Achieving Economic Independence
September 19, 2022

Adolescents exist between two worlds: they are no longer children but they aren’t yet adults. On this bridge to adulthood, adolescents need opportunities to develop real, meaningful, adult-level skills. They aspire to do what adults do. They are curious about how to make their own way in the adult world.

 

As adults, we are part of an economic system. Even if we aren't using money to buy something, through our work or our hobbies we produce or consume aspects of culture. In this way, economics is about the web of interdependence we have with other people. We all depend upon the work and activity of others.


Economics and Interactions

If we look at economics as how people offer value in their interactions, as well as the production, distribution, and consumption of services and goods, we can really think about economics as how we organize ourselves in society. Because adolescents are building the skills for stepping into the adult world, it’s important to consider how they are developing their ability to navigate this economic aspect of adult life.

 

How many of us had the opportunity, as adolescents, to develop the skills necessary for economic independence? How would our lives be different if, as adolescents, we had a support system so we could figure out a fair and reasonable cost for goods we produced, faced the reality of a profit and loss statement, or found our way in navigating the paths of spending, saving, and sharing?


Road to Achieving Economic Independence

Dr. Maria Montessori realized the importance of adolescents developing these kinds of skills. In From Childhood to Adolescence, Dr. Montessori made a bold statement about our approach to education and its impact on the greater society. She stated it clearly: “The essential reform is this: to put the adolescent on the road to achieving economic independence.”

 

So in Montessori adolescent programs, we offer our emerging young adults the opportunity to learn key skills of production and exchange. We sometimes call this “microeconomy.” The basic idea is that adolescents need opportunities to produce goods and services, and work with money and monetary systems, so they can develop an understanding and appreciation for how economies work and their own role in economic systems.


Real, Meaningful, and Purposeful Work

This experience can take many different forms depending upon the community. Whether running a farm stand or a holiday marketplace, adolescents get to learn key skills. They learn to balance profit and loss. They discuss and determine how much money should be reinvested into the business to help it grow or how much money should be reinvested in the greater community. They respectfully listen to their customers’ needs and concerns and incorporate that feedback in useful ways.

 

In order to have these learning experiences, adolescents need real, meaningful, and purposeful work. Just like young children need to actually prepare food rather than play with a pretend kitchen set, adolescents need actual experiences in creating a business plan, keeping track of income on a spreadsheet, and balancing a budget. They need to practice accounting work so they can build the skills for their own economic independence. They need to have the thrill of handfuls of cash and then face the responsibility of keeping track of those earnings. They need the experience of paying for replacement materials when they have overused key supplies. If they have developed some savings and want to invest the money, they need to find opportunities that align with their values.


Preparing for Adult Life

Too many of our young people enter the world of adult lives without having experienced their role in an economy (perhaps other than being consumers!). Economic independence is a key part of preparing for adult life. We want our adolescents to step into maturity with confidence that they can independently navigate their new responsibilities and roles. If we give adolescents the opportunity to learn how to have a sound basis for their economic decisions, imagine where they will be when they are adults and making decisions that affect broader aspects of society!

 

Cosmic Education

April 28, 2025
Elementary-aged children have an innate desire to learn about the universe, the world, places, people, and how they interact. They yearn to understand why and how. They are eager to understand not only the culture in which they live but also make sense of the magnitude of cultures (human and non-human) that make up the entire world and, indeed, the entire cosmos. Dr. Maria Montessori developed Cosmic Education as a guiding framework for children in the second plane of development (ages 6 to 12). Comic Education is designed to nurture their reasoning minds and imagination while fostering a sense of interconnectedness and wonder. The Philosophy of Cosmic Education Dr. Montessori described Cosmic Education as an approach that offers children a vision of the universe and its order and a way to understand how all things are interrelated. “If the idea of the universe be presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder... his intelligence becomes whole and complete because of the vision of the whole that has been presented to him.” – Dr. Maria Montessori To Educate the Human Potential Rather than teaching isolated subjects, Cosmic Education presents an integrated curriculum where history, science, geography, language, and math are interwoven into a grand narrative. This holistic approach helps children see themselves as part of both a larger human story and the natural world. The Scope of Cosmic Education Unlike traditional curricula focused on skills, facts, and assessments, Cosmic Education prioritizes deep exploration. As Montessori educators, we recognize that we are guides who plant seeds of interest, knowing that these seeds may germinate later in life. We encourage children to pursue knowledge freely, follow their curiosity, and make connections across disciplines. At its core, Cosmic Education is centered around key themes: Natural Laws: The universe follows natural laws, from gravity to the water cycle, which children observe and study. Human societies also create laws to maintain order and cooperation. Work & Contributions : Everything in nature and human civilization has a role to play. From the work of bees pollinating plants to the contributions of scientists and artists, children see how each element of the universe is purposeful. Interdependencies & Relationships : All systems in the universe, from ecosystems to human economies, are interconnected. Montessori education highlights these relationships to foster understanding and responsibility. Love, Appreciation, & Gratitude : Cosmic Education nurtures a sense of reverence for the universe, whether through scientific discovery or historical narratives. The Great Stories: A Foundation for Learning Cosmic Education is introduced through the Great Stories, a series of imaginative, inspiring tales we share with wonder and reference. These stories not only provide a tantalizing glimpse into the marvels of the universe, they also provide a framework for deeper study. In order to bring significant concepts to life, Montessori elementary guides appeal to students’ imagination through allegory, metaphor, beautiful language, charts, and dramatic demonstrations. The Great Stories include: The Creation of the Universe (“God with No Hands”) – An awe-inspiring story about the origins of the universe, the formation of galaxies, and the forces that shape our world. The Coming of Life – A journey through the evolutionary changes of life on Earth that culminates in an introduction to the fascinating Timeline of Life. The Story of Humans – Explores the unique intellectual and creative capacities of human beings, emphasizing imagination and innovation. The Story of Communication in Signs/The Story of Our Alphabet Story – Traces the development of written language, from ancient symbols to modern alphabets. The Story of Our Numerals – Highlights how mathematics is another kind of human language and introduces the power of math to bring order and exactness, including how math has allowed humans to meet their needs in different ways. These stories captivate children’s imaginations, prompting further exploration of subjects like physics, chemistry, history, and biology. They provide a unifying theme that integrates all areas of study, reinforcing the idea that learning is not fragmented but part of a cohesive whole. Outcomes of Cosmic Education Dr. Montessori’s vision of education extends beyond academics; it is about shaping compassionate, knowledgeable, and socially responsible individuals. She believed that understanding our place in the cosmos fosters humility, gratitude, and a commitment to improving the world. Through Cosmic Education, children develop: A sense of purpose, recognizing that their work and actions contribute to the greater whole. An organized and analytical mind, capable of seeing patterns and relationships in complex information. A deep appreciation for humanity and nature, encouraging them to become responsible stewards of the Earth. A lifelong love of learning, driven by curiosity rather than external rewards. Nurturing wonder, critical thinking, and interconnected understanding lays the foundation for a lifetime of meaningful learning and engagement with the world. Ultimately, Montessori’s Cosmic Education is more than a curriculum—it is a philosophy that empowers children to view themselves as active participants in the ongoing story of the universe. The best way to learn about Cosmic Education is to come see it in action! Schedule a tour today!
Tattling vs. Telling: A Montessori Approach

Tattling vs. Telling: A Montessori Approach

April 21, 2025
Help children navigate social conflicts with empathy and problem-solving. Learn how to reframe tattling, guide constructive conversations, and build independence!