The Impact of Cosmic Education on a Child’s Perception in Montessori Schools
Maria Montessori introduced an educational system unique in structure, philosophy and curriculum content from the conventional instruction system implemented in Western formative schools for children. Currently known as a system existent in global networks as Montessori schools, specialized educational practices focus on cosmic education as the main functional tool expanding jurisdictional learning beyond the bounds of explorative knowledge and reasoning.
The freedom of choice within the child emanates a virtual environment within himself or herself employing self-dictates of inner will and direction and fosters flexible perception drawn from senses geared to curiosity and learning as the end. It also employs a philosophy bringing the external forces and energy of the physical world into the inner cores of classroom learning facilitated by an self instinctive mode and volunteer to accommodate into oneself vibrations by self dictation in a spontaneous manner and as an effective mechanism towards progressive learning without the need for instructive style of teaching conducted among regular schools. This allows a method enabling the child to work on progressive educational schemes fit to their capacity in the learning process, pace and exercising the freedom of learning. In other words the natural tendencies of a child when exposed to spontaneous and varying degrees of environments entice curiosity and knowledge in their individual, unique ways effectuated by their respective personalities and unique responses believe that implementing this approach is most receptive to cognitive, sensory and motor responses in a child achieving tasks more effectively within an expected period of time yet without time constraints in learning about them. From this level, learning progresses shifting its paradigm from this foundation level to absorb higher and subjective learning acts as a strategy geared towards the effective absorption of higher standards of education through establishing interrelationships among cognitive elements affected by a connective network, thus diversifying into new frontiers for better and heightened understanding. This manner follows the model of human understanding which depends solely on the child’s natural psychological development based on Montessori’s approach using pedagogy, lessons, and teaching materials that promote a self identity character patterned after rote learning (Blount, n.d., p.1)
Theory behind Montessori values emphasize child development is separated into four phases that determine corresponding changes in personality and dispositions towards all things in general as shifting from one phase to the next commences. First, from the time of birth to six years this developmental stage in children train with the social characteristics of motor skills developed as accomplishable by the guidance extended by children their age group and not assisted by parents in their progressive stage of walking, for example. The cosmic dimension of this activity permits interpretation according to levels beyond human capacities enabling to savor appreciation of the child’s work and guiding it for better results. A strategy to implement in this context is to give children the leisure of time and space they need to achieve tasks at optimal perceptions and knowledge, for example, walking allows motor bodily coordination determined by their senses when walking through a path they see. This attributes to circumstances among parents that do not give such time of opportunity afforded to children to enable optimizing the motor and cognitive developmental aspects of walking. By focusing on the rudiments associative to developmental stages allow to maximize the child’s skills which relevantly impact to later physical and mental development requiring higher coordination of cognitive, sensual and mental activities. Today’s pervasive preoccupancy on parents miss to keenly observe or monitor between the fine lines within a child’s mental or physical development, in this instance, result to effects which limit the child’s ability to optimize a cognitive or developmental task or any task similar in nature. Because of the tendency of preoccupancy among parents feared among Montessori personnel not able to foster development of these cognitive tasks into reality at optimal levels, older student peers are treated by their younger ones as guides to foster cognitive task development. This would enable the younger child to remodel itself into self construction and instruction in effect not dependent on their parents while implementing the best tools. In effect this approach enables the child to independently pursue and achieve tasks at a relative early age and adapt to adjustment sat an efficient manner (Blount, n.d., p.5). The second plane, from age 6 to12, is expected to meet intellectual capacity, developing a sense of morality and justice, and developing reasoning skills. This enables the child at this stage to develop changes that respond effectively to academic rigors through a classroom environment and effectively work through social organization and explore using imaginative senses. The cosmic view at this stage emphasize and able to interrelate how harmony is relevant in all activities done between the animated and unanimated forms, and how patterns in these activities complement to why the globe was created for this intrinsic purpose. The third plane, from ages 12 to 18, encompasses the adolescence stage which continues to progress psychological development. It is able to develop a capacity to differentiate views in various psychological matters of different life events. To an effect, this enables the adolescent to impose the sense of justice, then the sense of personal dignity, in its judgment in events or people that deserve merit due to the good acts performed (Fernando, n.d.,p. 1). The adolescent realizes a cosmic interpretation from these values that knowledge is without bound making him or herself insatiable in search for more. The infinite quest for knowledge that surface causes the adolescent to be quiet exposing him or her to explore all relevant details about a given subject matter or everything in its scope with thorough analysis. The fourth plane, from ages 18 through 24, encompasses to develop a thorough understanding of the values of work and the need for economic independence. Aside from this it is believed that as young adults they should appreciate and embrace culture as determinant factors towards civilization change and navigating through the life process successfully. All these stages devise a practical view how life should be lived and life challenges be met.
Consistently because of this learning process nature is conducted without imposing time constraints as the Montessori curriculum system adopts a three year cycle that enable the child to explore all facets in all subject areas learnt in school comparative to the yearly approach in regular ones.
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