The EcoCommunity School unifies Maria Montessori’s paradigm of education with principles of ecology, to create a community where socially and ecologically sustainable culture can flourish. Principles of ecology include integration of a whole systems approach; an innate organizing principle; the ability to maintain harmonious relationships; interdependency in meeting and providing for needs; diversity; adaptability; and long-term sustainability.
Education cannot be effective unless it helps a child open up to life.
Maria Montessori
A Whole Systems Approach
The Montessori method is itself an integrative approach to educating the whole child, combining physical and socioemotional development, individualized academics, lessons in practical life skills, and consciously created culture through thoughtfully prepared learning environments. At the EcoCommunity School, we cultivate perspectives of living as integral parts of the greater wholes around us: local and global communities, nature, and the web of life.
I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won’t serve us. We have to rethink the fundamental principles on which we’re educating our children. …Our task is to educate their whole being, so they can face this future.
Sir Ken Robinson, Do Schools Kill Creativity? TED Talk
Cosmic Education
Cosmic Education is simply a process of giving the child the ‘big picture’ of the universe, and working toward the smaller parts in an organized fashion. This process, especially integrated within Montessori’s broad and beautiful curriculum of sciences, history, and culture, allows for the child to develop a greater context for learning as well as to discover one’s personal place in the world. This becomes particularly important beginning around six years old, when children become very excited to expand beyond their immediate family and broaden their social and cultural perspectives.
In her book ‘To Educate the Human Potential,’ Montessori said:
‘Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe. The universe is an imposing reality, and an answer to all questions. We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity. This idea helps the mind of the child to become fixed, to stop wandering in an aimless quest for knowledge. He is satisfied, having found the universal centre of himself with all things.’ (Clio 1989 p 5 – 6)
The solid foundation of Montessori’s well-rounded curriculum then serves as a jumping off point for limitless exploration according to interest. From this broad introductory exposure, individuals are free to find and follow their passions and discover their ‘great work’ in life.
The meaning of life is to find your gift. The purpose of life is to give it away.
Pablo Picasso
Experiential Learning is an Innate Process
Children possess an innate drive to take in their surroundings and to develop through direct interactions with other individuals and environments. When we are able to TRUST this innate process of personal development, observe it without hindrance, we can then enhance the child’s surrounding environment to excite them and offer them what they need to thrive in each stage of their development. This, in turn, further enlivens that natural drive!
We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, buy by making the world, as far as we can, accessible to them, paying serious attention to what they do, answering their questions – if they have any – and helping them explore the things that interest them most.
John Holt
Multisensory Learning
At ECS, students learn through direct experience. They learn through movement, touch, taste, smell, observation, listening, communicating. They learn by asking questions, exploring possibilities, comparing, researching, experimenting. They learn by trying things out, and by making mistakes. At ECS, the lines separating work and play become blurred. Children climb and build, dance and balance, chat and sing. They learn independently or with friends, able to jump up to go see what others are doing, fix a snack when they are hungry, or head outside for some much-needed exercise. They learn to find their own rhythms and also to find harmony within their community.
Play is the highest form of research.
Albert Einstein
Hands-on Montessori learning materials allow for development of concepts from concrete to abstract. For example, children can hold a thousand cube in their hands, feel its weight and bulk, see what 1000 beads looks like, compare it to other materials – a ten bead bar or a hundred square, ten bead bars linked into chains – and then they easily develop first hand, concrete understanding of multiples, squaring, and cubing with these materials.
With this multisensory approach and individualized attention, different styles of learning and special needs are all well-served in a Montessori environment.
Education is a natural process carried out by the child
and is not acquired by listening to words but by experiences in the environment.
Maria Montessori
Self-directed, Non-coercive Learning
Learning within a classical Montessori environment is highly individualized and self-directed. Interest based learning allows for deeper and more meaningful integration of skills at a far more rapid pace than demonstrated with traditionally imposed learning structures. Each student is able to learn at their own pace, without pressure or competitiveness. All passions and talents are valued and nurtured with equal reverence, mistakes are considered an integral part of learning, and the judgments of letter grades and tests become unnecessary.
Montessori teachers are collaborative guides, trained to deeply observe and assess each child’s developmental needs and readiness for new work, as well as to support without inhibiting. Lessons are brief and are given individually or in small groups, allowing for uninterrupted practice with learning materials as often as needed thereafter. Homework becomes unnecessary. Students learn to engage deeply in their work and repeat practice until they are satisfied. Often, they take some downtime to integrate and rest after an intense period of learning. In this way, self-discipline is genuinely developed from within rather than being forced or enforced externally. Students are never pressured to move forward before they master a concept, and the process of mastery before moving on at one’s own pace takes the place of any need for government standardized testing. No one is held back by the entire group when ahead of peers in one area or another. Those who are more advanced in a particular area are able to develop leadership skills as they model and provide inspiration and even lesson support to others.
These elements contribute to an environment that nurtures a deep love of learning, where both independence and socioemotional wellbeing flourish. Montessori students grow into lifelong, dynamic learners, able to meet the needs of a changing world with flexibility and creativity.
Learning how to learn is life’s most important skill.
Tony Buzan
Interdependency – Relationships and Diversity
Within our Montessori environment, the development of social and emotional literacy and communication is an essential part of day to day life. This encompasses our relationships with one another, as well as within the many communities and environments of which we are a part. We model authentic and respectful communication, deep listening, non-judgement, perspective taking, and compassion.
We understand that ecological diversity is essential for life, and our curriculum naturally reinforces this wisdom, delving into a broad range of sciences, cultures, and community experiences. Our community celebrates diversity with a sense of open curiosity and sharing. We approach differences and alternate perspectives with appreciation, respect, and compassion.
Strength lies in differences, not in similarities.
Steven Covey
The Balance of Freedom and Responsibility
Freedom of choice and movement allow for the necessary full engagement in learning and development. And within community, we become responsible for one another and for our surrounding environments. Responsibility must first be given in order to be developed. As we learn to communicate authentically and respectfully, cooperate and solve problems together, the balance between personal freedom and caring for others develops naturally. When the expression of one individual impedes upon others within the community, the natural leaders rise to respectfully set boundaries and provide needed support. Together, we maintain a beautiful and well-ordered environment, both indoors and out, and model conscientious care and respect of the earth and its vast multitude of life.
Communication leads to community,
that is, to understanding, intimacy, and mutual valuing.
Rollo May
Community and Self-Governance
At ECS, students are an integral and interdependent part of their own learning community, enjoying freedom of choice, as well as complete accountability to one another. ECS is a self-governed community: with the core principles outlined here as a solid foundation, all staff and students have the opportunity to participate and exercise their vote in community meetings that are attended by choice. Decisions are made by consensus or by range voting, and members may opt to create and join specialized committees for specific projects or needs. Together, we decide the rules of our community, create new possibilities, and solve problems. We engage in authentic social interaction via one-on-one and community dialog to discover different needs and perspectives, modeling respect and compassion as well as healthy boundaries. Children in such environments have demonstrated a high level of lifelong personal responsibility and engagement in their learning, relationships, and community.
Education is a social process. Education is growth.
Education is not a preparation for life; education is life itself.
John Dewey
Long Term Sustainability
ECS students develop real life skills to live in a way that is successful personally, socially, and environmentally. We dialog about both short and long-term effects of our actions and decisions, and consciously explore outcomes. We nurture the child’s ability to learn and adapt in order to achieve long term wellbeing within a changing world. Empowered with both freedom, responsibility, and the connectedness of community, we come to care deeply for ourselves, each other, our surrounding environments, and the vast life with which we are inextricably interconnected.
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