Abstract/Notes: Celem niniejszego artykułu jest przypomnienie głównych założeń, jakie sformułowała Maria Montessori na temat rozwoju dziecka i organizacji procesu edukacyjnego, jako punktów krytycznych w rozważaniach nad koncepcją kształcenia w zakresie poznawania środowiska społeczno-przyrodniczego. W pedagogice Montessori wskazana koncepcja przybiera postać tzw. Kosmicznej Edukacji. Kosmiczna Edukacja jest unikatowym podejściem w pracy z dziećmi w wieku od 6 do 12 lat. W artykule wyjaśniono ideę Edukacji Kosmicznej, wskazano związek między potrzebami dziecka a programem poznawania środowiska społeczno-przyrodniczego. Opisano istotę Wielkich i Kluczowych Lekcji, jako ośrodków dziecięcych badań i dociekań. Zaprezentowano także rekomendowany przez Montessori sposób poznawania przez dzieci fundamentalnych potrzeba człowieka, będący inspiracją dla praktyki szkolnej. Podstawą do zebrania materiału empirycznego była analiza treści, przeprowadzona w celu scharakteryzowania aktualnych osiągnięć w ramach wybranego tematu.

Language: English

DOI: 10.35765/eetp.2021.1661.05

ISSN: 1896-2327, 2353-7787

Abstract/Notes: Current review article; It aimed to deal with cosmic education holistically by giving cosmic perspective, cosmic education, cosmic education materials and examples of cosmic education application through the theme of Montessori and Life. Montessori considers cosmic education not only as a part of the whole but also as a continuous process of change. She states that everyone in the universe is interconnected by a mutual relationship, therefore everyone has a responsibility to each other. The cosmic education that is prepared to build the awareness of the responsibility is wide and complex. In cosmic education, different aspects of a person are considered by depending on all living forms on the planet that the person interacts with. It includes the elaboration of a holistic vision of the world, the cosmos, and the role of the human being in it, its history, civilizations, cultures. The cosmic education considers that the world does not have only geographical features; it also has different aspects of the world and human beings such as biological, and historical features. However, the cosmic education materials are the least attractive materials of Montessori classrooms. The education plan starts with the child getting to know his/her immediate surroundings and continues to the discovery of the solar system. In this context, a holistic view of Montessori cosmic education is presented by giving examples of the cosmic perspective, cosmic education, cosmic education materials, and its application. / Mevcut derleme; Montessori ve Yaşam teması üzerinden kozmik bakış açısı, kozmik eğitim, kozmik eğitim materyalleri ve kozmik eğitim uygulama örneklerine yer verilererek kozmik eğitimi bütüncül olarak ele almayı amaçlamıştır. Montessori kozmik eğitimi sadece bütünün bir parçası olarak değil, devam eden bir değişim süreci olarak görmektedir. Evrendeki her bir varlığın karşılıklı bir ilişkiyle birbirine bağlı olduğunu bu sebeple de her varlığa bir sorumluluk düştüğünü belirtmektedir. Bu sorumluluk bilincini kazandırmaya yönelik hazırlanan kozmik eğitim alanı, geniş ve karmaşık bir alandır. Kozmik eğitim içerisinde gezegendeki bütün canlı formlarla ilişkili olarak kişinin farklı yönleri dikkate alınmaktadır. Dünyanın, kozmosun ve onun içinde insanın rolü, tarihi, medeniyetleri, kültürleri bütünsel bir vizyonunun detaylandırılmasını kapsamaktadır. Kozmik eğitim materyalleri Montessori sınıfının en az dikkat çeken materyalleri olmasının dışında, kozmik eğitim dünyamızı sadece coğrafik olarak değil; içerisinde biyoloji, coğrafya, tarih gibi dünyaya ve insana dair farklı açılardan da görmektedir. Çocuğun yakın çevresini tanımasıyla başlayan çalışmalar, güneş sisteminin keşfine kadar uzanmaktadır. Bu kapsamda kozmik bakış açısı, kozmik eğitim, kozmik eğitim materyalleri ve uygulamaya ilişkin örnek sunularak Montessori kozmik eğitime bütüncül bir bakış açısı sunulmuştur.

Language: Turkish

DOI: 10.47899/ijss.20213201

ISSN: 2687-4407

Abstract/Notes: The paper presents the idea of human development according to the Maria Montessori theory of education. Firstly, the sensitive periods in the child’s development, responsible for the extreme absorption of specific competences, were identified and shortly described. Then attention was paid to the Montessori System of Relation consisting of the brain, senses and muscles that underlies the person’s philosophy of action. The following sections show the main elements of Montessori Cosmic Education and the role of the human being in the universe. The importance of social, religious and ecological education in the plan of cosmic development of the person has been presented in the main part of the paper. The conclusion shows the Montessori’s belief that a man has a special cosmic task consisting in transforming and improving the world and discovering one’s place in it. The task of a new human being is to shape future generations not only externally but also in terms of spiritual development. / W artykule została zaprezentowana koncepcja rozwoju człowieka w teorii edukacji według Marii Montessori. Wyszczególniono wrażliwe fazy rozwoju odpowiedzialne za ekstremalną chłonność w uczeniu się i nabywaniu konkretnych kompetencji. Zwrócono uwagę na system relacji składający się z mózgu, zmysłów i mięśni oraz na filozofię działania. W dalszej części ukazano główne elementy wychowania kosmicznego oraz rolę człowieka we wszechświecie. Przedstawione zostało znaczenie edukacji społecznej, religijnej i ekologicznej w kosmicznym planie rozwoju osoby. We wnioskach podkreślone zostało przekonanie Montessori, że człowiek posiada specjalną misję w kosmicznym planie stworzenia, a jest nią przekształcanie i ulepszanie świata oraz odkrywanie swojego miejsca w nim. Zadaniem nowego człowieka ma być kształtowanie przyszłego pokolenia nie tylko zewnętrznie, ale również po względem rozwoju duchowego.

Language: Polish

ISSN: 2080-3400

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

Abstract/Notes: Indigenous educators desire to use culturally restorative and decolonized pedagogies reflective of their own cultural values and beliefs in their science programs but have lacked models for how to start. They also often lack confidence in their ability to teach the sciences. This three-year qualitative case study used grounded theory methodology to discover (a) how Hawaiian language immersion (HLC) K–6 educators used Maria Montessori’s Cosmic Curriculum for the creation of a science program based on Hawaiian epistemology and cultural values and (b) why the Cosmic Curriculum appealed to the HLC educators. Five key themes emerged: (a) the notion of creation as interconnected and relational, (b) an epistemological similarity regarding how people learn, (c) using timelines as organizing cognitive structures, (d) a focus on the natural sciences, and (e) the use of storytelling and key lessons to engage students. Participants stated that they felt successful in creating science curriculum and teaching the sciences as they adapted the above aspects of Dr. Montessori’s Cosmic Curriculum. Future research should be conducted to discover if her Cosmic Curriculum can be adapted for use in other types of non-Montessori program and whether this kind of science program could encourage students to choose the sciences as a career choice.

Language: English

DOI: 10.17161/jomr.v7i2.15763

ISSN: 2378-3923

Abstract/Notes: The article derived from Grazia Honegger Fresco’s years in close cooperation with Maria Montessori and Adele Costa Gnocchi. The author illustrates how small children from the moment they start using their hands and are standing unassisted on their own legs must act in their own way. The teacher must observe before acting and intervene as little as possible. Honegger Fresco follows the work of Montessori and Costa Gnocchi and she compares the findings with different fields of science, such as ethnology and neurology. As a result of her observations and experiences she points toward the relationship between a good childhood, and in the long term, human responsibility on Earth, using the concept “the Cosmic Task”. The method in this article is based on autoethnography, as the author shares her personal experience and reflections, both as a teacher and as an educator. The aim is to shed light on aspects regarding the needs of small children and to point at the essential role of adults, educators as well as parents. As Schiedi explains, autoethnography “extends its narrative horizon to a social, professional, organizational dimension of the self” (2016). During Honegger Fresco’s career, she was primarily inspired by Maria Montessori’s research about child development and children’s needs and rights, and she had continuously deepened her understanding by studying other researchers in this field. Thus, the article will share her conviction that by serving the creative spirit of the youngest children we will build a better future for our planet.

Language: English

DOI: 10.16993/jmre.10

ISSN: 2002-3375

Language: Italian

Published: Bergamo, Italy: Zeroseiup, 2015

ISBN: 978-88-99338-07-7 88-99338-07-8

Series: Culture e saperi dell'infanzia

Language: English

ISSN: 1071-6246

Language: English

Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997

Language: Hungarian

ISSN: 1215-5233