While the Montessori method at the primary level (3-6) focuses on the development of the individual and the absorbent mind, the Elementary level (6-12), known as the second plane of development, requires a fundamentally different approach. The international training for the Elementary teacher, often referred to as Cosmic Education, is specifically designed to meet the psychological needs of the older child—the “intellectual explorer” who possesses a ‘reasoning mind’ and a deep social curiosity. The training reflects this shift in focus, prioritizing a comprehensive and interconnected view of the universe that transcends local boundaries.
The Scope of Cosmic Education in a Global Context
The key difference in the Elementary international training is the intense focus on **Cosmic Education**. This curriculum is a complete, integrated study of history, science, geography, language, and mathematics, presented through the framework of five “Great Lessons.” The international program ensures that the teacher is not only capable of giving these vast and imaginative presentations but is also equipped to manage the independent and collaborative research that follows. For the international teacher, this means learning how to guide students in researching and integrating diverse cultural interpretations of these cosmic themes. For instance, studying the ‘Coming of Life’ must include biological and geological information applicable everywhere, but the subsequent research into life forms must encourage students to explore the flora and fauna of their own locale and those of other countries.
A second major difference lies in the **Mathematics and Language curricula**. At this level, the mathematics materials move from concrete manipulation to abstraction and problem-solving, involving advanced arithmetic, geometry, and algebra. The language studies shift from reading and writing basics to the structure of language, grammar, and literary appreciation. The international program ensures that the teacher can present these complex concepts clearly, using the universal language of mathematics while integrating local linguistic requirements for grammar and literary studies. The goal is a student who is equally competent in abstract thought and culturally specific communication, a vital skill in an international career.
Finally, the training emphasizes the role of the elementary teacher as a **”Great Storyteller” and a Guide to Culture**. The 6-12 child is moving towards group work and a sense of justice, morality, and social responsibility. The international training prepares the teacher to foster this global consciousness by encouraging studies that highlight the interdependence of all life and the contributions of all civilizations. The teacher learns to use the world itself as the curriculum, guiding the children out of the classroom for field trips (“going out”) to connect their studies with the wider community, a practice that takes on added complexity and importance in a foreign international setting. Thus, the Elementary training is geared toward creating a pedagogical philosopher, equipped to launch the child on a path of intellectual and moral exploration across the globe. This elevated perspective is what distinguishes the international preparation for the second plane of development.
