"Cosmic Education in the Montessori Classroom: A Parent Education Evening" - April 13, 2017
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This document outlines an evening presentation for parents on cosmic education in the Montessori classroom. It includes an overview of the agenda which covers philosophical principles, the planes of child development, the role of imagination, and the presentation of the First Great Lesson. It also discusses how cosmic education helps children develop morality and character by making connections between themselves, the universe, and their place within it.
![[T]he whole concept of education changes. It becomes
a matter of giving help to the childs life, to the
psychological development of man. No longer is it just
an enforced task of retaining our words and ideas. This
is the new path on which education has been put; to
help the mind in its process of development, to aid its
energies and strengthen its many powers.
- Dr. Maria Montessori, The Absorbent Mind, p. 24](https://image.slidesharecdn.com/cosmiceducationinthemontessoriclassroom-aparenteducationevening-april132017-170414223018/85/Cosmic-Education-in-the-Montessori-Classroom-A-Parent-Education-Evening-April-13-2017-5-320.jpg)
![[We] must have the greatest respect for the young
personality in the mind of these boys and girls there
lies all our hope of future progress and the judgement
of ourselves and our times.
- Dr. Maria Montessori, From Childhood to Adolescence, p. 72](https://image.slidesharecdn.com/cosmiceducationinthemontessoriclassroom-aparenteducationevening-april132017-170414223018/85/Cosmic-Education-in-the-Montessori-Classroom-A-Parent-Education-Evening-April-13-2017-7-320.jpg)
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"Cosmic Education in the Montessori Classroom: A Parent Education Evening" - April 13, 2017
- 1. Cosmic Education in the Montessori Classroom A Parent Education Evening April 13, 2017
- 2. Overview of the Evening Staff Introductions Philosophical Framing The Planes of Development The Role of Imagination Cosmic Education Presentation of The First Great Lesson Weaving the Cosmos The Development of Morality & Character Tour of Key Materials Questions & Comments
- 3. Staff Introductions Who We Are & What We Do
- 4. Philosophical Framing The Principles Behind the Practice
- 5. [T]he whole concept of education changes. It becomes a matter of giving help to the childs life, to the psychological development of man. No longer is it just an enforced task of retaining our words and ideas. This is the new path on which education has been put; to help the mind in its process of development, to aid its energies and strengthen its many powers. - Dr. Maria Montessori, The Absorbent Mind, p. 24
- 6. We see the figure of the child who stands before us with his arms held open, beckoning humanity to follow. - Dr. Maria Montessori, Education and Peace, p. 119
- 7. [We] must have the greatest respect for the young personality in the mind of these boys and girls there lies all our hope of future progress and the judgement of ourselves and our times. - Dr. Maria Montessori, From Childhood to Adolescence, p. 72
- 8. This world, marvelous in its power, needs a new man. - Dr. Maria Montessori, From Childhood to Adolescence, p. 84
- 9. The Planes of Development
- 19. The First Plane The Absorbent Mind
- 20. It may be said that we acquire knowledge by using our minds; but the child absorbs knowledge directly into his psychic life. the child undergoes a transformation. Impressions do not merely enter his mind; they form it. They incarnate themselves in him. The child creates his own mental muscles, using for this what he finds in the world about him. We have named this type of mentality, The Absorbent Mind. - Dr. Maria Montessori, The Absorbent Mind, pp.25-26
- 21. The child has a different relation to his environment from ours. Adults admire their environment; but the child absorbs it. These things he sees are not just remembered; they form part of his soul. - Dr. Maria Montessori, The Absorbent Mind, p. 54
- 23. There is in the child a special kind of sensitivity, which leads him to absorb everything around him, and it is this work of observing and absorbing that alone enables him to adapt himself to life. He does it in virtue of an unconscious power that only exists in childhood. - Dr. Maria Montessori, The Absorbent Mind, p. 55
- 24. A sensitive period refers to a special sensibility which a creature acquires in its infantile state, while it is still in the process of evolution. It is a transient disposition and limited to the acquisition of a particular trait. Once this trait, or characteristic has been acquired, the special sensibility disappears. - Dr. Maria Montessori, The Secret of Childhood, p. 38
- 25. The Second Plane The Acquisition of Culture
- 27. Key Questions of The Second Plane
- 28. Key Questions of The Second Plane Where Do I Come From? (past / ancestry)
- 29. Key Questions of The Second Plane Where Do I Come From? (past / ancestry) Who Am I? (present / identity)
- 30. Key Questions of The Second Plane Where Do I Come From? (past / ancestry) Who Am I? (present / identity) Why Am I Here? (future / cosmic)
- 31. Key Questions of The Second Plane Where Do I Come From? (past / ancestry Who Am I? (present / identity) Why Am I Here? (future / cosmic)
- 33. The Second Plane The Role of Imagination
- 34. Human consciousness comes into the world as a flaming ball of imagination. - Dr. Maria Montessori, To Educate the Human Potential, p. 10
- 35. The world is acquired psychologically by means of the imagination. Reality is studied in detail, then the whole is imagined. The detail is able to grow in the imagination, and so total knowledge is attained. - Dr. Maria Montessori, From Childhood to Adolescence, p. 18
- 36. The secret of good teaching is to regard the childs intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. - Maria Montessori, To Educate the Human Potential, p. 11
- 37. Imagination does not become great until man, given the courage and strength, uses it to create. - Dr. Maria Montessori, From Childhood to Adolescence, p. 21
- 38. The Second Plane Cosmic Education
- 43. COSMIC EDUCATION
- 45. Story Study (teacher) (student) COSMIC EDUCATION
- 47. Cosmic Education The First Great Lesson
- 48. Cosmic Education Weaving the Cosmos
- 49. To the young child we give guides to the world and the possibility to explore it through his own free activity; to the older child we must give not only the world, but the cosmos and a clear vision of how the cosmic energies act in the creation and maintenance of our globe. - Mario Montessori, Cosmic Education, p. 7
- 50. Life is a cosmic agent. How shall this truth be presented to the children so to strike their imagination? - Dr. Maria Montessori, To Educate the Human Potential, p. 20
- 51. Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe. The universe is an imposing reality and an answer to all questions. We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity. - Dr. Maria Montessori, To Educate the Human Potential, pp. 5-6
- 61. The Second Plane The Development of Morality & Character
- 62. Moral education is the source of that spiritual equilibrium on which everything else depends. - Maria Montessori, From Childhood to Adolescence, p. 73
- 68. It is necessary to create surroundings for the child that answer his needs not only from the point of view of his physical health but also from the point of his spiritual life. - Maria Montessori, Education and Peace, p. 76
- 69. These studies should consider that uplifting of the inner life of humanity towards tendencies that grow ever less in cruelty and violence and strive to form ever-wider groups of associated individuals. - Dr. Maria Montessori, From Childhood to Adolescence, p. 72
- 72. making connections sense of place and purpose
- 73. making connections sense of place and purpose seeing the whole from its parts
- 74. making connections sense of place and purpose seeing the whole from its parts interplay
- 75. making connections sense of place and purpose seeing the whole from its parts interplay a woven fabric
- 76. making connections sense of place and purpose seeing the whole from its parts interplay a woven fabric inquiry and exploration
- 77. making connections sense of place and purpose seeing the whole from its parts interplay a woven fabric inquiry and exploration parallel studies
- 78. making connections sense of place and purpose seeing the whole from its parts interplay a woven fabric inquiry and exploration parallel studies joy
- 79. making connections sense of place and purpose seeing the whole from its parts interplay a woven fabric inquiry and exploration parallel studies joy
- 84. Tour of Key Materials
- 86. Thank You and Good Night
- 87. Sources Duffey, Michael & DNeil. Children of the Universe: Cosmic Education in the Elementary Classroom. Holidaysburg, PA: Parent Child Press, 2002. Print. Gang, Philip; Lynn, Nina; Maver, Dorothy. Conscious Education: The Bridge to Freedom. Atlanta, GA: Dagaz Press, 1992. Print. Grazzini, Camillo. The Four Plane of Development. The NAMTA Journal. 29. 1: (2004). Print. Huneke-Stone, Elise. Cosmic Education. NAMTA/AMI Orientation. June 29, 2016. Montessori, Maria. Education and Peace. Amsterdam: Montessori-Pierson Publishing Company, 2007. Print. Montessori, Maria. Education for a New World. Amsterdam: Montessori-Pierson Publishing Company, 2007. Print. Montessori, Maria. From Childhood to Adolescence. Amsterdam: Montessori-Pierson Publishing Company, 2007. Print. Montessori, Maria. To Educate the Human Potential. Madras, India: Kalakshetra Press, 1948. Print.
- 88. Sources (continued) Montessori, Maria. The Absorbent Mind. Amsterdam: Montessori-Pierson Publishing Company, 2014. Print. Montessori, Mario. Cosmic Education. Amsterdam: Association Montessori Internationale. 1976. Print. Montessori, Mario. The Human Tendencies and Montessori Education. Amsterdam: Association Montessori Internationale. 1966. Print. Webb, Seth. Teaching With Spirit: Maria Montessoris Cosmic Vision. Web blog post. Finding Our Center - Reaching Out. 1 Mar. 2012. Webb, Seth. Weaving the Cosmos. Web blog post. Finding Our Center - Reaching Out. 19 Aug. 2012. Wolf, Aline. Nurturing the Spirit in Non-Sectarian Classrooms. Holidaysburg, PA: Parent Child Press, 1996. Print.