect of human society, we usually identify as economic geography in our courses. Montessori… |
Sequence 21In this lecture, Montessori explores at great length her idea of the "union among the peoples," "… |
Sequence 22... all those achievements ... which have benefited humanity, are due to the work of men who often struggled in obscurity and… |
Sequence 23profound existence of these bonds of interdependence and social solidarity between the peoples of the whole world."… |
Sequence 24of human interdependence and the building of human solidarity: This is cosmic education. And in all of this, "The… |
Sequence 1.. •• •· Australian baobab 64 The NAMTA Journal • Vol. 22, No. 1 • Winter 1997 |
Sequence 2THE TELLING OF THE STORY by Audrey Sillick Evoking storytelling as a human tendency, Audrey Sillick suggests that the story… |
Sequence 3dreams as our private myths. Their meanings transcend the bound- aries of language, of custom, of time, which makes the… |
Sequence 4moccasins of the other or to express it authentically without the real temptation to "sanitize" it to fit… |
Sequence 5generations, and the spirit of a place reflected the spirit of the people who inhabited it. Displacement is also the tragedy… |
Sequence 6the story place over and over, much like a favorite walk that follows the same route but yields something new and different… |
Sequence 7WHEN IT COMES TO BUGS I like crawlers, I like creepers, hoppers, jumpers, fliers, lea pers, walkers, stalkers, chirpers,… |
Sequence 8ments of animals or the wind in the trees, or to express feelings, they are given the opportunity to explore alternate… |
Sequence 9There can be little doubt that engaging the listening ear with a story transports the listener to another level of… |
Sequence 10when crafted well are memorable experiences. I was privileged to be at the last live performance of Chief Dan George telling… |
Sequence 11memory. Over the centuries, they roamed sea and land and learned them well; their history was encoded in stories and chants,… |
Sequence 12Life, they say, is a great circle, beginning with Creation and ending, not with death, but with a return to Creation itself.… |
Sequence 13Someone has said that the Great Spirit made humans because He/ She loves stories. every moment, be treated with proper… |
Sequence 14implementing new ways of educating our children today, informed by a different view of teaching and learning, of the kind that… |
Sequence 15also chanted throughout the dances. Their dress, representing each of these animals, had taken years to make, and the sense… |
Sequence 16story told by an Inuit woman to ethnologist Rasmussen early in this century: In the very earliest time when both people and… |
Sequence 17REFERENCES Abram, D. (1996). The spell of the sensuous. New York: Pan- theon Books. Coles, R. (1990). The spiritual life of… |
Sequence 1TRANSFORMING CHILDREN INTO STORYTELLERS by David H. Millstone David Mi/stone's documentation of his original… |
Sequence 2Columbus. I was doubtful about her chances for success, but I decided to give her lots of rope, quietly rehearsing the speech… |
Sequence 3them? And once that decision has been made, how do fifth graders become storytellers? An incident from the first year of the… |
Sequence 4before his visit, Odds had lost his voice, and we were unable to reschedule a mutually convenient time. Children learned the… |
Sequence 5has commented, "Despite the implications of its name, literature does not seem to have been the invention of literate… |
Sequence 6.:, societies, and speculates how those children's oral skills might be put to use in our 20th-century classrooms: We… |
Sequence 7from local artists, and for many stories, she has two sets-one that she uses when telling a story, and another less delicate… |
Sequence 8He disagreed: "You've just returned from a year of studying this material. I like listening to you describe your… |
Sequence 9personnel, we had seven storytellers. The list of storytellers during those two years was wide-ranging: • Rod Alexander,… |
Sequence 10Hunt drew an exaggerated map of the Mediterranean before launch- ing into a casual and humorous telling. Jo Valens brought a… |
Sequence 11Once, long ago, more than 3,000 years before our time, on the island of Ithaca off the west coast of Greece, lived a king… |
Sequence 12Of these adventures, oh Muse, lift the great song again, tell us again in our time. (Mary Sinclair) After we had listened to… |
Sequence 13pictures he drew. Other things that helped me were facial expressions and different voices. To me it was like he really got… |
Sequence 14One teller brings a unified vision to the telling, a clarity and sense of purpose. The teller has a strong mental image of… |
Sequence 15one episode from Horner well enough to teach it to the first graders. These preparations take weeks. "WHICH TEXT Do… |
Sequence 16Then Ulysses rolled a boulder next to the giant's head and climbed on it, so that he was looking down in the eye. It was… |
Sequence 17In any case, I remind the students, their job is not to retell Homer word for word, but rather to present the story in their… |
Sequence 18Think about the different stories, and think about which ones you want to tell. Don't worry about getting all the… |
Sequence 19When you watch TV or go to the movies, the pictures are all there for you on the screen. All you have to do is look at them.… |
Sequence 20Guided Imagery Children find a quiet space in the room, either sitting on chairs or stretching out on the carpet with a… |
Sequence 21And walk around, with bare feet. What does it feel like under your feet? Is it the same over there, or over there? Rock… |
Sequence 22rather than simply cause a commotion. This activity helps create a community of risk-takers. Now, stop right there. Turn to… |
Sequence 23together, and each offers the individual a chance to try something new. We never know who will be affected by a particular… |
Sequence 24in character as you switch from person to person. Many storytellers find that if they can put themselves into each character… |
Sequence 25unique. Even the staunchest believer in The One Right Way had a hard time choosing. Enunciation exercises These offer an… |
Sequence 26I looked into their warm eyes, the amount of emotions was astonishing, but more than love or sorrow or hunger I saw greed. I… |
Sequence 27continues, "But let's not dwell on such matters," and describes the death of Achilles: I was not the… |
Sequence 28• "I went into the bathroom and locked the door and looked at myself in the mirror and told it. It was hard."… |
Sequence 293. Imagine that you're there, in the place you're describing; have a picture in your head. 4. Include sound effects… |
Sequence 30graders. Fifth graders frequently dread telling it to their entire class, although after the fact they usually appreciate the… |
Sequence 31the theatrics of Laurence Davies and Bill Cook, Molly brings an old piece of cloth to her telling and she dashes back and… |
Sequence 32University of Vermont, where they held 750 high school Latin stu- dents spellbound in a gym during a presentation at Vermont… |
Sequence 33But why push children to tell stories? Why is it important to take that additional step? As we have seen, preparing a story… |
Sequence 34• "You can tell a story and not make it boring. You learn to get your point across. It's better to tell a story… |
Sequence 35Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 1EVOLUTION AND FLOW by Mihaly Csikszentmihalyi Dr. Csikszentmihalyi presents his theory of "flow" in the… |
Sequence 2In fact, when we struggle against entropy, we do get an immedi- ate and very concrete reward from our actions: We enjoy… |
Sequence 3creation she is. Another woman describes the same feeling of extreme involvement and pleasure as she shares her skills and… |
Sequence 4fulfillment." On a more sober note, a surgeon describes why operat- ing is so enjoyable: "The personal… |
Sequence 51. Clear goals: an objective is distinctly defined; immediate feedback: one knows instantly how well one is doing. 2. The… |
Sequence 6well he or she is doing. Most games, sports, artis- tic performances, and re- ligious ceremonies have well-specified goals… |
Sequence 7attention long enough for one to achieve a flow experience. The value of the goal is simply that it offers an opportunity to… |
Sequence 8It is really great. I no longer notice my fingers, the score, the keys, the room; only my emotions exist, and they come out… |
Sequence 9control of my world." Here is how a world-class figure skater describes a typical flow experience: I knew every… |
Sequence 10Here is how another skater describes the utter absorption when one feels that a performance is going well: It was just one of… |
Sequence 11compared to the game. You can think about a problem all day but as soon as you get in the game, the hell with it! [In figure… |
Sequence 12Rock climbers are particularly eloquent on this score: "It's a pleasant feeling of total involvement. You become… |
Sequence 13working 100 hours." And a chess master: "Time passes a hundred times faster. In this sense, it resembles a… |
Sequence 14priorities were mixed up, spending most of my hours in the office .... The years were slipping by. I enjoy being a carpenter… |
Sequence 15Whenever we discover new challenges, whenever we use new skills, we feel a deep sense of enjoyment. To repeat this… |
Sequence 16Almost every activity has the potential to produce flow. Some- such as games, sports, artistic performances, and religious… |
Sequence 17parison with this all-too-frequent condition, the total involvement of flow is experienced as rewarding. Our studies over the… |
Sequence 18In any case, when the conditions of flow are present, people tend to report an optimal state of inner harmony that they desire… |
Sequence 19THE CONSEQUENCES OF FLOW There are many reasons why experiencing flow is beneficial. Per- haps the most important is also the… |
Sequence 20devising more and more precise ways of measuring the speed of light. When he was asked in his old age why he had done so, he… |
Sequence 21These results suggest that flow has important implications for teaching students in our schools. The general attitude toward… |
Sequence 22esteem is for all intents and purposes suspended. But afterward, in recollection, one is led to say that the experience made… |
Sequence 23It is no exaggeration to say that a great many of our social problems are due to the lack of flow in everyday life. Addiction… |