MODULE 11

INTRODUCTION TO COSMIC AND PEACE EDUCATION

SADAF KAUSAR

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Q#1

Write a note on Montessori cosmic education and how it can be introduced during early
childhood years.

ANS

Cosmos is a Greek word meaning harmony. Cosmic education refers to the order and
connection of different elements in the universe which helps in creating and sustaining
harmony and order. This aspect of education enables a child to understand the universe
and explore the connectivity and dependence of its elements on each other. This kind of
awareness enables a child to understand the network of relationships maintained by the
elements which is important for the sustainability of the universe. These elements
comprise of the tiniest molecule to the largest organisms ever created.

Cosmic education on Montessori level helps a child to understand his importance in this
universe and developing his mind, vision and creative power. Doctor Maria Montessori
believed that Cosmic Education was vital to early education because it provides children
with a framework to understand their world and their place within it. This awareness
develops a sense of responsibility and gratitude.

INTRODUCTION OF COSMIC EDUCATION IN EARLY CHILDHOOD

In most Montessori’s the formal cosmic education is introduced to the child during 6 to 9
years of age. However if the cosmic concepts are integrated by the teacher in early
years that is from 3 to 6 years, it helps the child to indirectly prepare for the formal
exercises of cosmic education.

INDIRECT PREPARATION OF COSMIC EDUCATION

The best age to familiarize a child to indirect concepts of cosmic education is from 3 to 6
years. As we know that the sensorial or practical life exercises have multiple purposes
which benefit a child as he grows. For example the indirect purpose of broad stairs is
that it prepares him for mathematics. Similarly activities embedded with cosmic
objectives indirectly prepare a child for advance learning of the subject.
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INCORPORATED METHOD TO COSMIC EDUCATION

For a successful cosmic education program, the teacher should not introduce it as a
separate subject rather the intended outcome of all the subjects. It should be blended
with all the subjects. In the first phase that is from 3 to 6 years cosmic education should
indirectly be incorporated in EPL, sensorial and cultural exercises so the child get an
idea of the connections between him, the nature, earth and other people around him. In
this phase children have a more practical approach towards the connections and
dependence of different components of his surroundings.

In the second phase that is from 6 to 12 years, the teacher formally introduces the
cosmic education, but more in a spiritual way rather than learning skills.

To achieve this target Montessori classroom uses material made from natural material
such as wood, sand, steel etc. in this way the teacher can familiarize a child about the
materials and their origins in the nature. This makes a child more close to the nature.

ENCOURAGING CONNECTIVITY OF THINGS

In the early age, a child is a very quick learner and absorber of the values, standards,
likes, dislikes, prejudices etc. around him. Any kind of negative trait, adopted at early
age becomes a problem, latterly. Lectures are not meant to educate children of this age
about the rules of interacting with each other. That is why Montessori environment
introduces exercises and activities for the child so he becomes a functioning member of
the classroom and later to his culture and environment.

PARTICIPATING IN COSMIC EVENTS

In order to introduce a child to different events many schools arranges indoor and
outdoor activities such as celebrating seasons, cultural or religious events. Special
arrangements are made and different activities are conducted so a child develops and
improves his cosmic sense.

TEACHER AS A ROLE MODEL

In a Montessori classroom teacher plays an important role as the children follow her and
try to imitate her. So it’s her duty to implement methods that can introduce daily life
activities in a simple and convenient way.
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Group activities, in a Montessori classroom, develop social skills which are important for
a healthy society. It also emphasize on importance of team work and sharing.

Introduction of grace and courtesy words are also introduced and practiced by the
teacher by being polite and respectful so to get that respect in return.

DEALING DISAGREEMENTS AND CONFLICTS

Disagreements are normal in a classroom between the students or students and

teacher. Cosmic education in such situation helps the teacher and students to resolve
their issues in a polite and healthy manner. A teacher by practicing the following
techniques can easily resolve certain issues

1. Appreciation and admiration of orderly behavior by a student helps a teacher in

maintaining healthy environment.
2. No reward no punishments should be practiced.
3. Respectful attitude be observed.
4. Avoid base fewer competitions among students.
5. Direct attention must be given to the student who are throwing tantrums and
make him talk about the issue disturbing him.
6. Child showing violent behavior must be separated from other students.

FREEDOM OF CHOICE

Freedom of making a choice is something every human need. It is a teacher duty to

provide choices to a child so he can make his own decisions. She must also appreciate
the positive decisions to boost up the morale. She should always ask question with
positive choice.

Q#2

Discuss Montessori peace program and its importance.

ANS

Before evaluating the peace program we must understand the meaning of the word
“peace”. Literally, peace refers to calm, quite, harmonious and non-violent situation or
condition. But if we dig deep it has multiple interpretations. For example, a group of
individuals may have hatred or conflicts with each other but still maintain a peaceful
relationship.
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A country may be bombing another country but has a peace full environment at his
home ground. A person destroying and polluting environment may feel justified and at
peace.

Peace education is more focused on the cultural and spiritual or religious, along with the
universal human, values of a country. So, the education standards must be compatible
to the social and cultural structure of that country.

There are various definitions of peace education. Some of them are as follows,

“Peace education is an attempt to respond to problems of conflict and violence on the

scales ranging from the global and national to the local and personal. It is about
exploring ways of creating more just and sustainable futures.”

(R.D.LAING, 1978)

“Peace education is holistic. It embraces the physical, emotional, intellectual and social
growth of children within a framework deeply rooted in traditional human values. It is
based on philosophy that teaches love, compassion, trust, fairness, cooperation and
reverence for the human family and all life of our beautiful planet.”

(FRAN SCHMIDT AND ALICE FRIEDMAN, 1988)

The views given in these definitions may differ but the core idea of peace education is
same and that is,

1. Peace education works as corrective measure and refrain a child from getting
into violent activities.
2. Human and social values are instilled in a child.
3. A child learns behavior skills which not only help him lead a peaceful life but also
maintains peace in his surroundings.
4. By making peace education part of the curriculum, peaceful attitude can be
integrated in the learning process.

PEACE EDUCATION IN EDUCATIONAL ENVIRONMENT

If we want to get full benefit of peace education in an educational environment we need

to define peace clearly for the students and teachers. So the teachers demonstrates
according to the students need in order to make this world a better place.
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Every individual define peace according to his perspective. But to achieve universal
peace we need to interpret its meaning in a universal manner which must be a balanced
combination of internal, external, individual and social factor.

We could also say that a society is at peace in the absence of,

a. Poverty
b. Injustice
c. War
d. Violence
e. Discrimination
f. Exploitation
g. Threats
h. Crimes etc.

Peace education is not theoretical rather it aims at practically making children capable
of creating peace and harmony in their surroundings. This is beautifully explained by
THERESA M.BEY and GWENDOLYN 1: TURNER (1995),

“Peace is the behavior that encourages harmony in the way people talk, listen and
interact with each other and discourages actions to hurt, harm or destroy each other.”

So peace can be defined as,

a. Happiness
b. Contentment
c. Serenity
d. Freedom of expression
e. Health
f. Harmony
g. Justice
h. Equality
i. Availability of opportunities etc.

Successful integration of peace education in our educational system can only be

achieved by equipping our child with peaceful values, mindset, skill, behavior and
attitude during his learning process.
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Q#3

WRITE A COMPREHENSIVE NOTE ON MOTESSORI PEACE FLOWER MODEL AND

ITS CONSTITUENT FOUR PETALS.

ANS

MONTESSORI PEACE FLOWER

Peace comprises of three basic sources

1. Inner peace which develops by building positive attitude towards life.

2. Social peace that develops by having a positive attitude towards society.
3. Peace with nature that develops by being good to our earth and nature.

Montessori peace program revolves around THE MOTESSORRI PEACE FLOWER

MODEL. That comprises of four petals that guides a teacher through an easy but solid
frame work for organizing and structuring their activities. The four petals of this flower
represent the awareness which is required for the protection, restoration and
conservation of peace. Usually a real or an artificial flower is used in Montessori
classrooms for resolution of any conflict. Most Montessori schools designate areas in
their gardens for children and teachers to grow flowers for the glorification of peace.

Using a flower for representation of peace is because,

a. It is a symbol of love, beauty and illumination in many cultures.

b. They are delicate, fragile and sensitive like peace that can easy be harmed.
c. New flowers replace the withered flowers as the instability of life.

CONSTITUTION OF PETALS

PEACE PETAL 1

SELF AWARENESS

First petal of peace flower refers to knowing oneself as how one feel, think or behave to
circumstances and situations. Being self-aware enables you to relate a situation to past
and figure out the consequences in future. For a child complete awareness includes the
following areas,
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BODY

Child becomes aware of his body as he grows. The importance of every body part and
systems within our bodies develops a sense of appreciation and thankfulness towards
our creator. Montessori curriculum makes sure to educate children about the
significance of all the body parts, internal organs and systems, muscles, etc. that helps
them understand and control their mental and physical strengths.

MIND

Understanding of how our mind works enables a child to be more focused, productive
and creative.

EMOTIONS

A child must be guided to figure out different emotional states, such as happiness,
sadness, joy, calmness, anger etc., and their effects on our bodies and minds so he can
control his negative emotions in order to work more productively.

SPIRITS

Inner peace enables a child turn his personality into a happy, compassionate,
cooperative, creative, sensitive and kind.

All this discussion shows that a community or culture cannot be peaceful unless the
members of that community are peaceful. That is why self-awareness is the basis of
whole peace process and the first petal of peace flower focuses on it.

PEACE PETAL 2

COMMUNITY AWARENESS

The second petal is focused on developing community awareness, which refers to the
rights, needs, feeling and aspirations of other people in the community, particularly the
people to whom we interact daily, in our community. Such as class fellows, teachers,
shopkeepers, drivers, house helps etc. Community awareness comprises of the
following aspects,
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TRUST

In Montessori trust exercises are practiced to motivate children to take chances and
risks in order to face challenges of life. Stories carrying moral lessons are commonly
practiced.

OPENNESS

As soon as a child develops trust, he starts sharing his thoughts which polishes his
communication skills and prepare him for new challenges.

RREALIZATION

To boost the self-esteem and confidence of a child special environment is created

where a child is given opportunities to identify his talents and skills.

INTERDEPENDACE

To teach the importance to team work children are provided with opportunities to plan
and carry out group projects. These activities help a child to gain trust, realization,
openness and interdependence.

PEACE PETAL 3

CULTURAL AWARENESS

The third petal introduces cultural awareness that refers to being aware of the
differences present between religions, beliefs, attitudes, customs, social behaviors and
practices of people around us and develops respect and appreciative attitude towards
them. This promote awareness, tolerance and appreciation regarding diversity and
varied cultures to advance cosmic education and world peace.

Montessori system introduces cultural exercises that enable a child to discover

traditions and customs of various cultures around the world. Introduction of history and
geography helps a child to know how people of different areas eat, wear, grow, hunt,
live and use different tools and techniques.

Although cultural studies are the most interesting learning experience but teacher
should take extra care while discussing about different beliefs and customs or it could
arise conflicts between the students.
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PEACE PETAL 4

ENVIROMENTAL AWARENESS

The fourth petal depicts the importance of our environment. The needs of earth we live
on and how we treat it as individuals and communities. The study focuses on
requirements of the soil, water, air, plants and animals. With the help of various
activities comprising botany, zoology and EPL connection of a child to the natural
environment is tried to be strengthened.

Montessori helps a child to understand how we are destroying ourselves by misusing

natural resources and polluting our environment. A child must be aware of the
challenges we are facing in the form of pollution, global warming, extinction of animals
and plants species, deficiency of fresh drinking water etc. One of the objectives of
cosmic education program is building environmental awareness and a sense of
responsibility towards earth and other living things.

Q#4

Prepare any two peace crafts;

ORIGAMI PEACE CRANE

PEACE DOOR HANGER

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Q#5

EXPLAIN THE FOLLOWING ACTIVITIES BRIEFLY IN YOUR OWN WORDS.

ANS

INTODUCING THE PEACE FLOWER

MATERIAL

. A peace flower drawn on a paper board

. Four cutout labels:

a. Self-awareness
b. Community awareness
c. Cultural awareness
d. Environmental awareness

. Adhesive tags reusable

EXERCISE

Before introducing children to the peace flower the teacher must carry out an
introducing peace exercise.

To start the activity the teacher invites a group of children to sit in a circle. She tells
them that she is planning to introduce a peace flower which will help in the efforts of
maintaining peace.

She than show them the flower drawn on the paper board and ask them what it is? After
they recognize it as a flower, she describes the flower as a symbol of peace. She then
asks the children to count the petals. She explains to them the importance of petals as
they help to remember four ways of maintaining peace in the world.

The teacher then displays the four labels and asks the children to read them aloud. She
hands over the label of self-awareness to one of the children and asks him to paste it on
one of the petal. Then she discusses about the concept of self-awareness and its
importance in maintaining peace. In the same way she introduces the rest of the labels
and discusses the concepts.
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Once all the petals are labeled she sticks the flower in a viewable area of classroom.
She tells the children that the flower will help us during activities related to peace. She
also gives opportunity to students to talk about their opinion about peace. She asks the
students to draw a peace flower in their copies and color it.

CREATING A PEACE PLACE

PURPOSE

A peace place is created in a Montessori either inside or outside the class room. The
purpose of this place is to resolve conflicts and differences among students or students
and teacher. This place is also used by people who want to be alone and silent for a
while.

By creating a peace place means developing a new space or introducing the utility of a
peace place to new students.

HOW TO USE AND CREATE A PEACE PLACE

The teacher with the help of her students decides a place inside or outside the
classroom to setup a peace place. The different decorations are decided which can
reflect calmness, peace and beauty. Cushions, lamps, mats, rug, flower pots and wind
chimes are commonly used for this purpose.

The purpose of the peace place is explained by the teacher. A place, where one can go,
when he want some quite place to relax.

The teacher also device some rules with the consent of students. For example,

When a student can go there?

How many students can go there at a time?

Can the material in the peace place be used for other activities? Etc.

Teacher can also place a peace flower there.

SOMETHING GOOD I HAVE DONE

PURPOSE

a. Introducing importance of good deeds.

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b. Developing the habit of doing good.

EXERCISE

Teacher invites a group of children and makes them sit in a circle. She tells them that
the activity is related to the second petal of peace flower i.e. community awareness.
She explains how one should behave while living in a community. How generosity,
sense of responsibility, trust and loyalty give strength to a community. She also
describes the importance of good deeds. The teacher then asks children to share any
act of helping, sharing or forgiving. She continues the exercise until all children share
their stories. She also appreciates them.

At the end the teacher with an example of any humanitarian hero explains how single
person can do well to the world in term of creating peace. Children are asked to make a
list of good deeds and also motivated to adopt them even though they may face
difficulties.

PRACTICING CONFLICT RESOLUTIONS

This exercise helps children develop and practice conflict resolution skills.

A real or artificial flower is used as a peace flower. The children are invited to practice
how they can resolve any conflict with another person. The concept of conflict is
explained as a normal phenomenon. How can a conflict handled in such a way that it is
peacefully resolved. Living in a community is not always smooth as different kind of
people comprises a community. Stress levels and disagreements in a conflict are
normal. Children are told about the situations that can lead to disagreements for
example two children want a same toy. If the disagreement leads to a conflict how can
we tackle the situation?

SAVING WATER

The activities describe the importance of water and ways of saving water to the children.

Teacher uses pictures which show the uses of water and lack of water in the world. She
explains the importance of the fourth petal of the peace flower i.e. environmental
awareness. She first explains the different uses of water and then discusses the scarcity
of water and importance of water saving.

She also discusses various ways of water saving suggested by children.