How the Montessori Theory of Cosmic Education Underpins the Child’s Knowledge and Understanding of their Environment and the World

How the Montessori Theory of Cosmic Education Underpins the Child’s Knowledge and

Understanding of their Environment and the World

 

The Montessori cosmic educational approach developed by Italian physician and

educator Maria Montessori (1870-1952) emphasizes independence, freedom within

limits and respect for a child’s natural psychological development. The following

qualities are cited as mandatory:[1]

Classrooms with children of mixed ages

Within prescribed options, student has the choice of activity

Work time in uninterrupted blocks

A discovery model where the student is not instructed, but allowed to work with

materials in order to learn concepts

The use of specialized Montessori educational materials

 

The Montessori educational model of human development recognizes the need for

children and developing adults to interact with their environments in their psychological

self-construction, and the possession by children below six years old of an innate path

 of psychological development. In the Montessori approach, such human tendencies as

self-preservation, orientation to the environment, order, exploration, communication and

work have been identified and seen as driving behavior in every stage of development,

and that education should facilitate their expression.[2]

 

The Montessori system calls for a prepared educational environment for children at

different ages, to enable the child to develop general independence based on his/her

psychological directives. Its educational programs include those for infants and toddlers,

the preschool and kindergarten classrooms for two-and-a-half or three to six year-old

children, the elementary classrooms for six-to-nine to nine-to-twelve year-old children

and the middle and high school classrooms for twelve year-old children to eighteen

year-old young adults.[3]

 

Cosmic education is based on the integration and interconnection of everything in the

universe, with each having a role in the maintenance of the harmony of the whole,

which also includes the student. The approach seeks to stimulate and aid the sensitive

young individual in developing his/her  mind, vision and creative power at whatever

level he/she may be. Cosmic education is founded on the largely spiritual philosophy

of the Montessori system and views education as holistic and the development of the

total personality rather than of independent functions only. An environment where

children will be allowed to work independently and his/her self-directed activity will be

respected by the teacher is important.[4]

 

Once the child is given the freedom to explore and absorb his/her environment, he/she

will experience the love and joy which will be his/her basic foundation of being. The

child then must be continuously educated on his/her cosmic role in the world as he/she

gets older. Cosmic education entails the conscious pursuit of peace, equality and care

of the earth and the recognition of the value of human beings and their hope and

gratitude for a positive evolution of the cosmos.[5]

 

In the cosmic education approach, studies on individual subjects like mathematics,

language, history, geography, science and art are made to connect with each other and

presented as such. Children are provided computers for research and presentation and

excursions into varied environments for first-hand observation and learning. The

allowing of older children to attend classes for younger ones and vice-versa leads to

a deeper understanding of subjects by the child because of the continuous lessons and

experiments at all levels and the child’s incorporation of his/her own experience each

 time. Children can record their work on various subjects in a journal.[6]

 

Cosmic education enables the young person to rise above the materialistic concerns of

modern society, view the universe with awe and relate it to the searching force within

 the soul of every individual, and see all of humanity as one organic unity. The

Montessori system recognizes that it is the environment that touches the child’s inherent

formative energies and eventually educates him or her, rather than direction from a

teacher, and that a child developing in this way would naturally forge a loving

relationship with humanity and the world.[7]

[1] “Montessori Education”, Wikipedia, 10 May 2011,  http://en.wikipedia.org/wiki/Montessori_Education

[accessed 19 May 2011]

[2] ibid

[3] ibid

[4] “Explain How the Montessori’s Theory of Cosmic Education Undepins the Child’s Knowledge and

Understanding of their Environment and the World”, 13 July 2009,

<http://ivythesis.typepad.com/term_paper_topics/2009/07/explain-how-the-montessoris-theory-of-cosmic-education-underpins-the-childs-knowledge-and-understand.html>  [accessed 19 May 2011]

[5] ibid

[6] “Cosmic Education”, Montessori Education “Learning for Life”, 2008,

<http://www.qldmontessori.com.au/montessori_cosmic_education.html>  [accessed 19 May 2011]

[7] “Nourishing the Spiritual Embryo: The Educational Vision of Maria Montessori”, Paths of Learning,

2011, <http://www.pathsoflearning.net/articles_Montessori.php>  [accessed 19 May 2011]

Credit:ivythesis.typepad.com

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