Connectedness and Cultural Curriculum

 

 “Let us give the child 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 a part of the universe and we are all connected with each other to form one whole unity” (Maria Montessori, Her Life and Work). This quotation summarizes Montessori’s belief in the interconnectedness of all living things. In order to foster a child’s appreciation for the interconnectedness of all things and nurture his innate desire to discover the world around him, Montessori created the “cosmic plan.” The purpose of this paper is to outline the importance of cultural studies and describe how the “cosmic plan” impacts the study of cultural subjects.

The interconnected study of cultural topics is important because it aids in the accomplishment of four main goals. The first goal of cultural studies is to impress children with the grandeur and mystery of life. This is accomplished by starting with the big picture, then refining the scope of the studies to examine the smaller more intricate parts. The “Introduction Timeline” and the “Timeline of Life” are excellent examples of gradual topic refinement. The incredible length of the “Pre Human Era” ribbon when compared to the small piece at the end representing human history is amazing and it provides the student with a greater understanding of the amount of space and time that has been filled in the universe thus far.  After human existence as related to the history of time has been put into perspective, we then dive into the “Time Line of Life” to further study the different eras of how life might have developed on earth.

Another example of topic refinement occurs in Geography as we being with the world and then work down to the levels of continent, and country of origin. Through this global to local progression we begin to meet the second goal of cultural studies; helping children see themselves as citizens of the world. It is important to note that the texture of the Sandpaper Globe and the bright colors on the Colored Globe and Puzzle Maps attract the children to the materials and make them eager to learn about their place in the world. Aesthetics are important in not only the materials, but also the entire environment of a Montessori classroom.  Montessori says, “The whole environment is so prepared that it will attract him (the child), just as in nature colored blossoms attract insects to drink the nectar which they conceal” (Discovery of the Child, 102).

After children have an understanding of their place in the world, progress towards the third goal, developing respect, will continue. Respect in the context of Montessori cultural curriculum includes respect for the self, respect for others and respect for animals and the environment.  Through Botany and miscellaneous science experiments students begin to grasp the concept of cause and effect (i.e. plants will die without water; ice left out will melt, etc.). Through Zoology, children develop an appreciation for the value of life as they are introduced the concept of living animals and the basic needs of all living things.

Once the basic needs of living things have been introduced and identified as the unifying grounds for all life, transition into the fourth cultural studies goal, impression of responsibility, can further develop.  When children value unity in life, it becomes natural for them to embrace their duty to care for and nurture it in every form. This includes not only caring for their own life through personal responsibility, but also caring for the lives of others through interpersonal awareness, cooperation, and relationship building. One relevant tool for the development of responsibility to others is the child’s imagination. Montessori says, “Imagination is a force for the discovery of truth” (Absorbent Mind, 176). The imagination is a set of tools through which children come to understand that which is not present. A balanced combination of real experiences and imagination will help the child relate to people in distant places and times and furthermore realize his unique and important role in the universe.

Montessori’s cosmic plan in and of itself is brilliant; however, we can maximize the benefits of the “cosmic” concept by applying the philosophy directly to curriculum coordination.  By pulling ideas together through a central theme, we can foster a greater appreciation for the connectivity of all things while providing the child with a holistic, well rounded educational experience. For example, with a central theme of gardening, the cosmic curriculum might include activities such as measuring plants (math), seed sound matching (sensorial), classified cards of garden tools (language), crops by region (geography), helpful vs. harmful insects (zoology), putting on gardening gloves (practical life), painting terra cotta pots (art) and a field trip to the local nursery just to name a few.

In conclusion, everything is connected. The best way to convey universal interconnectedness to children and nurture their natural desire to discover the world around them is through a cosmic curriculum in line with Maria Montessori’s cosmic plan.  By providing the child with a solid basis of real experiences in all areas of cultural studies we will give him the tools required to develop a healthy use of imagination that will lead the way for creative thinking, peace, and harmony throughout his life.

Bibliography

Montessori, Maria – The Absorbent Mind – New York: Holt Paperbacks, 1995
Montessori, Maria – The Montessori Method – Mineola: Dover Publications, Inc., 2002
Montessori, Maria – The Secret of Childhood – New York: Random House, 1966
Montessori, Maria – The Discovery of the Child – New York: Random House, 1967
Garhart Moody, Carol – Theories of Childhood – St. Paul: Readleaf Press, 2000
Polk Lillard, Paula – Montessori a Modern Approach –New York: Schocken Books, 1972