Abstract/Notes: This article is a special blend of research, theory, and practice, with clear insight into the origins of Cosmic Education and cosmic task, while recalling memories of student explorations in botany, in particular, episodes from Mr. Leonard's teaching. Mr. Leonard speaks of a storytelling curriculum that eloquently puts perspective into dimensions of Cosmic Education as philosophy, human unity, heroes of history, invention, gratitude, connections with nature, and much more. [Reprinted from "The NAMTA Journal" 31,2 (2006, Spring): 119-136. This talk was presented at the NAMTA conference titled "Embracing the Challenge: Refining Montessori Practice," Baltimore, MD, November 10-13, 2005.]

Language: English

ISSN: 1522-9734

Abstract/Notes: In this Cosmic Lecture, Montessori continues her previous lecture on supra-nature, and how that connects to human growth. In a way this lecture also reverberates the specific theme of this issue, when Montessori writes that in the first year of the child's life he has already seen everything, and has started to order all sorts of things in his mind, through an inner, directed effort. This is not happening haphazardly. Montessori points out that 'in the second year of his life the child is observing the tiniest possible things; almost invisible things are seen by him. Just as if he had already seen enough of the larger things of life, and they no longer held any interest for him.'

Language: English

ISSN: 1877-539X

Abstract/Notes: Margaret Stephenson begins with the reasoning elementary child as he answers questions about "all things." She centers on the unity of knowledge, leading "from the whole via the parts back to the whole." Imagination is enhanced to bring abstraction to an engaging and lofty motivation, and the elementary self is referred to as the "atom of the spirit." Miss Stephenson moves from the early "sensory" exploration of the three to six prepared environment to the language of its parts, flowing through names, then communication of ideas, and finally the languages of world, invention, and human keys to understanding. [Reprinted from "AMI Communications," n 1, 1993, pages 14-28. Copyright 2011 AMI/USA. Reprinted with permission.]

Language: English

ISSN: 1522-9734

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This chapter outlines the centrality of cosmic education to the Montessori approach for children ages 6 to 12. The chapter examines how cosmic fables, elaborated with Mario Montessori and other collaborators, foster active and participatory experiences. However, in a broader context, cosmic education is a framework within which the entire work of Maria Montessori can be considered. It is the original nucleus of her thought, starting from the early years of the twentieth century. It considers each aspect of a person in relation to every other living form on the planet, including the history of the world, origins of the cosmos, and the role of humans. By extension, it incorporates the history of civilizations and cultures into an educational philosophy with an ultimate goal of universal cooperation, the affirmation of democracy, and ultimately world peace.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Language: English

Published: Deventer, The Netherlands: Saxion Progressive Education University Press, 2022

Edition: 1st edition

ISBN: 978-94-92618-56-6

Abstract/Notes: By means of Montessori education, children aged from 3 to 6 years were introduced to the basics of earth-sciences in general and of glaciology in particular. For this purpose, a one-year-program was established under the principles of Cosmic Education (Sensu Montessori) in order to provide an insight in some parts of the afore mentioned sciences via 3 steps. Step 1 brought up introductory informations about earth sciences, historical geology, planetology, and climatology. In Step 2, specific information about the Ice Ages and glaciology was given by introducing a story about a personified glacier which included information on mass budget (ablation/accumulation), dynamics, features (crevasses), and in relation to those, the dangers of a glacier. Step 3 completed the program by giving the children the opportunity for depicting and acting out their knowledge via glacier-“modelling”, painting, dancing, and making music.After this one-year-program the children were able to give a simple account of the basic principles of climatology and glaciology, which may contribute to a more careful and respectful attitude towards their environment.The program turned out as a helpful and appropriate tool for giving an introduction into the great cycles of nature to preschool children, not only in nursery schools, but also at home with their families. In addition, the interactive and hands-on ways of presentation described were responded by the children with interest and sometimes enthusiasm, which is taken as further evidence for the tool's efficacy.

Language: English

DOI: 10.5408/1089-9995-56.3.220

ISSN: 1089-9995

Language: English

ISSN: 0519-0959

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Language: English