Abstract/Notes: This inquiry focused on the lived experiences of Montessori teachers in implementing Montessori’s Cosmic Education as a tool for social justice in their classrooms in order to more fully understand Cosmic Education’s meaning, purpose, and practice. The researcher also sought to understand how Cosmic Education could be an effective pedagogy of place, providing historical and social contexts in which students may develop and grow. The study used a post-intentional phenomenological design (Vagle, 2014), and was based on a series of interviews with five Montessori teachers from different classroom age levels. The data were analyzed using poetic inquiry through the form of found poetry. Emerging themes of Cosmic Education as a pedagogy of place and how that pedagogy of place contributed to agency in social justice were identified.

Language: English

Published: Nacogdoches, Texas, 2017

Abstract/Notes: The purpose of this research was to explore the effects of work journals, portfolios, and cosmic education on intrinsic motivation. The study was performed at a Montessori school in Indiana that serves children from birth through high school graduation. Thirtyfour learners in an upper elementary classroom participated in the study over the course of eight weeks. Data collection included two pre- and post-assessments, daily observations, and interviews with participants. Results of the pre- and post-assessments showed an overall decrease in both extrinsic and intrinsic motivation, although learners perceived their work as having greater value and importance. Observation data revealed an increase in desirable behaviors over the course of the study. Interviews indicated that learners enjoyed the interventions and felt they were helpful. The results of this action research suggest that the use of work journals, portfolios, and cosmic education increase engagement and flow in the learning environment.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: Second lecture, January 7, 1935/36 21st International Course Extension

Language: English

ISSN: 0519-0959

Language: English

Published: Sydney, Australia: Association Montessori Internationale, 2005

Pages: 8 p.

Language: English

Abstract/Notes: Presented at 1997 Joint Refresher Course, Scottsdale, AZ

Language: English

Abstract/Notes: Montessori pedagogy, a child-focused educational approach, is based on principles introduced by Maria Montessori while observing child’s learning, encouraging their activity and respecting their personality. By following the guidelines and educational principles of Montessori pedagogy, we follow the natural psychological and physiological development of the child, as well as encouraging the child’s personal development. The aim of this paper is to implement Cosmic education of Montessori pedagogy in teaching Science. By extensively researching literature on the Montessori method, Cosmic education, and attending the two year Montessori education in Osijek, I find that the Cosmic education could be implemented in teaching Science to a great extent, because it offers a large variety of topics and cosmic tasks which a person should fulfill during their lifetime and which are taught and thoroughly explored in a Montessori school and regarded as an inexhaustible source of knowledge. .

Language: Croatian

Published: Osijek, Croatia, 2018

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X

Abstract/Notes: Maria Montessoris „Kosmische Erziehung“, das Konzept einer universalen Bildung, wird in diesem Buch praktisch umgesetzt. Es zeigt Wege auf zu entwicklungsbezogenem, vernetztem und interessengeleitem Lernen. Die beschriebenen Erzählungen, Experimente, Materialien, Natur- und Kulturerkundungen haben sich in mehr als 20-jähriger Arbeit an einer inklusiven Primarschule und einer Förderschule bewährt. Mit knappen theoretischen pädagogischen, gegenwartsbezogenen Reflexionen. [Maria Montessori's "Cosmic Education", the concept of universal education, is put into practice in this book. It shows ways to development-related, networked and interest-based learning. The stories, experiments, materials, nature and cultural explorations described have proven themselves in more than 20 years of work at an inclusive primary school and a special needs school. With concise theoretical, pedagogical, contemporary reflections.]

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2016

ISBN: 978-3-451-37505-7 3-451-37505-2

Series: Montessori-Praxis (Herder)

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2011

ISBN: 978-3-451-32431-4 3-451-32431-8

Series: Montessori-Praxis (Herder)