is accreditated by
The American Montessori Society
and
North Central Association
Commission International and Transcontinental Accreditation
The Guiding Stars - Table of Contents
Carmel Montessori Academy and Children’s House has been an American Montessori Society accredited Montessori school since 1987; since the turn of the millennium, CMA has added NCA-CITA accreditation to its credentials. “The legend of Maria Montessori now has a life of its own, and her fame as an educator continues to spread. Each year many new school open which use her name as part of their name. This inclusion is much more than a tribute to her; it is also an implied advocacy of the principles and methods of education to which she and her associates were passionately dedicated. The name Montessori now stands for a particular kind of education. So rightfully, where the name appears the kinds of education Maria Montessori developed and advocated must be offered... Since the law does not protect a name from being misappropriated, a serious dilemma is posed both for the public and for the great number of Montessori schools that do offer an authentic Montessori education… The answer to the dilemma is self-study, evaluation, and accreditation. Among other things accreditation is a declaration that a school is what it says it is and does what it says it does. Thus does the accreditor confirm to the public and to other institutions that the use of the name is justified. There are many good schools that are not Montessori schools, which can be accredited for that they are. But these same school cannot be accredited if they call themselves Montessori, and they are not. If a school uses the name Montessori in its title, or uses that name as a label for its offerings, it must demonstrate to its accreditor that these uses are warranted by the kind of education the school provides.” Nancy M. Rambusch and Dr. John A. Stoops, The Authentic American Montessori School, p. 1-2. In brief, the protocol used for the most recent joint-accreditation (AMS & NCA-CITA) of CMA was The Authentic American Montessori School. The following material may shed light on the philosophy and pedagogy practiced at CMA and authenticated by The American Montessori Society and the North Central Association, Commission on International and Trans-regional Accreditation during its most recent accreditation visit.
Recognition and gratitude are our first joyous duty. We thank…
After the CHILDREN, our first acknowledgement must be to Maria Montessori herself. She neither was nor is the cosmos, but she was and is the guiding star by which the compass of this Montessori community takes direction. “Grateful” is hardly sufficient, but the English language is new in the evolution of human history and perhaps the CHILD in all of us will some day create a word more definitive.
Ruth Gans, formerly Head of AMS Consultation and Accreditation, who has embraced the CHILDREN and Faculty of the CMA for over twenty years. If we could travel “a few miles above Tintern Abbey,” we would, like Wordsworth, speak more eloquently of her “lasting inspiration, sanctified by reason, blest by faith; what we have loved.” She has been and continues to be friend, confidant, advisor, model exemplar, and tender conveyor of truth to us all at CMA.
Ms. Nancy Rambusch and Dr. John Stoops, whose initial presentation of this “radical” approach astonished, confused, and exhorted the American Montessori community at the end of the last millennium as only true visionaries can. Their willingness to “process” through the process was and continues to be a model for the entire American Montessori community and most particularly for this diminutive school in the Midwest.
Ms. Marie Dugan, who not only set the standard for all Montessori schools in her pioneering efforts with The Authentic American Montessori School, but also unselfishly made herself constantly available to provide assistance for those of us who struggled in her path.
The American Montessori Society office headquarters which provided explanation and facilitation of The Authentic American Montessori School to the CMA Community with precision and fortitude and without whose help this process could not have been complete.
Dr. Randy Sinisi, the Assistant Executive Director of North Central Association, Commission on Accreditation and School Improvement, whose expertise was invaluable in the evaluation of the School for purposes of NCA Accreditation.
Finally, Carmel Montessori Academy and Children’s House would like to recognize the efforts of the CHILDREN, Faculty, and Families of our community, for their untiring efforts in collecting the research, sometimes dredging up twenty-five years of history of the School, collecting and organizing necessary current data, advising, offering perspective, etc. The CHILDREN, Families, and Faculty are the reason CMA exists; it is only fitting that recognition begin and end with them.
[TABLE OF CONTENTS]
Carmel Montessori Academy and Children’s House was originally accredited in November, 1987 by the American Montessori Society and has had four Re-Accreditation Visits, the last one a joint accreditation with the North Central Association on Accreditation and School Improvement, Commission on International and Transcontinental Accreditation in January 2005. The protocol used for this most recent re-accreditation process was The Authentic American Montessori School. This protocol represents the highest standard of excellence which an authentic Montessori school can offer Families for their CHILDREN, a tool which delineates in the most specific manner the type of philosophy/pedagogy and educational environment and teachers (The Educational Nature) which an authentic American Montessori school offers and the goals that an authentic American Montessori school has for its CHILDREN (The Nature of the Outcomes). These are the stars by which an authentic American Montessori School steers its course; they are always before us - CHILDREN, Families, Directors/ess, Administration.
The Montessori Learning Environment
A Child-Centered Environment
A Responsive, Preparing, Adaptive Environment
Individually Construed Competence
Montessori’s Learning Activity
First Hand Experience With Materials
Spontaneous Activity
Active Learning Methods
Self-Directed Activity (Auto Education)
Liberty Within Limits
Intrinsic Motivation
The Montessori Learning Relationships
Mixed Age (Family) Grouping
Social Setting as a Community
Cooperation, Collaboration, NOT Competition
Child as a Spiritual Being
What the Montessori Teacher Is
Authoritative
Observer
Resource/Consultant
Model
What the Montessori Teacher Does
Respectfully Engaged with Learner
Able to Facilitate “Match” Between Learner and Knowledge
Environmental Designer/Organizer/Preparer
Independence
Confidence and Competence
Autonomy
Intrinsic Motivation
Ability to Handle External Authority
Social Responsibility
Academic Preparation
Spiritual Awareness
Citizens of the World
______________________________________________________________________________________________________
The Authentic American Montessori School protocol begins with three major sections of self-examination by school and objective accreditation commission examination:
The Primary Nature of the School, which deals with its legal personality,
its STUDENTS, Families, Staff, communities it serves, and its facilities.
The Educational Nature of the School, which enumerates and details six
essential qualities of the educational programming which an Authentic American Montessori School must possess.
The Nature of the Outcomes, which outlines in some detail the nine
descriptors intrinsic to goal setting and evaluation of an Authentic American Montessori School.
These three sections as interpreted and evaluated in the school self-study and by the accreditation commission, along with a description of their individual entropy and syntropy and interrelatedness (synergy), are briefly summarized and illustrated below.
Golden "Cosmic Thread," Dove, Rainbow
The use of the Dove, Rainbow, and the Golden "Cosmic Thread" have natural, historical, and cultural significance throughout the world, throughout history.
The Golden "Cosmic Thread" has been used extensively in spiritual development training and classroom applications, in curricular studies, and universalities in Montessori philosophy and pedagogy. This construct is used frequently at CMA.
Dove motif for the individual syntropic and entropic characteristics is illustrative of the School's commitment to PEACE, an essential focus of Maria Montessori herself and of this particular Montessori community.
Rainbow motif for the degree of syntropic and entropic interrelatedness of relevant characteristics is illustrative of both the beauty of synergistic applications and the "bridge" between characteristics. The words on the color bows place the CHILD at the beginning and end of all CMA processes; focus on both the essential features of The Primary Nature, The Educational Nature, and The Nature of the Outcomes to create a "cosmic view" of the evaluative process and the subsequent CMA Mission Statement; and allude to the influence that the change of even one of the characteristics has on all other characteristics.
In addition, The Authentic American Montessori School protocol requires both
Conceptualization & Evaluation and Strategic Planning Reports,
and, in the case of CMA, accreditation compliance with standards
from the North Central Commission on Accreditation and School Improvement.
The Primary Nature concerns its legal personality, its STUDENTS, Families, Staff, Communities it serves, and its facilities.
In brief, from the Report: “The STUDENT body of CMA is composed of both boys and girls from age two through age eighteen. By design, approximately 10% of the STUDENT population are special needs CHILDREN, 10% are gifted CHILDREN, and 80 % of the STUDENT population fall within the average range of abilities… The diversity of the STUDENT body is also reflected in the Families from whence each STUDENT comes. The Families of CMA are diverse in many ways... The current range in areas of education, income, and profession provide diversity of background and experience of Families, and thus, CHILDREN. The economic and cultural characteristics of the Families at CMA are found to be extremely diverse, reflecting the cultural and economic milieu in which the School campus itself exists… CMA is located on the western edge of DuPage County, Illinois, about 30 miles west of Chicago. CMA is singular in two respects: the age range of its Montessori environments (2 – 18 years) and its farm school campus. While not unique, several programs individually and collectively stand out: the number and type of Holiday Celebrations, the Home Economics Program, the Community Education Program, and the Spiritual Development Program. CHILDREN and their Families come from six counties and nineteen towns/cities…, parent participation is very high, with all Families participating in some manner in the School regularly…
“The Faculty of Carmel Montessori Academy and Children’s House are extremely well qualified, both in regard to State of Illinois as well as Montessori standards. All Head Teachers (Toddler, Preprimary, Primary, Elementary) have Montessori certification for the level on which they teach; Erdkinder Directors continue their Montessori education in training centers and, like their colleagues in the Lower and Middle Schools, through study, workshops, seminars, conferences in both Montessori as well as their fields of emphasis. Toddler and Preprimary Directresses have bachelor degrees from their respective countries. Many Elementary and Secondary Directors/esses have master degrees, plus. Auxiliary Professionals have paraprofessional Montessori training, at least bachelor degrees, and extensive experience in their own fields of expertise. Of particular note may be the expertise of the Community-Based teachers for not only the Upper (Erdkinder) School, but the Middle and Lower Schools as well. Their contribution to the 'person' aspect of the CMA Montessori prepared and extended environments, from sensorial through intellectual presentation, is deemed outstanding… Finally… the expertise, interest, involvement, and commitment to great diversity in parent inclusion in the ‘cosmic view’ brings even wider depth and breadth of offerings to CHILDREN."
“The facilities of Carmel Montessori Academy offer CHILDREN and their Families indoor, outdoor, and extended environments to facilitate the physical, personal, social, and academic development of each CHILD… Classrooms are attractive and homelike… Extensive outdoors environments include a very ‘natural’ approach, including barn and pastures, apple orchard, vita-track, natural building materials, and appropriate outdoor equipment. ‘Community environments’ are carefully selected to enhance and extend on-campus environments.”
The Educational Nature enumerates and details six essential qualities of the educational programming which an Authentic American Montessori School must possess.
1. The Montessori Learning Environment
A Child-Centered Environment
“This then is the first duty of an educator: to stir up life but leave it free to develop.”
Maria Montessori, The Discovery of the Child, p. 111.
“The focus of activity in the Montessori setting is on the children’s learning, not on teachers’ teaching.”
The Authentic American Montessori School, p. 36.
The breadth and depth of the physical, personal, social, and academic development of each individual CHILD is philosophically and pragmatically evidenced across the child-centered environments at CMA. Furniture and shelving is appropriate to the size, strength, and interest of the CHILD in each class, as in the outdoor environments. Large blocks of time on all levels of the School are dedicated to individual work, with brief small and large group sessions where appropriate. Although the interests of the individual CHILD initiate most activity, cosmic view considerations on both the environmental and curricular levels provide the “golden thread” structure necessary for natural and cultural educational guidance and balance. Classes for which social interaction is important, such as concept learning, music ensembles, literature discussion, group projects, etc. are planned for afternoon hours. At the same time, the CHILD’s timetable is respected; the school’s scheduling is flexible enough to accommodate the individual CHILD or small groups of CHILDREN throughout the day. Directors/esses are prepared and are available at any time they are not in presentation for individual assistance and age-group discussions. Family, personal, and learning styles of each CHILD are observed, discussed among Faculty members, and taken into account in planning, implementation, and evaluation of STUDENT progress.
A Responsive, Preparing, Adaptive Environment
“The child has a different relation to his environment from ours. Adults admire their environment; they can remember it and think about it; but the child absorbs it.”
Maria Montessori, The Absorbent Mind, p. 62.
The environment “is both ‘prepared’ in advance of the children's entry into it, and ‘preparing’ in that its responsiveness to child need and evolving child interest as well as changing circumstance is on-going.”
The Authentic American Montessori School, p. 36.
The preparation for the responsive, preparing, adaptive environments for the physical, personal, social, and academic growth and development of each individual CHILD is accomplished in two phases at the School… The "balance" of maintaining an aesthetically pleasing, well planned, and “prepared” environment with the changing needs of each CHILD, groups of CHILDREN, the classes as entities, and the School itself is viewed as an essential one.
Individually Construed Competence
“Children then want to know the customs and laws which men have adopted to guide their conduct.”
Maria Montessori, The Absorbent Mind, p. 235.
“… each child strives to realize his or her fullest potential in a socialized context.”
The Authentic American Montessori School, p. 36.
The School's approach to strong individually construed competence to full potential in a socialized context can be observed in many areas; perhaps the following represent some of the greatest press toward personal growth in a social setting. The dual-outcome approach for every CHILD - Happiness and Personal Competency based upon perceived goals - provides a guide for STUDENTS, Parents, and Faculty from admission processes through individualized promotions from one level of the School to another to the freedom of movement among the classes. A further goal within this Montessori community is that each CHILD is approached as a unique individual, not only embracing the concept of individual needs but also of individual outcomes. The inclusion of both special needs STUDENTS and gifted STUDENTS gives both STUDENTS and Faculty a constant and personal reminder that within the remaining body of STUDENTS individual uniqueness is also valued and respected. Although observed in many ways throughout the School, one of the most striking examples is the grading system in the Erdkinder classes, by STUDENTS, Parents, and Teachers and the descriptive transcript paragraphs reflecting the course itself, the unique characteristics of the specific class, and the individual participation of the STUDENT. The Spiritual Development Program emphasizes self-strength and knowledge, appreciation, and enjoyment in the differences of others, especially the Moral Development and Ecumenical classes and activities, which promote each CHILD working to full potential within a socialized context.
2. Montessori’s Learning Activity
First hand Experience with Materials
“The intellect builds up its store of practical ideas though contact with, and exploration of, its environment.”
Maria Montessori, The Discovery of the Child, p. 99.
“Children learn by acting on their environments; they need materials with which to interact.”
The Authentic American Montessori School, p. 36.
The philosophy and pedagogy of CMA requires not only the presence of attractive materials with which to interact, but also the time, space, and encouragement of adults to interact with them. To this end, CMA provides each classroom with a full compliment of Montessori and other philosophically-related materials which the CHILD can and does utilize to facilitate his/her own growth and development and caring Montessori Directors/esses to direct that process… Each material must meet the criteria of "cosmic view" both intrinsically and within the extrinsic totality of all of the classroom materials. In accord with The Authentic American Montessori School characterization of "materialized abstractions” CMA also broadly interprets “materials” to include Curriculum Cosmic View, interdisciplinary programming, and the Community Education Program, to name but a few.
Spontaneous Activity
“To think and to wish is not enough. It is action which counts."
Maria Montessori, Spontaneous Activity in Education, p. 170.
“Children spontaneously seek growth and development because it is in their nature to do so. The Montessori environment seeks to provide a setting in which children can ‘epiphanize’ their true emergent selves.”
The Authentic American Montessori School, p. 36.
The opportunities for the spontaneous activity and subsequent epiphanizing by the CHILD within the environments of CMA…are abundant, not only demonstrated in policies, procedures, and activities such as the outdoor guidelines and cultural and community education experiences, but also by observation of the CHILDREN themselves. Adults provide a setting for this type of learning in part by having a spirit of discovery themselves, allowing, nay encouraging, answers to come from other than themselves, and by providing a wealth of experiences for the CHILD to draw generalizations, knowledge, and ultimately wisdom themselves. The reserve of the Directors/esses in the classrooms, self-controlled freedom observed in the classes, the sharing of the wonder of “epiphanizing” experiences with colleagues and Parents as part of the arrival and dismissal procedures, all attest to the prevalence of and significance attached to spontaneous activity within these environments.
Active Learning Materials
“The role of education is to interest the child profoundly in an external activity to which he will give all his potential.”
Maria Montessori, From Childhood to Adolescence, p. 24.
“The Montessori environment is one in which children pursue their learning intentions themselves. They initiate their work and persist in it…”
The Authentic American Montessori School, p. 36.
Active learning methods are identical in the very young CHILD, the developing mid-CHILD, and the ADOLESCENT; paradoxically, they are also antithetical. The Successive Levels of Development as described by Maria Montessori endear that paradox to her Directors/esses... At CMA the CHILD is free to choose his/her work; that freedom principle is tempered by the structure of the choices the adult determines through observation to be personally, naturally, and culturally appropriate. At CMA the CHILD can work independently or in small groups at all levels of the School. The CHILD has the opportunity to interact with people, animals, his/her environment, and even the community at large. The focus of the education offered at CMA is action, from the Practical Life Program throughout the School to the use of Montessori didactic materials to Age-Group Discussions to the creation of time lines and albums. And that action, that journey, which the CHILD embarks upon with such great joy through the natural-, cultural-, and finally human-based principles of growth, is facilitated at the School by knowledgeable, caring Directors/esses who understand and can and do apply the developmental principles to the individual CHILD, the daily activity of the CHILD, and the group of which s/he is part.
Self-Directed Activity (Auto Education)
“We then found that individual activity is the one factor that stimulates and produces development, and that this is not more true for the little ones of preschool age than it is for the junior, middle, and upper school children.”
Maria Montessori, The Absorbent Mind, p. 8.
“It is necessary that the pupil perfect himself through his own efforts…”
Maria Montessori, The Montessori Method, p. 172.
“The child constructs his or her own intelligence, choosing his or her activity, fueled by the need to be competent. The child constructs his or her own morality, through social interaction with others.”
The Authentic American Montessori School, p. 3.
The CHILDREN of CMA are encouraged to engage in self-directed activity. The CHILD in the Toddler and Preprimary Classes (two through six years of age) is given precise presentations of materials and then invited to make the material his/her own through respectful use of the material based upon the model of the Directress and repeated use of the material based upon an inner call to knowledge through the senses. The Directoress does not “teach;” s/he cannot and does not mar the soul of the CHILD with irrelevant importances; the Directoress presents using the three-period lesson (intellectual short stepping) and then quietly observes the CHILD, constantly monitoring the environment to ensure that an atmosphere conducive to self-instruction is maintained. Directors/esses at the School are encouraged to observe the greater part of each hour, taking notes and fostering by example and action the spirit of peace and purpose in the prepared environment. The CHILD is able to work toward intellectual goals within the social environment of the classroom, yet determine him/herself the extent to which participation with others will facilitate those goals. The CHILD in the Toddler and Preprimary Classes absorbs from his/her environment the moral principles by which s/he shall live just as s/he absorbs the principles innate in Practical Life materials or Mathematics materials. However, as research indicates, the “social” component in the moral development process is essential. Only “modeling” is more basic to the process of moral development than the use of Socratic methods, and even then, without the latter intellectual process, modeling becomes ritualistic and eventually ineffectual for the very reason that the CHILD must build his/her own moral character, through observation, discussion, consideration of many options both positive and negative, and the continual refining of perspective as new information is presented. Directors/esses use many tools in these lower school environments to foster a developing moral atmosphere: step-reasoning (Kohlberg), role playing, redirection at frustration, choice offerings, and reverse level activity to name but a few.
The Primary and Elementary CHILD (six through twelve years of age) has a vast repertoire of intellectual possibilities when s/he enters this level of development. The natural acculturation process is at once a broadening and a limiting process. Taking on the culture of a specific people, the CHILD’s own people whether by nature or nurture, concretizes and brings deep meaning to the work the CHILD will do in these six years. By its very nature, too, culture limits the CHILD’s scope to strengthen the foundation so the structure that will be him/herself will be able to reach the highest pinnacle possible. However, true to Montessori philosophy and pedagogy, the “extentive” characteristic of Montessori environments and materials allows the CHILD to move at his/her own rate through skill areas and select the most personally relevant aspects of content areas to incorporate into his/herself. To these ends the CHILD in the Primary and Elementary Class is always presented with the "cosmic view” of his/he studies and express his/her knowledge in individual ways. Not only do tables and charts allow the CHILD to locate his/her piece of knowledge in the “cosmic view” and see the relations of all other knowledge to that selection, but also the environment itself, the arrangement of materials and shelves, the amount of actual time devoted to concept, the emotional emphasis of classmates and adults, speaks loudly to the CHILD, assisting him/her in prioritizing, self-selection, and evaluation of materials, ideas, and expression. More specifically, the three-period lesson so common verbally in the lower school is not abandoned, but augmented and evolutionized into the three-period material in the middle school. The CHILD is encouraged to share his/her expertise with other CHILDREN in a CHILD-teacher format, to express his/her knowledge in creative ways using a wide variety of disciplines (e.g. art, music, creative writing), and build upon his/her own expertise. The ability of the CHILD in Piagetan Concrete Operational Thought has moved to the intellectual-sensorial level. Through use of materials and participation in activities carefully selected as essential parts of the “cosmic view” of the CHILD’s culture, the CHILD is able to construct his/her own intelligence. The moral development of the 6 – 12 year old is accomplished by the CHILD in several ways beyond the modeling appropriate to both the Preprimary and Primary/Elementary CHILD and the wide use of the Socratic method. The Primary/Elementary CHILD has the intellectual ability to consider his own moral stage and the state of his own culture’s moral stage beyond the immediate. Not yet ready to intellectualize in the manner of the ADOLESCENT, the Primary/Elementary CHILD seeks a wider realm of responsibility than self. S/he is most interested in the essence of morally – the why. The CHILD is ready to use the intellectual vocabulary that will allow him/her to manipulate moral concepts and his/her own intellectual ability to classify, categorize, define, interpret, and evaluate moral concepts. Discussion groups in Scripture Classes, Moral Development Classes, Ecumenical Classes, and Age Group Discussions provide a forum for each CHILD to enter and retreat as his/her interests and security indicates. Too, the larger group of Community Line provides not only a wider arena, but also the semi-social time at tables for discussions to be natural, gently directed by an adult, and at times, strenuous in character.
The ADOLESCENT CHILD (twelve through eighteen years of age) has both the responsibility and the privilege of a greater personal investment in auto-education than any previous developmental level, both intellectually and morally, both because s/he has the capability of greater self-control, independent thought, group responsibility, etc., but also because s/he wants to exert this control over the academic and moral aspects of his/her own life. Not losing sight of the ADOLESCENT as a developing CHILD, the adults, Directors/esses, Community Teachers, Parents, and other Community Leaders offer the ADOLESCENT more numerical options and more complex and refined options. In both the Lower and Upper Erdkinder Classes, STUDENTS have many choices within the defined limits of world culture for not only reception of information (e.g. taking a community class, parental participation in class work) but also in the expression of knowledge (e.g. oral testing, extensive album work, collections, artistic expression). The Erdkinder CHILD has become quite sophisticated in his/her knowledge and manipulation of moral development models and through the EME (Erdkinder Morals and Ethics) classes discusses a wide variety of moral issues with his/her own Parents, other family members, other Parents, visiting adults, and Faculty members. The ecumenical aspects of the program offer the CHILD strength in his/her own beliefs and appreciation of the beliefs of others.
Liberty within Limits
“The liberty of the CHILD should have as its limit the collective interest, as its form, what we universally consider good breeding…" [Maria Montessori]
“…an environment characterized by ‘liberty within limits’…”
The Authentic American Montessori School, p. 36.
The three guiding principles of Montessori environments are
Respect for Oneself
Respect for Others
Respect for the Environment
At all levels of the School a concentrated effort is made to connect every specific guideline or rule to one of these three principles, which concretize liberty within limits, in an overt manner for the CHILD. Thus, when discussion centers around carrying sticks on campus, “Respect for Oneself” as a responsible person and “Respect for Others” to shield them from danger are verbally noted. When shoplifting as a moral issue is considered in the middle or upper school, “Respect for Self” as trustworthy and honest and “Respect for Others” as individual with rights are noted.
In matters of “right” and “wrong” these distinctions are relatively easily made. But there are also cultural impingements, many of which can have somewhat covert, yet personally devastating, consequences that must be considered. “Collective interest” and “good breeding” have been addressed above. The Home Economics Program has been a most helpful avenue for explanation and appreciation of the CHILD’s own as well as other cultures... The delicate balance which exists in the gray area of right and wrong, appropriate and inappropriate, acceptable and unacceptable and, most importantly perhaps, the personal background and customs of individual Faculty members and other adults who interact with the CHILDREN are an integral part of “Liberty within Limits” and are addressed frequently across age groups.
Intrinsic Motivation
“The child is a discoverer. He is an amorphous, splendid being in search of his own proper form.”
Maria Montessori, The Secret of Childhood, p. 99.
“This drive toward competence is fueled by the child’s curiosity and interest.”
The Authentic American Montessori School, p. 37.
An attractive, alluring prepared environment is the basis of awakening the CHILD’s curiosity and interest which fuels intrinsic motivation. The prepared environment has been addressed above. For purposes of this section it may be well to note the interrelatedness of the characteristics above (e.g. auto education, spontaneous activity) lead directly to intrinsic motivation. In addition to the traditionally prepared environment the School extends the activity of the CHILD in several ways: the outdoor environment which is a “natural” area of campus with building logs, sand areas, vita track, barn area, apple trees, etc.; the Home Economics Program in which CHILDREN plan and prepare foods from the countries they are studying; the Community Education Program in which the environments and teachers for the CHILDREN are extended into the wider community; the Service Program, in which the CHILDREN return service to their communities for the “gifts” they have received from them in the Community Education Program. Although these notations reveal strong parts of the whole, the importance of the synergy that exists among them, “cosmic view” of the Montessori community which is Carmel Montessori Academy cannot not be overstated. The heterogeneous and integrative nature of that community is more than the sum of the CHILDREN who thrive therein, the Faculty who serve those CHILDREN, the Parents who support their CHILDREN and the Montessori community to which the Family belongs, and the environments which draw these people together as a community. The Montessori Community which is Carmel Montessori Academy is a community because CHILDREN, Parents, and Faculty value that “golden cosmic thread” which embroiders the fabric of philosophy, curriculum, pedagogy, program, material, activity, even unto the furniture, the walls, the stones. That “golden cosmic thread” is the intangible yet mighty belief in the developing CHILD, which rests upon the twin curricular pillars of Practical Life and Sensorial Experiences, which find their foundations in the physical, personal, social, and academic development of the CHILD.
3. The Montessori Learning Relationship
Mixed Age (Family) Grouping
“What matters is to mix the ages. Our schools show that children of different ages help one another.”
Maria Montessori, The Absorbent Mind, p. 226.
"People sometimes fear that if a child… gives lessons, this will hold him back in his own progress. But, in the first place, he does not teach all the time and his freedom is respected. Secondly, teaching helps him to understand what he knows even better than before. He has to analyze and rearrange his little store of knowledge before he can pass it on. So his sacrifice does not go unrewarded.” [Ibid, p. 227].
“…classes typically group children across a three year age
span.”
The Authentic American Montessori School, p. 37.
Carmel Montessori Academy conscientiously observes the three year age span of family groupings throughout the School. For the sake of forthrightness, however, it should be noted that the developmental needs of the CHILD is the determining factor in individual placement. Each CHILD moves from one class to another when the Parent, Director/ess, and other interested adults (and with the older CHILD, the CHILD him/herself) determines that s/he is ready: physically, personally, socially, and academically. Chronological age is a factor, but a very minor one in these determinations. In the case of the special needs and/or the “specific” gifted CHILD, development may be particularly uneven and require special consideration of one or more areas in order that the CHILD may continue to grow in all areas.
Social Setting as a Community
“Children have an anxious concern for living beings and the satisfaction of this instinct fills them with delight.”
Maria Montessori, The Discovery of the Child, p. 71.
“The social setting is somewhat like that of an extended family. The emergent skills of individual CHILDREN are harnessed for the good of the whole group. CHILDREN routinely demonstrate newly achieved competencies to one another.”
The Authentic American Montessori School, p. 37.
Of all the benchmarks of the document called The Authentic American Montessori School this quality of “family” may apply most aptly to the community of Carmel Montessori Academy. The concept of “extended family” is the one most commonly mentioned to describe the School - by CHILDREN (specifically older CHILDREN), Parents, visitors, and, perhaps most significantly, alumni. Several examples of “preparing the environment” toward this end follow, however, many more are available. With the exception of the Toddlers when they are housed in their own classroom, the CHILDREN at the School are not confined to their own classroom environment; indeed, several classrooms have several rooms, plus. The CHLDREN are encouraged to seek the adults, the STUDENTS, the environments that most meet their needs at a particular time for a particular activity. The guideline is only that the Director/ess know where they are and that they remain on task; each Director/ess has an appropriate control of error for behavior and activity; each Director/ess joins his/her other colleagues in assuring the continuity of freedom within limits and individual needs in the School as a whole. The Community Education Program is organized with STUDENTS and Parents and Faculty in a multi-aged, multi-interest manner. The Community Line is designed to bring the entire STUDENT body together at least once each day as a community. (Note: Toddlers may or may not attend; at times they “around” the group). Songs are sung together, usually folk songs, songs from the country of study, special CHILDREN’s songs that appeal to all ages. Two or more CHILDREN either accompany the songs or give individual performances on their music instruments. Announcements are made about the next field excursion or special celebrations; birthday greetings are extended. Problems regarding the outdoor environments, scheduling (which adults have missed!), planning, STUDENT perspectives, and other pragmatics are brought to the fore. Cooks announce the menu for the day. The Community Line lasts for less than twenty minutes each day; on special occasions (e.g. Thanksgiving Opera, Mardi Gras Talent Show) it is extended to include special performances that are attended by parents and others as well, who then join the CHILDREN for lunch. The School has been widely described as an extended family.
Cooperation, Collaboration, NOT Competition
The children “cooperated for the honor of their community… this sense of solidarity… completely extraneous to any form of emulation, competition or personal advantage [is] a gift of nature.”
Maria Montessori, The Absorbent Mind, p. 223."
Cooperation, collaboration, NOT competition…invidious comparisons between children are avoided.”
The Authentic American Montessori School, p. 37.
Heterogeneous groupings in classrooms, on field excursions, at lunch, to name a few settings, are undoubtedly the single most important environmental tool to encourage cooperation, avoid invidious comparison, and encourage a peaceful, supportive Montessori community. However, several other examples of structuring the environment may further illustrate. Oftimes CHIDLREN simply need to be given the appropriate words to use to be supportive of one another and avoid the competitive “edge.” A very simple, yet apparently very effective, appropriate response by CHILDREN to others who are sharing their home experiences or birthday gifts or shopping purchases can be: “Oh, I enjoy my (toy) like that, too.” or “Mine is (red); what color is yours?” (rather than “Oh, I have one of those!” or “So what!”). When receiving a gift (e.g. on Valentine’s Day when the School exchanges gifts) that one already has: “Now I have two! It will be so much more fun to play with two!” (rather than, “I already have one of these.” ) Competition for “things” is reduced and the emphasis is placed on the giver and the thought rather than the item. Individual classroom Lines and Community Line are places where these social amenities are discussed. In the outdoor environment any game or sport may be accessed at any appropriate moment by any age CHILD. Thus, if a four year old wants to play baseball with an Erdkinder group, the rules are immediately adjusted to accommodate the younger CHILD. For example, the pitcher moves closer and aims at the bat, “toe-to-toe” steps are taken to retrieve the hit, first base constitutes a home run, etc. CHILDREN learn to accommodate the different skills/abilities of others placing cooperation before competition. The preparation of food in the Home Economics Program is often a good format for encouraging cooperation and helping CHILDREN recognize that a great disparity in age, size, and ability are great assets in building a successful community or accomplishing a great feat. In the planning stage, Preprimary are often given the washing of fruit, cutting up vegetables, pouring juice, etc. If a kettle of potatoes needs to be drained, an Upper Erdkinder STUDENT or an adult needs to be consulted. Compliments on lunch at tables is thus cross-class, cross-age, cross-ability and the cooperative spirit is encouraged.
4. The Montessori Spirituality
Child as a Spiritual Being
“…children just be thoroughly strong beings and must possess spiritual equilibrium.”
Maria Montessori, The Child in the Family, p. 65.
“…the CHILD as a spiritual embryo developing according to a definite plan…”
The Authentic American Montessori School, p. 37.
Spiritual Development has been an integral part of the curriculum at Carmel Montessori Academy since its beginnings over thirty-one years ago. On all levels of the School (Toddler/Preprimary – sensorial and modeling; Primary/Elementary - sensorial and modeling plus instruction and initial self application; Lower and Upper Erdkinder – sensorial and modeling, instruction, and application to self and life) the following curriculum outline is tendered: Neo-Thomistic Philosophy, Pragmatic Psychology, Moral Development (Kohlberg), Ecumenical Activity, Age-Group Discussions; and with Family approval: Scripture Classes, Rite Classes. The plan for the development of the spiritual embryo which Montessori envisioned has a definite curricular component. But spirituality is more than classes, prescriptions, guidelines. Spirituality is the raw material of that “golden cosmic thread” so often referred to in the curricular area; it is that which gives meaning to all other disciplines, activities, experiences. Spirituality cannot be “prescribed;” it can only be lived. The CHILDREN and Parents and Faculty of Carmel Montessori Academy continue to strive toward living individual and communal spiritual excellence.
5. What the Montessori Teacher Is
Authoritative
“The most important [principle] is to respect all the reasonable forms of activity in which the child engages and try to understand them.”
Maria Montessori, The Child in the Family, p. 88.
“The teacher … responds empathetically to children’s feelings, while firmly establishing limits for the group…”
The Authentic American Montessori School, p. 37.
For Montessori Directors/esses one of the most challenging aspects of CHILD/Directress relationships is the ability to prepare oneself and the environments to be authoritatively empathetic (in the vernacular – “to be friendly without being friends, to exert necessary authority without being a dictator”). Many “gauges” can be used to determine if this delicate relationship of humanitarian authority is in actuality going on in classrooms when no one (else) is present to “hear the tree fall.” The following characteristics of an authoritative approach are observed daily at CMA: the prepared classrooms with all of the environmental factors arranged for the CHILD’s success are observed and include realistic expectations, receptiveness to and breadth of age-relevant discussions, tone of voice, age-appropriate responses by adults, problem solving scenarios, etc. In the Lower School role playing, eye-to-eye contact, presentation of options, and older CHILD to younger CHILD experiences are observed. In the Middle School and Upper School activity options, CHILD-planning, Age Group Discussions, and even the grading system in the Upper School provide constant example of not only the adult-to-CHILD authoritative atmosphere, but also the modeling necessary for the ADOLESCENT to develop authoritative skills his/herself. As always the single most revealing measurement of the authoritative nature of the teacher and the school community is the CHILD.
Observer
“The teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.”
Maria Montessori, The Absorbent Mind, p. 8.
“the teacher’s first duty is to watch…” [Ibid, p. 277.]
“The teacher is capable of inferring the children’s intentions through observation.”
The Authentic American Montessori School. p. 37.
As a matter of school philosophy and pedagogy, Directors/esses are encouraged to observe STUDENTS for at least half of the actual time they spend in any environment (indoor classrooms, transition times, lunch, outdoor, field excursions, etc.)… In additional to in-house observations Directors/esses are provided four days each year to observe in other Montessori and traditional environments as part of the Faculty In-Service Program.
Resource/Consultant
“A child is an eager observer and is particularly attracted by the actions of adults…”
Maria Montessori, The Secret of Childhood, p. 93.
“The teacher is the source to which children may turn for help in acquiring knowledge and the dispositions favoring its acquisition.”
The Authentic American Montessori School, p. 37-38.
Teacher as resource person and consultant becomes increasingly more important to the CHILD with each year of development: physically, personally, socially, and academically. This principle applies to not only the Director/ess and/or other adults within the CHILD’S environments but also to the CHILD-as-teacher.
Model
“The first step an intending Montessori teacher must take is to prepare herself…”
Maria Montessori, The Absorbent Mind, p. 276.
“The good teacher does not have to be entirely free from faults and weaknesses… We must be taught and we must be willing to accept guidance if we wish to become effective teachers.”
Maria Montessori, The Secret of Childhood, p. 149.
“The teacher embodies the behaviors, dispositions, aspirations, and possibilities that the children experience in the Montessori environments.”
The Authentic American Montessori School, p. 38.
Many noted psychologists and educators (e.g. Dewey, White, Dobson) identify “modeling” as one of the primary factors in the education of all human beings. Indeed, as far back as Socrates, Plato, and Aristotle, the “human model” of virtue, civility, citizenship, even the “garden of learning” itself, has been prized as the ultimate learning factor.
6. What the Montessori Teacher Does
Respectfully Engaged with Learner
“The teacher moves about slowly and silently. She goes up to one who has called her. Her supervision is such that anyone who needs her is immediately aware of her presence, whereas those who do not are completely oblivious to her.”
Maria Montessori, The Discovery of the Child, p. 302.
“The teacher is mindful of her awesome responsibility…”
The Authentic American Montessori School, p. 38.
The School’s curriculum for physical, personal, social, and academic structure of the development of the CHILD is clearly outlined in the Curriculum Guide, in the transcript forms, and in the CMA Handbook for Faculty, Families, and CHILDREN (where appropriate). The Montessori Director/ess then takes that “developmental and cultural” expectation or curriculum and translates it into classroom programming and activity for a particular developmental age grouping as an overview or yearly plan before the school year begins… Once the school year has begun and the CHILDREN begin to interact with their environment, the adults, and other CHILDREN, the task of respectful engagement begins. Each individual Director/ess with his/her own personality, capabilities, strengths, and challenges considers the personality, capabilities, strengths, and challenges of the individual CHILD and integrates the physical, personal, social, and academic aspects of the curriculum into a body of physical, psychological, social relationship, and intellectual approaches appropriate to that CHILD and with every other CHILD in his/her environment.
Able to Facilitate “Match” between Learner and Knowledge
“…a teacher should never forget that he is a teacher and that his mission is one of education.”
Maria Montessori, The Secret of Childhood, p. 153.
“…response to the individual learner’s need at whatever point the learner is…”
The Authentic American Montessori School, p. 38.
“The `rightest’ response to the individual learner’s need at whatever point the learner is in his or her acquisition of new knowledge” may be more accurately stated within the context of the philosophy and pedagogy of Carmel Montessori Academy as the “most probable productive response.” The School expects that its Directors/esses and other teachers will make every effort to know the CHILD intimately enough to be able to select several responses that will probably serve the CHILD in the most efficacious manner, taking into consideration the time, place, circumstances, and nature of the acquisition of new knowledge. Further, that the Director/ess or other teacher will use many, most, all of the techniques for facilitation reported above with total respect for the unique CHILD, to aid the CHILD in his/her own pursuit of that knowledge, neither offering too much nor too little assistance, with the further caveat that the CHILD him/herself must be respectfully allowed the final acceptance or rejection of the “response,” and, with the older CHILD, taking into account the cultural and societal requirements maturation demands. And examples abound of both macro- and micro-successes and failures in this regard on an hour to hour basis at CMA – each Director/ess is most acutely aware of the continual challenges of matching learner with knowledge.
Environmental Designer/Organizer/Preparer
“The immense influence that education can exert through children, has the environment for its instrument, for the child absorbs his environment, takes everything from it, and incarnates it in himself.”
Maria Montessori, The Absorbent Mind, p. 66.
“The teacher can organize the appropriate social and cognitive environment for children at different levels of development, refracting through the curriculum, the expectations of the culture.”
The Authentic American Montessori School, p. 38.
The Nature of Outcomes outlines in some detail the nine descripters intrinsic to goal setting and evaluation of an Authentic American Montessori School.
Independence
“No one can be free unless he is independent; therefore, the first, active manifestation of a child’s individual liberty must be so guided that through this activity, he may arrive at independence… in reality, he who is served is limited in his independence… The child’s nature is to aim directly and energetically at functional independence.”
Maria Montessori, The Absorbent Mind, p. 70-83.
The commitment of Carmel Montessori Academy and Children’s House to the outcome of independence is evidenced in the institutional structure provided for the CHILD and his/her Family, which includes but is not limited to: the philosophy and pedagogy of CMA itself, the prepared and preparing environments, the nature and structure of the outdoor environments, the Community Education Program, and the Special Lessons Program. CMA encourages, nay requires, constant observation by Directors/esses in the classroom, in the outdoor environments, and on community education excursions; observations are reviewed and programming is adjusted at monthly Faculty Meetings for each CHILD, with the “most productive,” “least restrictive” physical and psychological environments possible. At the same time, the age-appropriate social responsibilities are addressed and balanced with the individual needs of the CHILD. In addition "Door-Step Faculty Meetings” and frequent parental contact provide additional perspective for the CHILD’s individual, independent growth. The limited size of the STUDENT body, the strong collegiality among the Faculty members, the unwavering support of parents throughout the School, as well as the openness between classes contribute to the School’s strengths in providing an environment for the CHILD which encourages independence; taking into account the importance of this quality, continued vigilance and application of principle is strong advised.
Confidence and Competence
“External works are at once the means of attaining internal growth and an indication of it. The two factors are woven together. Work perfects the child interiorly, but a child who is thus perfected also works better, and is fascinated by his progress.”
Maria Montessori, The Discovery of the Child, p. 307.
Confidence and competence, being two sides of the same soul, are highly prized within the Carmel Montessori Academy environments. The institutional structures that support the development of confidence and competence within these environments include, but are not limited to, the strong encouragement by philosophy and in pedagogy to “follow the CHILD,” the focus on successes rather than failures, the provision for adequate time and space for activities, the policies which favor parental (adult) interaction at arrival and dismissal as well as planned interactions throughout the school day, the vast number of human resources made available to the CHILD, the use of “cosmic view” educational principles, and the animal and other “environmental retreats” made available to the CHILD. The classroom policies and procedures which support the work of the CHILD in developing both the confidence to begin and sustain his/her work and competence at the appropriate age level include the emphasis on Practical Life and Spiritual Development in every class, use of control of error in physical, personal, and social as well as academic areas, clearly defined standards of freedom and limits and the ability to alter them based upon the CHILD’s needs, and, perhaps most importantly, the examples of the Directors/esses as they interact with the CHILDREN.
Automony
“The children are so engrossed in their work… the activities of others do not arouse their envy or painful rivalry, nor are they themselves inflated with empty pride… the success of each is the joy and wonder of the rest.”
Maria Montessori, The Discovery of the Child, p. 302-303.
For all developmental ages it seems clear that respect for one’s self and others is basis of acceptance and rejection in another CHILD’s work or work group. The institution of the School holds this quality of autonomy is high regard for many reasons, not the least of which is a joyful environment which autonomy promulgates. The “oneness” of the school community appears to respond wholeheartedly and with the equanimity (calm composure) to the CHILD in need, to the CHILD who needs privacy, to the CHILD who wishes to be included or wishes to exclude him/herself. Can this equanimity be interpreted as the habit of autonomy?
Intrinsic Motivation
“We marvel at the patience, constancy, and eager readiness of the children… we are in the presence of individuals who are masters of their own homes.”
Maria Montessori, The Discovery of the Child, p. 303.
“Discipline is therefore attained indirectly, that is, by developing activity in spontaneous work. Everyone must learn how to control himself and how to engage in calm and silent activity, for no other purpose than that of keeping alive that inner flame on which life depends.” [Ibid, p. 305.]
Evidence of the School’s commitment to the facilitation of the development of intrinsic motivation can be found in many areas, perhaps most notably in incidents of CHILDREN working for the pure pleasure of the activity. The School uses a wide variety of observable behaviors to access the individual CHILD’s progress toward this goal, including above mentioned techniques and a special emphasis on parental observations and perspectives. For some CHILDREN "reveling in mastery” does not include sharing with other CHILDREN. Some CHILDREN prefer to share with an adult or a very special adult. Some CHILDREN prefer to go quickly on to the next level or another activity altogether. Some CHILDREN enjoy the “secret of success” within themselves by reflection or writing a poem or recording in their journal. The individualized nature of the human spirit rejoices in a wide variety of expressive ways; the goal at Carmel Montessori Academy is to support and appreciate the CHILD as a unique expresser of satisfaction.
Ability to Handle External Authority
“How can he obey another’s will if he cannot submit to his own will? Obedience is nothing more than a form of spiritual dexterity that presupposes internal equilibrium… Because of his, children must be thoroughly strong beings and must possess spiritual equilibrium in order to be able to obey.”
Maria Montessori, The Child in the Family, p. 65.
The School… values the ability of the CHILD to develop a “spiritual dexterity that presupposes internal equilibrium” when obedience to external authority is necessary. A few notations on how the School facilitates and observes the results of this spiritual dexterity may add substance to the above material. On every level Directors/esses try not to request or expect of the CHILD more than that specific CHILD’s physical, personal, social and/or cognitive developmental patterns suggest. Natural and logical consequences, the Socratic discussion method are but two universal techniques contributing to the development of the ability to handle external authority. Perhaps no other Basic Characteristic of a Montessori Environment is more overtly adult-tied than the issue of the ability to handle external authority. Within CMA the determining influence appears to be communication between and among the adults who are responsible for the CHILD’s developing environment, and the subsequent knowledge and appreciation of each individual CHILD as a unique person, physically, personally, socially, and academically. The ever-present emphasis on the CHILD as central, the small size of this Montessori community, the strong background and collegiality among the Faculty whose interaction reveals an emphasis on “process” rather than “product,” the frequent and essential participation of parents, and the other structures outlined in this presentation appear to support the communications necessary for success in this area.
Social Responsibility
“There is only one specimen of each object, and if a piece is in use when another child wants it…important social qualities derive from this. The child comes to see that he must respect the work of others, not because someone has said he must, but because this is a reality that he meets in his daily experience… And since this happens every hour of the day for years, the idea of respecting others, and of waiting one’s turn, becomes an habitual part of life which always grows more mature.”
Maria Montessori, The Absorbent Mind, pp. 223-224.
To attain balance in the physical, personal, social, and academic development of the individual CHILD, social responsibility may be most efficaciously viewed as the “other side” of the independence and autonomy coin. For, indeed, although developing simultaneously, both independence/autonomy and social responsibility proceed from within the CHILD at different rates with different emphasis, with different characteristics at each developmental level. The commitment to the simultaneous development of these characteristics at CMA is clear. As with all the other characteristics, daily observation, record keeping procedures, “door-step” and regular Faculty Meetings, interactions with Parents, etc. reveal the subtle changes which are often minuscule observed over extended periods of time with much advance, retreat movement. The CHILD is observed, positive social behaviors are encouraged, counterproductive behaviors redirected or extinguished. The CHILD him/herself organizes the individual, inner balance of independence/autonomy with social responsibility appropriate to his/her age. Social responsibility has as it basis – OTHER. And, as Maria Montessori reiterates so often in so many ways, the CHILD cannot recognize, tolerate, appreciate, embrace OTHER until s/he is able to recognize, tolerate, appreciate, embrace SELF. The CHILD is encouraged to use all his/her powers of personal awareness and cognitive expertise to reason through the dilemma; and yet we as adults know that “knowledge is not action” and frequently the steps between “environmental press” and “action” need be reviewed, restated, reenacted. The import of “social” development is no less important than physical or personal or academic development and needs no less time to “epiphanize,” is no less “synergizing” with its developmental partners.
Academic Preparation
“The educational achievements of the Children’s Houses show that there is a marked difference between them and the ordinary elementary schools. The Children’s House is not a preparation for the elementary grades but a beginning of an education which continues without interruption… In fact we do not have a program for instructing a child, but rather it is the child who, living in the midst of and developing himself with the help of, physical and intellectual labors, achieves different levels of culture which, generally speaking, corresponds to his advance in age.”
Maria Montessori, The Discovery of the Child, p. 322.
“In Montessori education, children learn to learn by learning… Academic skills are essential to learning and knowing, not the aim of learning and knowing.”
The Authentic American Montessori School, p. 43.
Carmel Montessori Academy has two ultimate beacons which guide the School community to serve each CHILD who at any time in his/her development becomes a part of that community: happiness and competency. The two goals are interdependent and must have a strong sense of synergy between them, not only as goals but also as processes. Referring to an abundance of notations above, individual, unique academic excellence for each CHILD is one of four elements (physical, personal, and social being the other three) of the approach that CMA takes toward the facilitation of the CHILD’s development. It may be important again to emphasized that it is balance among these elements that is perceived by the School as most efficacious to the optimal development of the CHILD… The School provides the “fertile field” for the CHILD’s individual development toward personal academic competency through an emphasis on Practical Life and Spiritual Development throughout the environments, a focus in curriculum and programming on age-appropriate “absorbent mind” characteristics, an emphasis on balanced development, the clear attention given to “study” or “learning” skills across age groupings and skill/content areas, individualized promotion policies and fluid heterogeneous groupings, and a self-evaluation atmosphere and recognition throughout the School. Evaluation of progress toward academic goals is measured in terms of individual happiness and individual competency, as observed in the CHILD’s behaviors reflecting the nine outcomes descriptors herein defined, including observations of the concentration of the CHILD, the joy in discovery, continual progress of each CHILD regardless of the magnitude, to name a few. It may be well to note here that the inclusion of special needs and gifted CHILDREN at the specific ratio indicated above has done more than perhaps any other single factor to facilitate the understanding and development of this elusive process. The School, the Faculty, the Parents, the CHILDREN celebrate the individual academic progress of each CHILD with no greater jubilance at the “epiphanizing” of fluidity in the reading process than at the inclusion on the merit scholar list. We recognize that two parts of this “balanced celebration” is providing the atmosphere, the opportunity, the moment of joy, even the very words to assist Parents and CHILDREN to recognize and rejoice in all progress and understanding each CHILD in such a fundamental manner as to be able to respond toward progress in a way that is meaningful and appropriate to that individual CHILD. It seems clear that the focus of academic preparation of the CHILD at CMA is individualized, personalized and “learning to learn” at the philosophic as well as the pragmatic level.
Spiritual Awareness
“Whenever we touch the child, we touch love.”
Maria Montessori, The Absorbent Mind, p. 289.
“There is an interchange between the individual, the spiritual embryo, and its environment. It is through the environment that the individual is molded and brought to perfection. A child is forced to come to terms with his surroundings and the efforts entailed lead to an integration of his personality.”
Maria Montessori, The Secret of Childhood, p. 35.
“Montessori views the child as a spiritual embryo… The spiritual embryo thrives on spiritual investment…”
The Authentic American Montessori School, p. 45.]
An all-too-easy approach for this particular School as response to this descriptor would be to present the seven faceted Spiritual Development Program in which all CHILDREN participate, from the sensorial mode of the Toddler and Preprimary CHILD to the intellectual, dilemma mode of the ADOLESCENT CHILD. The above material is full of references to this program and its total integration into the daily life of the CHILDREN and Families of CMA… It may be important to note at this juncture that participation in the historical and contemporary social studies activities that involve the study of the Religions of the World is not an option at CMA. Knowledge of institutions which have and do impress so greatly on the individual human person as well as societies themselves are of such magnitude and so integral to history that their exclusion in either a sensorial or intellectual manner would be dereliction of the educational responsibility to the CHILD on the part of the Faculty and Administration of the Academy. The above “programs” notwithstanding, the development of the personal or spiritual aspect of CHILD’s life is the foundation of Montessori education. In every book from The Absorbent Mind to The Montessori Method to lectures from Bombay to Los Angeles, Maria Montessori affirms the essential spiritual nature of the CHILD. The most significant factor in the School observation and evaluation of the “spirituality” of CMA are the people of this community itself – CHILDREN, Parents, Faculty, and the above detailed demonstration of the results of this “golden cosmic thread” - the ability to integrate the other eight descriptors into one’s life. As evaluators speak to STUDENTS, Parents, Faculty members, prospective Parents, college professors and graduate students who come to the School for research purposes, visitors from many parts of the nation and the world, the one characteristic that they universally comment upon is the shear joy with which the CHILDREN approach every activity from giving tours to meeting with friends to counting beads to spading in the gardens. Not only Maria Montessori but philosophers, psychologists, educators, and poets throughout history have drawn the parallel between the on-going spiritual development of the human person and joy.
While with an eye made quiet by the power
Of harmony, and the deep power of joy,
We see into the life of things.
William Wordsworth
Citizens of the World
“The developing child not only acquires the faculties of man: strength, intelligence, language; but, at the same time, he adapts the being he is constructing to the conditions of the world about him.”
Maria Montessori, The Absorbent Mind, p. 61.
“All children are part of both a world political system and a world ecological system. Both systems have their constitutions and all must learn to live by the letter and spirit of their laws…”
The Authentic American Montessori School, p. 45.
The two traditional major content areas inherent in the very fiber of world citizenship are social science and science. The basis of all intelligent commitment and the capacity to volitionally surrender self to both the letter and the spirit of law is knowledge, nay, wisdom. And, not surprisingly, true wisdom can only be achieved through independence, confidence, competence, autonomy, intrinsic motivation, social responsibility, strong academic preparation, and formidable spirituality. “Knowledge” is available and its acquisition is encouraged at CMA. The Faculty, the STUDENT population itself, Parent participation, well-prepared environments, community faculty and environments, and a cosmic view curriculum are but a few of the indicators of the commitment CMA has to the CHILD as a world citizen. There are, however, two areas of the School that seem to speak to these issues in a distinct manner: the Spiritual Development Program and the Community Education Program. The “inner strength” which the CHILD develops in the former and opportunity to use his/her strength within and for the good of the wider community in the latter bring the acquisition of “wisdom” to the doorstep of the CHILD. Spiritual Development has been addressed above; the Community Education Program provides one area in which observation of the application of world citizenship responsibility and commitment is apparent. However, attempting to avoid redundancy, we would refer the reader to all the above comments on preparation of self, responsible participation in Family and community life, etc. as precursor to accepting the challenge and privilege of world citizenship. The commitment of CMA to the development of CITIZENS OF THE WORLD seems a strong and evident one. “The proof of the pudding” lies not only in the offerings of the School itself, but more importantly in the involvement of the CHILD, in the personal, social, and intellectual behaviors of the CHILD, and in the long term situation of each individual CHILD as s/he becomes and lives as an adult in the world as both an ecological and political society. The evidence leads to the CHILD’s strong disposition to understand the natural world, to cherish it, and to live harmoniously within it.
To conclude, however, in the final analysis, the evaluation of CMA’s position on the continuum between failure and success in facilitating the development of CHILD’s desire and basic need for these life-long characteristics to which CMA espouses as “Happiness” and “Personally-Defined Success” is the CHILD - the CHILD as an individual human person, not a statistic, a probability, an unknown. Examples abound of the CMA CHILD and his/her classmates and school mates as well as CMA graduates demonstrating by their behaviors the independence, confidence and competence, autonomy, intrinsic motivation, ability to handle external authority, social responsibility, individual academic preparation, and spiritual awareness as citizens of the world. Although “signs and wonders” can be documented through extensive observation, specific example, and researchable criteria, it is only by experiencing the CHILD and his/her classmates responding to the daily press and synergies of the School itself and adult citizens who have been nurtured in this specific environment, all of whom have been guided by the star that shines from the mind and heart of Maria Montessori philosophy and pedagogy, that an accurate representation of the nature of the CMA environments can be revealed.
