Creating Cosmic Context: Investigating the Impacts on Students and Families in a Montessori Elementary Classroom through the Implementation of Cosmic Task Connections

Abstract

The purpose of this unconventional study was to examine the effects of creating context regarding the Cosmic Task in the Montessori Lower Elementary classroom. The intentionally delivered environmental (materials and structured lessons), mind/body (conversational and behavioral), and spiritual (rituals and routines) resources for students and families created the opportunity for self-reflection and meaning-making around the Cosmic Task. This study was conducted with students and their families in first, second, and third grade in a mid-west urban public magnet Montessori school. The transformational cosmological view, which supersedes both critical and constructivist worldviews, allows for the incorporation of spiritual insights and indigenous perspectives wherein research is both sacred and relational rather than merely data collection. The study found that, within a Montessori Elementary school setting, conversations and tasks that connect individuals to our collective Cosmic purpose encourage students and families to honor their unique purpose and contributions.