Cosmic education is not a curriculum guide limited only to the Montessori elementary classroom. In fact, cosmic education is necessary for the realization of the complete effectiveness of Montessori principles at all levels of education. The cosmic approach, relating all events and circumstances to the total functioning of the universe, enables the child to consciously adapt to its environment; i.e., to realize its normalized nature.

The Montessori primary teacher, without a recognition of cosmic principles, is limited in her ability to communicate effectively with the older children of the classroom and she cannot adequately engage children who are bored and uninterested in the conventional Montessori apparatus. Montessori teachers, through knowledge and have a considerably enlarged ability to arouse interest in children and support the child’s adaption to its time, place and group.

Our Traditional Past

Attitudes and beliefs from childhood experiences in traditional schools in which subject areas were separated from each other, limit the adult’s ability to express a new approach to children based on the interrelation of knowledge. Teachers often unconsciously avoid certain subject areas out of fear and communicate this fear to children in the classroom. Teachers must be courageous in extending themselves beyond their limiting attitudes and beliefs of childhood if the cosmic approach is to be effective in the classroom.

“Modern” Education

Although modern public education seeks to individualize instruction and provide opportunities to learn out of interest, curriculum needs tend to determine the limits to which interest and freedom can be tolerated in the classroom. The overriding concern for “basic skills” curtails a child’s chosen projects in favor of a required reading or math assignment. The imposition of certain curriculum requirements restrict individual liberty and deter the child’s experience of satisfaction and joy resulting from exploration and discovery out of personal interest. Required subject matter cannot be made interesting if the child is not interested.

Montessori Commitment

The Montessori commitment to the child’s interest is not compromised by a predetermined “curriculum”. Cosmic education and application of Montessori principles enable children to pursue complete satisfaction of their natural interest. Basic skills are included in the classroom as supportive “tools” of learning to enhance the child’s research and further study into areas of interest. The teacher is assured that all aspects of the curriculum are included as she guides the learning process through the cosmic approach.

The Cosmic Approach

Cosmic education, the total interrelated functioning of the universe, transforms communication and knowledge into a process of ordering the mind and acquiring new knowledge based on the child’s interest. As the child studies how life is supported by its environment and how all elements of the universe are connected and aligned in purpose, any interest can eventually lead to enhanced ability in basic skills and other diverse curriculum areas. Children naturally desire to improve their basic skills of language and math as they realize their connection and contribution to the cosmic whole.

The primary benefits of the cosmic approach is not refinement of basic academic skills, but rather the development of a sense of confidence about confronting new problems and achieving joy and satisfaction through living in the immediate circumstances. The ability to realize the perfection of the moment, regardless of circumstances, is discovered by the child through cosmic education. the Montessori elementary classroom. At the primary level, this adaption is achieved unconsciously (normalization).

The Child’s Interest

Allowing the child’s interest to complete and resolve itself is the learning process of the Montessori classroom. This process leads to a realization of the child’s adaption to its time, place and group. The teacher’s knowledge and application of the cosmic approach assures that the child’s interests follow a productive and worth while path of development. In addition, the teacher must support and encourage the completion of projects begun by children to assure successful results.

The Correct Use of Materials

The use of didactic apparatus in the Montessori classroom has often been the source of considerable concern, controversy and confusion within the Montessori community. Although the extraordinary benefits derived by young children through manipulation of these specially designed materials has been repeatedly demonstrated, the correct use of materials remains a lively debate among teachers, e.g., Must materials be presented only according to the steps demonstrated in the Montessori teacher training program manual? Must children be permitted to use only those apparatus first presented by the teacher? To what extent, if any, is imagination and fantasy permitted with materials? What is the source of the correct use of materials?—the child? the teacher? the materials themselves?

To Examine the Issue

We do not begin an examination of the correct use of materials at the beginning since teachers are engaged in the issue of materials somewhere in the middle. Confusion, uncertainty, insight, inspiration and amazement are common daily experiences of teachers with respect to the use of materials by children in the classroom. A great mass of attitudes, judgments and opinions about the use of Montessori materials deters each teacher’s ability to clearly observe the child/environment engagement in the classroom. Therefore, the source of the correct use of materials remains obscured.

Source: The Child

Clear observation of the child/environment engagement would ultimately reveal that the child itself is the source of the correct use of materials. The child’s interest is the first observable point of contact to which the teacher must direct her attention. Although the source of interest within the child is essentially a mystery, the emergence of this interest which eventually leads to normalization requires the right conditions as defined by the Montessori environment.

The Role of the Teacher

The teacher’s function is fundamentally to create the right conditions to enable the child to discover and manifest its interest. The right conditions are realized as a result of the teacher’s commitment to Montessori principles in the classroom. Therefore, the teacher serves an essential purpose in enabling children to discover interest and achieve normalization.

The Correct Use of Materials

The correct use of materials is determined by the child’s interest which naturally emerges from the right conditions of a Montessori environment. The teacher’s commitment to preparation of the environment with regard to care, respect and order is one of the essential principles which assure the establishment of the conditions needed for children to discover interest leading to normalization. Ultimately, the perfectionment and refinement of the application of Montessori principles will enable teachers to resolve confusion and uncertainty associated with the issue of the correct use of materials.

Originally published in 1980 in Vol. 1, No. 2 issue of The Montessori Observer