The environment of modern people is this supra-nature and through it we have become much more closely connected with each other and with all of humanity. In conclusion, Cosmic Education leads us to the following concepts we may gain from and utilize in our understanding of the cosmos, along with our role as an evolving being within this universe. A page from a child's math journal Sometimes teachers may back off from this freedom to go as far as one wants to in exploration because of not knowing how to keep track of this learning or being uncertain of how the child will keep track of the work. He is satisfied having found the universal center of himself with all things. In the end, it is the work of the child, who with freedom will go far beyond what we could possibly require, that will convince the parent and the world, of the value of this kind of open-ended, out-of-the box, education. Wanting to be useful and helpful and caring about the happiness of others is not something that needs to be taught; it is a basic part of the human make-up and can be observed even in the very young. A global vision of cosmic events fascinates children and their interest will soon remain fixed on one particular part as a starting point for more intensive studies.
Through the meeting of their needs according to the stages of development, respecting curiosity and choice, and the modeling and valuing of the non-academic skills, children are led naturally to make sense of the world and to think about their future in terms of a cosmic task. The universe is an imposing reality, and an answer to all questions. This natural curiosity and desire to learn more and more, when supported by the best Montessori environment and teaching, is evident in Montessori schools all over the world. So, I observed the first baby, who had not even cried, snuggle into the warm bed in the nursery and go back to sleep. And thus began the pageant of life, first the single-celled creatures appeared followed by those made up of many cells, then those creatures whose cells joined to form organs, thus becoming organisms, followed by the animals with the backbones, the fish, amphibians, reptiles, birds and mammals.
First all life was in the water. Early humans were more dependent upon nature for that survival where we have become more dependent on the work of other human beings. Preparing takes time and great effort comes naturally to the children of this age. The fear of poverty must disappear, but once free of this fear man must realise that riches must no longer be sought within or on the surface of the earth. Elementary Team Peek to the elementary classrooms: Our friends enter the classroom with renewed energies and picked up where they left off last year. To do this, we must understand ourselves in context. Through the meeting of their needs according to the stages of development, respecting curiosity and choice, and the modeling and valuing of the non-academic skills, children are led naturally to make sense of the world and to think about their future in terms of a cosmic task.
Now, this is a most interesting concept which has not been to date explored in any real detailed way in Montessori circles, I think. What we now do consciously to improve our circumstances may be at the same time, instinctively leading us to the spiritual oneness of all humanity, of which we are unconscious of at the moment. These broad narratives entice the students' curiosity, and allow them to begin discovering and connecting elements in the body of human knowledge. She believed that the way back to harmony and order was through children, as it was the children who were innocent of corruption and carried with them the imprint of normalcy. The following skills are found on many of these lists: exploration, putting forth maximum effort, the ability to focus or concentrate, self-control, the mathematical mind, respect of others, the ability to work together, care for the environment.
The teacher of older children, from age 6-12, who has seen this natural caring and compassion in the first six years will be grounded in the knowledge and importance of modeling. The child developing harmoniously and the adult improving himself at his side make a very exciting and attractive picture. They appeal to the power of the imagination of this child. Within the big picture of the universe, everything the child learns is connected. So powerful is the role that she went onto say that it could happen within one generation! Furthermore, we must spark in them the awe of this process so as to take the next step toward the ultimate goal of the spiritual union of humanity, which physically is already united.
Physically we have joined humanity and perhaps are now preparing the next step to bring about a spiritual union. The first is the idea of history as inspiration and the sparking of the imagination of the young child. Third Great Lesson - Coming of Human Beings 32 8. Birth to Three Years The world at first is the home. Teaching Montessori at this age is guided not by knowing more than the students, but in firing their imagination and their natural curiosity.
We have yet to grasp the realization of the unity of all and that where one is not allowed to function fully, slows down the progress of the whole. The basic premise of Cosmic Education allows us to tie in and relate all elements of the curriculum to each other, so as not to teach each subject in isolation. It should be realized that genuine interest cannot be forced. The computer, the plough, the motorcar and the alphabet, our mathematical systems, our philosophies of life and so on and so forth. They are integral to the Montessori method and are as relevant today as they were when Montessori first developed them. The preparation of Cosmic Education must first begin from ages 0-6 with the sensorial foundations during the first plane of development. The Keystone of Montessori Philosophy Explained She believed that the world was a highly ordered and purposeful place; that war and poverty, ignorance and injustice were deviations from that purpose.
These are the primal forces, one might object; but man, endowed with his all-embracing intelligence, is he included in the same category? The Elementary teacher's goal is not to rely on a syllabus but the child, to be inspired by their curiosity and guide each student using lessons, materials, and providing experiences, both inside and outside of school to bring these great stories to how it is relevant to their life. It was instinct that made the animal survive, but humans were granted with intellect and will which made them create their own path through life. That foundation is an indirect preparation for the cosmic education in the second plane 6-12. Geography Charts This chart causes quite a stir when presented to students of our courses with the Story of Creation. Maria Montessori , , and.
Now if you think of that spider web analogy for a little bit more when a spider builds a spider web they don't start in the middle as there is nothing for them to hold on, the spider web is built gradually. But along with the basic and extremely valuable practical life and sensorial lessons, the child begins to learn about the earth and water, physics, plant and animals, the variety of humans on earth, art, dance, music, geometry, math, and language. These children are making the transition from working and playing alongside peers to working with them cooperatively. Then perhaps the child will write a paper that the teacher will read and assess, or the child may give a presentation to the class. Collaborative work is one of the great gifts to the children of our Montessori Environment. Since then I have talked to many people who have observed this phenomenon. Physically we have joined humanity and perhaps are now preparing the next step to bring about a spiritual union.