What is a cosmic education?
Dr. Montessori called the program for Elementary aged children - the between 6 and 12 years old - Cosmic Education. Why?
Because during the second plane of development, children experience an innate need to use:
Their imagination to envision concepts that they cannot necessarily see
Their reasoning minds to make sense of how each new idea fits into the big picture.
Therefore at this time, we need to give them the universe, the world - the cosmos.
The Primary child was learning to become an individual and the Elementary child is learning to become an individual within a society - firstly in the class, and then in the broader community. To do this the skills they need to build are responsibility, independence, the ability to think for themselves, generosity, consideration for others, empathy, and a desire to serve - these are the characteristics contribute to a harmonious society.
So how does this happen?
We Start with the Big Picture
First, we need to make children aware of their history - the history of the human being. That everything they have around them - from the pencils they use to the country and world they live in, were gifted to us from other people serving their society. Further still, understanding biology and zoology teaches them the interrelatedness and interdependency of nature.
Cosmic Education starts with the whole, (i.e. the universe), and works toward the parts, (i.e. individual cultures, history, geography, life forms, etc.). This gives the child a foundational sense of perspective. Within the big picture of the universe, everything the child learns is connected. Children use this big picture perspective to mentally organize new information. Information gains relevance when it’s understood as connected parts of a whole and is essential in capturing children’s interest.
It should be realized that genuine interest cannot be forced. Therefore, all methods of education based on centers of interest chosen by the adult are wrong. Moreover, these centers of interest are superfluous, for the child is interested in everything. A global vision of cosmic events fascinates children and their interest will soon remain fixed on one particular part as a starting point for more intensive studies. Thus, the way leads from the whole, via the parts, back to the whole. The children will develop a kind of philosophy that teaches them the unity of the universe. This is the very thing to organize their intelligence and to give them a better insight into their own place and task in the world, at the same time presenting a chance for the development of their creative energy.
- Dr. Maria Montessori
The Imagination
The elementary years are the most significant developmental years for the child’s imagination. The child, who previously had to experience concepts through his or her senses, can now imagine ideas without physically experiencing them. Compelled by their growing imagination, the elementary child will seek information that corresponds with their interests.
Human consciousness comes into the world as a flaming ball of imagination. Everything invented by man, physical or mental, is the fruit of someone’s imagination. In the study of history and geography, we are helpless without imagination, and when we propose to introduce the universe to the child, what but imagination can be of use to us?
- Dr. Maria Montessori
The Reasoning Mind
According to Dr. Montessori, children transition from the Absorbent Mind stage into the Reasoning Mind stage at about age six or seven. Children no longer soak up information spontaneously and without conscious effort.
Learning happens very differently now. Children are less drawn to mimicry and repetition, and are more inclined toward abstract thinking in areas of science, history, geography and more.
Children at this age are also developing important social skills. Thus, they are far more interested in engaging with others in their environment. These children are making the transition from working (and playing) alongside peers to working with them cooperatively. They become interested in their extended community and have an ever-broadening sense of social awareness.
Learning about the interconnected and interdependent nature of the cosmos helps children understand their role and importance in serving through their actions. For younger children in the elementary class, it may be something as simple as telling another child the time or helping them tie their shoelaces. As they get older the services they can provide are more involved. The teacher helps them gain an awareness of their unique strengths and areas of development, and emphasising their strengths makes them think about how they can use them to contribute to the broader society.