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Sequence 4hunters in the Kalahari could be said to be "working" about three hours a day. That's about how much… |
Sequence 5upset if they are given any kind of gift, which is what anthropologists used to do originally when they visited. They left… |
Sequence 6with agriculture, it was possible now for some people to say, "OK, I don't have to farm,I don't have to… |
Sequence 7teenagers-wake up, and they help out, and then the husband goes fishing or hunting for mushrooms, and then he comes back and… |
Sequence 8she meets on the way, about the rocks, about the animals she sees, the birds. She lives in a universe that is familiar and… |
Sequence 9Now we are probably entering a kind of fourth period, which is defined as the pe- riod of the knowledge worker, where we can… |
Sequence 10time they are their grandparents' age, look like their parents do now, but not like their grandparents. In other words,… |
Sequence 11that division of labor also made possible the exploitation of labor. Hunter-gatherers could not really exploit each other.… |
Sequence 12were kind of rocks from which people chipped off little pieces, Ii ttle shards of rock. These pieces were mostly used to… |
Sequence 13Now we are probably entering a kind of fourth period, which is defined as the period of the knowledge worker, where we can… |
Sequence 14symbolic system.But they don't have to be in the offi~e; they don't have to even know whom they work for face-to-… |
Sequence 15feel-you know, how happy they are, how cheerful, how concentrated. In this particular study, the one with teenagers, we asked… |
Sequence 16are not particularly happy kids. Kids who say that what they do is more like play most of the time are much more happy, open,… |
Sequence 17Q. Does it matter if students work with joy in all areas, or is just one area enough? A. I think if you look at the whole… |
Sequence 18never called work anything that they themselves originated. That is the typical way in which kids learn about what's work… |
Sequence 19ideas on the role of a school community in taking a more active role in leading the way? A. Well, I noticed that out there in… |
Sequence 20the third world, which replicates on a global scale what used to be the struggle within society in the nineteenth century. We… |
Sequence 21Q. In Montessori we talk about the uninterrupted work time and we recognize that the adolescent needs time for self-reflection… |
Sequence 22have that prejudice. But I think so-called normal children, who, as you know, are not normal, don't know that. They think… |
Sequence 1THE Goon WORK by Mihaly Csikszentmihalyi Researching the working lives of geneticists and journalists, Dr. Csikszentmihalyi… |
Sequence 2The three of us essentially sat down one day at the beginning of the year and said, "Well, how would we want to… |
Sequence 3Also interesting was that those who deal with the news, that is, the reporters and editors, feel completely beleaguered and… |
Sequence 4Hippocratic Oath that every medical student takes after graduating from medical school and there are certain accepted… |
Sequence 5The social controls are the ones that bring pressure from the social environment and expect you to do good work, so they are… |
Sequence 6to provide any kind of alternative to these old traditional ways of development. Then there is this fourth category, which is… |
Sequence 7it? Is it really good work by the standards of tradition? How is it related to my personal standards? Is not an easy thing to… |
Sequence 8In a way, of course, you are fortunate because, of all the professions we have looked at, teachers are the least ambivalent… |
Sequence 9Of course, all of these three need to be done with joy and engage- ment. You know, if the kids don't enjoy doing it, if… |
Sequence 10discovered that you can tum a light switch on and off. It was incredible how long he spent, with this kind of amazing light in… |
Sequence 11be the trend in the future? Are we going to see a breakdown of comm u n ities¾further breakdown of communities? A. In our… |
Sequence 12learn and do a lot, but of course most farm kids don't expect to be farmers. They want to go so mew here else, so even… |
Sequence 13You know, children who grew upon farms used to learn that. They knew that if they didn't get up at four or five in the… |
Sequence 1122 The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
Sequence 2SCHOOLS DISCOVERING THEIR COSMIC TASK by Terry N. Ford This is a very honest account of n school's trinls nnd errors as… |
Sequence 3When I was in junior high school almost forty years ago, I wanted more than anything to work with children. I was inspired by… |
Sequence 4nism. This red-baiting took its toll on our new teacher, who felt personally attacked and resigned just before school started… |
Sequence 5knew that my job was to create a supportive, stimulating learning community for my students, yet I found that in trying to do… |
Sequence 6own spirits is finding a safe learning environment, where it's possible to notice our rough edges and try out some new… |
Sequence 7our school, unbeknownst to me, was relationships between the school director (me) and the teachers. "Oh, yes, she… |
Sequence 8Based on the great results we were seeing from our program, about ten years ago we started looking at how to provide this… |
Sequence 9But before I tell you about our next approach I'd like to add a footnote: Dallas is fortunate to have two public… |
Sequence 10they did it with ninety-eight percent efficiency. The spacecraft would be headed to the moon, but it wasn't quite on… |
Sequence 11teachers who are at different stages of development. So perhaps a first- year teacher would benefit from being mentored by an… |
Sequence 12There came a point in the development of our schools when two trusted staff members sat me down and said, "Terry, you… |
Sequence 13As for our schools' cosmic task, the State of Texas has given us permission to open up to six charter schools. Our big… |
Sequence 14REFERENCES Ferguson, Stan. What Parents Need to Know About Children. Dallas: Ludie Press, 2002. (Available through the web… |
Sequence 1WORKING WITH p ARENTS: BUILDING THE SPIRIT THROUGH COLLABORATION by Barbara Gordon Barbara Gordon's common-sense… |
Sequence 2Don't get discouraged with a child. Re- member that the child that comes each morning is not the same as the one that… |
Sequence 3your best is. That's all I ask." We never discussed it again. Five years later Ann came home and asked, &… |
Sequence 4Don't get discouraged with a child. Remember that the child that comes each morning is not the same as the one that left… |
Sequence 1Victor Sidy 142 The NAMTA Journal • Vol. 28, No. 2 • Spring 2003 |
Sequence 2BUILDINGS THAT NURTURE by Victor Sidy Using principles of Frank Lloyd Wright and Maria Montessori, Victor Sidy has created a… |
Sequence 3I began with origins. I enjoyed the etymology of the word education (from Latin educare, "to draw out"). I… |
Sequence 4solving the enigma of what makes for nurturing buildings in the context of Montessori education. As a result of the Frank… |
Sequence 5Figure 2. Outdoor pavilion, St. Alcuin Nature Campus. Figure 3. Pedestrian bridge, St. Alcuin Nature Campus. 146 The NAMTA… |
Sequence 6Figure 4. Nature-study hut, St. Alcuin Nature Campus. With generous funds from certain parents of students at the school, we… |
Sequence 7• buildings that, in their materials and structure, can teach lessons ("pedagogy of place"). As an example… |
Sequence 8Figure 5. Site plan at courtyard, Amarillo Montessori Academy. Figure 6. Main entry view, Amarillo Montessori Academy. The… |
Sequence 9Figure 7. Typical classroom floor plan, Amarillo Montessori Academy. The new school, when built, will be a two-story structure… |
Sequence 10Inside the classrooms, we configured the lighting and heating/ cooling ducts to accommodate an open vaulted ceiling rather… |
Sequence 11. -: .. -: ---: -- t Q) -c <II ..,...,,.,.,_,,.,,. ~ ·c ~ _!',.,.,.~i Q) c 0 :E e ~ :E cri c ~ C… |
Sequence 12Mendel's famous pea experiments, explore factors affecting soil mi- crobiology, or develop techniques to maximize crop… |
Sequence 13teaching. As a violinist myself, I am reminded of the relationship between the instrument and the musician-without one or the… |
Sequence 1PRENATAL AND PERINATAL FOUNDATIONS OF MORAL DEVELOPMENT by Millicent Adams Dosh Drawing on research in prenatal and… |
Sequence 2Prenatal interaction with the mother is not merely passive. The baby in utero enjoys direct con- versation and will respond… |
Sequence 3comfort of a playmate and the stress of crowding. If one twin dies, which happens frequently, there is early loss and grieving… |
Sequence 4pregnancy. If unsupported, such mothers can remain less emotionally available to their infants, who need their comfort and… |
Sequence 5and engaging in a stressful but safe passage into a new and welcoming environment. Birth is the first major transition of the… |
Sequence 6hormone levels. Conversely, if the baby is separated from the mother, high stress hormone levels may remain for as long as six… |
Sequence 7baby to fall in Jove with one another (Uvnas-Moberg). Thus breastfeeding assists the baby in becoming pleasure tolerant and… |
Sequence 8and Phyllis Klaus have discovered in their observations that the baby even licks his hands and marks the breast, claiming it… |
Sequence 9is mature, and not using the baby to meet her own primary needs, the baby can develop within this necessary symbiotic… |
Sequence 10Adequate attention to this critical prenatal and perinatal period is not a guarantee against future deviation. Trauma can… |
Sequence 11connection to a human group, the individual may eventually inflict harm on self or society. A child without feelings is a… |
Sequence 12Manrique, Beatriz. "Love Effaces Violence: Panel on Break- ing the Cycle of Violence." Pre-and Perinatal… |
Sequence 1MONTESSORI AND OPTIMAL EXPERIENCE RESEARCH: TOWARD BUILDING A COMPREHENSIVE EDUCATION REFORM by David Kahn ON NORMALIZATION… |
Sequence 2its foundation a kind of "psychic hygiene" which helps men to grow up in a good mental health. (34) This… |
Sequence 3Csikszentmihalyi listed the conditions of the flow experience as follows (8): 1. Goals Are Clear: One knows at every moment… |
Sequence 4THE MARRIAGE OF FLOW AND NORMALIZATION The introduction of flow into the Montessori culture has had an invigorating effect.… |
Sequence 5measuring levels of engagement. NAMTA plans to explore flow in relation to all stages of development as well as to review best… |
Sequence 6cal support. The perspective referred to is recent work on optimal experience (i.e., states of "flow" or… |
Sequence 7The "poor fit" between adolescents' developmental stage and the typical middle school environment, says… |
Sequence 8Rathunde's present study focused on one public Montessori ado- lescent program, three private "urban"… |
Sequence 9and "fooling." Drudgery is an outcome of too much serious- ness due to an emphasis on structure, discipline… |
Sequence 10REFERENCES Csikszentmihalyi, Mihaly. "Flow and Education." The NAMT A Journal 22.2 (1997, Spring): 3-35.… |
Sequence 1Kevin Rathunde 12 The NAMTA Journal • Vol. 28, No. 3 • Summer 2003 |
Sequence 2A COMPARISON OF MONTESSORI AND TRADITIONAL MIDDLE SCHOOLS: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin… |
Sequence 3(Rathunde & Csikszentmihalyi). 1 It will take some time before these articles are published. Therefore, the purpose of… |
Sequence 4for The NAMT A Journal outlining three connections between Montessori education and optimal experience theory: (1) an… |
Sequence 5PART 1: COMPARING MONTESSORI AND TRADITIONAL STUDENTS' MOTIVATION AND QUALITY OF EXPERIENCE The difficulties that many… |
Sequence 6needed more than ever, teachers are seen as more remote and imper- sona I (Feldlaufer, Midgley, & Eccles). At a time… |
Sequence 7framework for understanding why we expected Montessori students to report a more positive quality of experience in school. In… |
Sequence 8ceived grades; and those who did, did so voluntarily (i.e., it was not a mandatory practice). Finally, time was often managed… |
Sequence 9According to E.M. Standing's biography of Montessori, a key turning point in the development of her method occurred after… |
Sequence 10methods often separate thinking from its experiential context and result in drudgery. Consistent with the idea of creating a… |
Sequence 11Some of the first analyses in the study took a closer look at the full sample of traditional students; the results indicated… |
Sequence 12Table 1. Comparison of the Montessori and Traditional Students on Background Variables • No differences in parents'… |
Sequence 13about their momentary experience. Students in both samples also completed a detailed questionnaire with similar questions… |
Sequence 14Table 2. Understanding the Measures How the composite measures were calculated l. Several individual items were added… |
Sequence 15referred to divided states that were overly playful or overly serious as "fooling" and "drudgery,… |