green earth - American Montessori Society

Living Harmoniously with Nature
2014 Peace Retreat
Fall Creek Falls State Park
October 2-5, 2014
Facilitators:
Betsy Coe
Sonnie McFarland
Patti Yonka
Coordinator:
Teri Canaday
AMS Coordinator:
Carla Hofland
10-2-14 7-9:30 PM
Get Out
by Dave and Helene Van Manen
Chorus: You’ve got to get out, look up and see the sky. Climb a tree,
see how the birds fly! Get down, feel what’s upon the ground. Get out
and meet your world! Get out and meet your world!
Reading books are wonderful, there’ so much you can learn, about
kings and stars and dinosaurs, and why the seasons turn. But when
your mind grows weary from the pages you have turned, just put those
books down for a little while. CHORUS
Televisions and DVDs can teach and entertain. You laugh, you cry,
you learn some things. You get to watch the game. But TV can be
dangerous if it takes up too much time. So turn it off before you lose
your mind. CHORUS
BRIDGE: The Earth has many stories that she wants us all to hear.
They’re in the music of a cricket, in the footprints of a deer. They’re in a
world that is just waiting and is right outside your door! CHORUS
Introductions: who we are and
why we are here
Patti Yonka ~ Sonnie McFarland ~ Betsy Coe
Welcome to the World of Nature!
Housekeeping
Introductions
Brief Introduction of the Flower of Peace Model
AMS Video: Education for Peace:
The Essence of Montessori Education
Think – Pair – Share
Good-night!
Culture of Peace Framework
Fundamental Needs of
Humans
Material Needs
Clothing
Food
Defense
Transportation
Shelter
Spiritual Needs
Culture
Vanity
Religion
Fundamental Needs of Humans
Physical Rights
Food
Safety
Clothing
Education
Shelter
Health Care
Work
Spiritual Rights
Self Awareness
Community Awareness
Cultural Awareness
Environmental Awareness
The lotus pad represents the basic
needs of humanity:
•Food
•Clothing
•Shelter
•Safety
•Health Care
•Education
•Work
Culture of Peace Framework
The lotus forms out of
the mud and chaos
found at the bottom
of a pond.
A root extends to the
surface where
sunlight allows the
pad and flower to
develop. From this, a
beautiful flower
unfolds.
The opening flower represents the four
areas of awareness that blossom in
Montessori environments:
•Self Awareness
•Community Awareness
•Cultural Awareness
•Environmental Awareness
Stages [Planes]
of Human Development
What
Why
How
Experience
Repetition
Cosmos
Research
Knowledge
Senses
Morality
Identity
Responsibility
Prepared Environment
Going Out
Service Learning
Roles
Concrete Materials ………………………………………............................... Moving to Abstraction
We Are Flowers ~ Please Sing with Us!
We are flowers in one garden. We are leaves on one tree.
Come and join us. Create peace and Harmony. It’s a
way of life for you and me.
We are leaves on one branch. We are cattle on one ranch.
Come and join us . . .
We are pieces of one puzzle. We are people in one group.
Come and join us . . .
We are keys on one keyboard. That’s the key to you and
me. Come and join us . . .
Lyrics based on the writings of Baha’ u’ llah
View the AMS DVD:
Educating For Peace:
The Essence of Montessori
Think ~ Pair ~ Share
Our Collective Work
•
•
•
•
•
•
•
AMS Peace Video
AMS Touring Symposium
AMS Conference presenters
Peace Retreat Facilitators
United Nations NGO Representatives
Hague Appeal for Peace Presenters
International Travel: Saudi Arabia, China, Israel, Korea, Chile, Panama,
Brazil, Dominican Republic, Mexico, Canada, Taiwan, Nigeria, Poland,
Czech Republic
• AMS Peace Committee Work:
•
•
•
•
•
•
•
•
•
•
AMS Peace Fund
AMS Peace Table
Ursula Thrush Peace Seed Grant
AMS Non-Governmental Organization [NGO]
Global Citizenship Action Project [GCAP]
Montessori Model United Nations [MMUN]
AMS Day of Service: Thursday before each National Conference
AMS Peace List Serve
Humanitarian Projects
International Connections
Living Harmoniously with Nature
2014 Peace Retreat
Fall Creek Falls State Park
October 2-5, 2014
Facilitators:
Betsy Coe
Sonnie McFarland
Patti Yonka
Coordinator:
Teri Canaday
AMS Coordinator:
Carla Hofland
10-3-2014 9 AM-11:30 AM
COLORS OF EARTH
Sarah Pirtle
Chorus: Who can count all the colors of earth? Each color is different.
Each color is true. We are made of the colors of earth and I love the
colors that made you.
Tell me the names of the colors of earth: the purple of eggplant, the
purple of peach, the green and the black of the rocks on the beach, and
the sun on the mountain in the morning.
When I look at the hands of my friends, I can see chestnut, I can see
corn; the color of wheat fields or a dappled brown fawn; and the rainkissed black trees in the morning.
Earth that I love, do you know how I feel? How much I love sea shells,
how much I love stones? When I walk barefoot in the fields all alone, I
sing out a song to the morning.
Environmental Awareness
Self
Ecozoic
Period
Empathy
Environment
Spirit
Cultural
Community
Engagement
Economy
Environmental Awareness
This aspect focuses on our environment.
We study with the children to learn how everything is
connected to each other and our Earth.
• Ecozoic Period
Ecozoic
Period
Empathy
• Empathy
• Economy
Engagement
• Engagement
Economy
Ecozoic Period
• Thomas Berry and Brian Swimme coined the term,
“Ecozoic Period”. Ecozoic deals with the relations of
organisms to one another and to their physical
environment.
• It means that in this present world, we must make simple
and great changes in our relationship with the Earth.
• Reversal of human activity that continues to harm our
world
• A paradigm shift in thinking about the Earth as our
Mother
“Humans must awaken to our cosmic task and reinvent our
systems so that we contribute to the Earth instead of rapidly
causing it to become inhospitable for our own species and many
others.”
Brian Swimme
Elements of the
Ecozoic Period
The History of our World in 18 Minutes
by David Christian
The Web of Life
The Age of the Earth ~ Long Black Line and
Clock of Eras
Time Trace Spiral
The History of our
World
in 18 Minutes
Cosmic Education
Gary Davidson
 Cosmic education tells us that we are all related, that we
develop by similar means, that there is a relationship
between the emerging child and the universe which
should be supported by the child’s experience in school.
 We are taught faith in human development, and that
childhood is a natural form for wonder, exploration and
the drive to self perfection.
 In the broad definition, our work as adults is to prepare
external and internal spaces where children may find
meaningful activity and to prepare ourselves to meet our
children.
First Plane of Development
 Plane I (Birth to 6): Sensorial Engagement
 The phase when the child is immersed in the physical world,
experiencing a sense of wonder, thrill, and absorption with a
flower, a bug, worms, exploring the woods, getting wet in the
rain
 Most important in this phase to allow the child to follow their
natural inclinations to explore the physical world, to
experience it with rapt attention.
 Their first experience of the universe is through the senses.
The Web of Life
To give children a concrete awareness of the importance
of caring for the Earth
Observing Nature
To place children in nature to develop awareness of change in
themselves and the Earth
Experiences with Nature
To develop love of the Earth by participating
in gardening experiences
Speaking for the Earth
To take an active role in educating others about the needs of the Earth
Second Plane of Development
 Plane 2 (6 to 12): Intellectual Engagement
 The child shifts into a higher cognitive level, the Great Lessons, or Stories
are introduced -- The Stories of the Universe, Life, Humans,
Communication, and Math.
 All lessons are taught in an evolutionary context.
 The lessons are first taught as stories to engage the imagination, then
followed with timelines and activities in all the disciplines -- sciences,
geography, history, language, math, geometry, art, and music.
 Eventually, the child tells the story.
 It's important to note here the integral approach of cosmic education -integrating mind, heart and body.
 Peace and environmental education flow naturally out of the Great Stories.
The Long Black Line
Age of the Earth
Azoic
Proterozoic
Paleozoic
Mesozoic
Cenozoic
Neozoic / Ecozoic
Glossary:
A = without
zoic = life
Protero = earlier or former
Paleo = prehistoric
Meso = animal
Ceno = new
Neo = newest
Eco= ecology
Third Plane of Development
 Plane 3 (12 to 18 and beyond): Responsibility and
Practical Engagement
 There's a shift toward personal responsibility inside the larger context of
an evolving universe.
 The understanding developed at the earlier planes is translated into
action.
 "Cosmic Gift/Task," a central idea in Cosmic Education, suggests that
everyone has a gift and task to perform on behalf of the whole. Just as
plants have the gift of photosynthesis, it is also their task to release
oxygen into the atmosphere for others to take up.
 The adolescent, now growing toward adulthood, begins to understand
their personal Cosmic Gift/Task inside the context of an evolving
universe. Self –Construction Strand
Time Trace Spiral
 The six spiral timelines that make up the We Belong
series illustrate how we belong — to the universe, to
Earth, with all life.
 Time spirals portray the sequence of events given to us
by science and history about Earth’s evolving creation
story, and show how we humans fit into 13.8 billion years
of cosmic, geologic, biologic and historic evolution.
Big Beautiful Planet
by Raffi
Chorus: There’s a big beautiful planet in the sky. It’s my
home, it’s where I live. You and many others live here too.
It’s our home, (The earth is our home) it’s where we live.
We can feel the power of the noon day sun, a blazing ball
of fire up above. Shining light and warmth enough for
everyone. A gift to every nation from a star.
We can feel the spirit of a blowing wind, a might source of
power in our lives. Offering another way to fill our needs.
Nature’s gift to help us carry on.
Living Harmoniously with Nature
2014 Peace Retreat
Fall Creek Falls State Park
October 2-5, 2014
Facilitators:
Betsy Coe
Sonnie McFarland
Patti Yonka
Coordinator:
Teri Canaday
AMS Coordinator:
Carla Hofland
10-3-2014 7-9 PM
Techno Wizard:
Julie Riddle
The Earth Is Our Mother
The earth is our Mother, we must take care of her.
The earth is our Mother, we must take care of her.
Hey junga, ho junga, hey, jung. Jung
Hey junga, ho junga, hey, jung, jung.
Her sacred ground we walk upon with every step we
take.
Her sacred ground we walk upon with every step we
take.
Hey junga, ho junga, hey, jung. Jung
Hey junga, ho junga, hey, jung, jung.
Environmental Awareness
This aspect focuses on our environment.
We study with the children to learn how everything is
connected to each other and our Earth.
• Ecozoic Period
Ecozoic
Period
Empathy
• Economy
• Empathy
Engagement
• Engagement
Economy
Economy
 Current statistics on the disparity of
wealth among countries
The economic base of a country affects
its society’s relationship to the Earth
 The wealthy have the power
 The Story of Stuff by Annie Leonard
Fundamental Human Rights
Needs versus Wants
The Story
Of
Stuff
Think ~ Pair ~ Share
Needs versus Wants
Food is a need. But a
medium-rare T-bone steak smothered in onions
is a want.
~From farm to table: Bananas
Clothing is a need. But a designer suit with
matching shoes is a want.
Shelter is a need. But a split-level ranch house
with attached garage, walk-in closets and 3
bathrooms is a want.
Needs versus Wants
Safety is a need. But the continual
production of weapons is a want.
Health Care is a need. But the alteration of
your body to produce
a younger you, is a
From farm to table: Bananas
want.
Education is a need. But the continuing
divide between cultures as perpetuated by
learning is a want.
Work is a need. But to expect that money
buys happiness is a want.
Bananas:
The fruit that changed the world!
•
•
•
•
The wild banana was an unpromising thing:
size of your thumb
hard seeds that could break your teeth
surrounded by starchy, tough flesh
•
10,000 years ago, someone found a mutant version, one without seeds.
•
5,000 years ago, the banana spread across the tropics
•
1940’s bananas were exotic treasures from a foreign land, rare and
covetable.
•
Bananas don’t make sense: perishable, requires shipping, needs
refrigerating.
•
The Cavendish banana a perfectly designed thing. The banana has an
outward indicator of its quality – “green too early, yellow just right, black too
late.” Goldilock’s Effect
•
And the banana’s march to world domination continues
• 5,000 years ago, the banana spread across the tropics
• 1940’s bananas were exotic treasures from a foreign land,
rare and covetable.
• Bananas don’t make sense: perishable, requires shipping,
needs refrigerating.
• The Cavendish banana a perfectly designed thing. The
banana has an outward indicator of its quality – “green too
early, yellow just right, black too late.” Goldilock’s Effect
• And the banana’s march to world domination continues
Prayer of St. Francis
Francis of Assisi, 1182 – 1226 Sebastian Temple, 1928
Make me a channel of your peace. Where there is hatred, let me
bring your love. Where there is injury, your pardon-----. And where
there’s doubt, true faith------.
Make me a channel of your peace. Where there’s despair in life, let
me bring hope. Where there is darkness, only light, and where
there’s sadness, ever joy.
Oh, grant-- that I may never seek so much to be consoled as to
console. To be understood as to understand. To be loved, as to love,
with all my soul.
Make me a channel of your peace. It is in pardoning that we are
pardoned, In giving of ourselves that we receive, and in caring for the
earth’s eternal life.
EMPATHY
Environmental Awareness
This aspect focuses on our environment.
We study with the children to learn how everything is
connected to each other and our Earth.
• Ecozoic Period
Ecozoic
Period
Empathy
• Economy
• Empathy
Engagement
• Engagement
Economy
Empathy
 Mindfulness leads to respect for all of creation: living and nonliving
Every form of life is unique, warranting respect, regardless
of its worth to man [humanity]. United Nations World Charter for Nature
 Looking to our Indigenous Brothers and Sisters to teach us how we
can better honor the Earth.
Everything an Indian does is in a circle, and that is
because the power of the world works in circles, and
everything tries to be round. . . The life of man is a circle
from childhood to childhood and so it is in everything
where power moves.
Black Elk
What is Mindfulness??
Mindfulness
“The mind can go in a thousand directions, but on this beautiful path,
I walk in peace. With each step, the wind blows. With each step, a
flower blooms.”
-Thich Nhat Hanh
Understanding the Relationship of
Body, Mind, Emotions and Spirit
Spirit
Emotions
Mind
Body
Deep Breathing is the Key!
 oxygenates our blood stream
& provides more energy
 soothes our nerves & relaxes
our muscles
 smoothes the thought waves &
increases our thinking power
 calms our emotions
 Increases our ability to center
in our Spirit of Love and be
Mindful
Breathing & Relaxation
Understanding
How Mindfulness Works
Practicing the Presence
of Emotions
“Feelings come and go
like clouds in a windy sky.
Conscious breathing is my
anchor.”
-Thich Nhat Hanh
Mindfulness is Being Present
in the Moment
Practicing
Mindful Movement
“Walk as if you are
kissing the Earth
with your feet.”
Children Naturally
Live in the Present
Practicing the Presence of
Our Spirit of Love
72
Who Are You Really?
Wisdom from the
Ancients
That which fills the universe I regard as
my body and that which directs the
universe I regard as my nature. All
people are my brothers and sisters and
all things are my companions.
Chang Tsai
11th Century Confucian Philosopher
Practicing the
Presence
of Emotions
“Feelings come and
go like clouds in a
windy sky.
Conscious
breathing is my
anchor.”
-Thich Nhat Hanh
“Walk as if you are
kissing the Earth
with your feet.”
Children Naturally Live in the Present
That which fills the
Universe I regard as
my body and that
Which directs the universe I regard as my nature. All people are
my brothers and sisters and all things are my companions.
.
Who are you really?
Breathing In, Breathing Out
Betsy Rose / Thich Nhat Hanh
Breathing in, breathing out. . .
Breathing in, breathing out. . .
I am blooming as a flower. I am fresh as the dew.
I am solid as a mountain. I am firm as the Earth.
I am free.
Breathing in, breathing out. . .
Breathing in, breathing out. . .
I am water reflecting; what is real, what is true.
And I feel there is space deep inside of me.
I am free. I am free. We are free.
Stargazing
The Way to Start A Day
Living Harmoniously with Nature
2014 Peace Retreat
Fall Creek Falls State Park
October 2-5, 2014
Facilitators:
Betsy Coe
Sonnie McFarland
Patti Yonka
Coordinator:
Teri Canaday
AMS Coordinator:
Carla Hofland
Techno Wizard:
Julie Riddle
10-4-2014 9-11:30 AM
The Habitat Song
Chorus: Habitat, habitat, have to have a habitat! (3 times)
You have to have a habitat to carry on!
The forest is a habitat, a very special habitat. It’s where the tallest trees are at. It’s
where a bear can scratch a back. It keeps the ground from rolling back. Renews
the oxygen. In fact, the forest is a habitat that we depend on. 1-2-3-4
The rainforest’s a habitat. . .It gives us oxygen and food. To cut it down would be
so rude. The snakes and monkeys, tree frogs, too, sloths, toucans, it’s like a zoo!
The rainforest’s a habitat that we depend on. 1-2-3-4
The desert is a habitat . . .It’s where the sand and stone are at. It’s dry and cactus
grow. In fact, they drink and hold the water inside to live in dryness to survive. The
desert is a habitat . . .
The river is a habitat . . .It’s where the freshest water’s at for people, fish, and
muskrats. When people dump the trash, the river takes the biggest rap. The river is
a habitat . . .
People are different than foxes and rabbits, they infect the world with their bad
habits. Better to love while we still have it or rat-a-tat-tat, our habitat’s gone. 1-2-3-4
Environmental Awareness
This aspect focuses on our environment.
We study with the children to learn how everything is
connected to each other and our Earth.
• Ecozoic Period
Ecozoic
Period
Empathy
• Empathy
• Economy
Engagement
• Engagement
Economy
Engagement
• Mutual-enhancing human presence in relationship
with the Earth
• Taking action by participation in nature activities
outside
• Teaching ourselves and our children the great gifts
that we receive every day!
Pulling It All Together
Appreciative Inquiry
Living Harmoniously with Nature
2014 Peace Retreat
Fall Creek Falls State Park
October 2-5, 2014
Facilitators:
Betsy Coe
Sonnie McFarland
Patti Yonka
Coordinator:
Teri Canaday
AMS Coordinator:
Carla Hofland
Techno Wizard:
Julie Riddle
10-5-2014 Closing
We will begin our day with a smudging
ceremony outside.
Peace Song by Judi Bauerlein
Spirit of Peace
To your cause we give our strength!
Love reigns; wars will cease.
Earth Peace Earth!
• Our Closing Celebration
-The Spirit of Love
-Mitakuye Oyasin bracelets
-To the Children
-Silent Affirmation
The Spirit of Love
When we consciously connect with our Light of Love,
we are better able to connect to each other and the
environment.
Your Spirit of Love
NAMTA Centenary
Exhibit Dedication
To the children
To all the children
To the children who swim beneath the waves of the sea
To those who live in the soils of the Earth
To the children of the trees
To the children who fly with the wings of the wind
To human children too
To all the children
Because none of the children will succeed in the future without all the other
children
Thomas Berry
Silent Affirmation
• We will honor each other in silence.
• We will pass the candle to the person next
to us.
• As we do this, we will look into the eyes of
the person to acknowledge him / her and
in doing this, we affirm ourselves.
Go now in peace! Go now in peace!
May the love and light surround you,
Everywhere, everywhere you may go!
By Natalie Sleethe
Namaste’
We Honor the Spirit within You!
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