This understanding of our existence places all our endeavors—our cultural, political, economic, and even our most personal strivings—in an entirely spiritual light: “The world was not created for us to enjoy,” Montessori proclaims, “but we are created in order to evolve the cosmos” (Montessori 1989b, p. 22). In an earlier essay (Miller, 2000), I argued that this striking statement is consistent with the teachings of great moral sages such as Martin Luther King, Jr., Abraham Heschel, and Krishnamurti, who all similarly asserted that we are on this Earth to contribute to the unfolding of divine justice, harmony and wisdom, not merely to amuse ourselves or satisfy our many material and sensual desires. In this light, education is not to be seen merely as preparation for a successful career or any sort of social or intellectual distinction; rather, education is the process of awakening the divine formative forces within every person’s soul that enable the individual to make his or her own unique contribution to the cosmic plan, to fulfill his or her own destiny.
Montessori-trained teacher can no more be expected to teach "Montessori" Montessori Cosmic Education Essay than a She instituted the study of Cosmic Education for the child from six to twelve.
Expedition Montessori: Dwyer Reading Folders
(2002). Children of the Universe: Cosmic Education in the Montessori Elementary Classroom. .. A Collection of Essays by Margaret E. Stephenson. Limited