Mindfulness, Meditation and Montessori: Why Observation is Key to Science and Sanctity 

mw-claudiamann on August 24, 2022

“The vision of the teacher should be at once precise like that of the scientist, and spiritual like that of the saint. The preparation for science and the preparation for sanctity should form a new soul, for the attitude of the teacher should be at once positive, scientific and spiritual.”

Dr. Maria Montessori,’ The Advanced Montessori Method – I, Clio Press Ltd, 107

Mindfulness and Montessori seem to go hand in hand. Dr. Montessori’s prolific writing on education and peace reminds us to infuse awareness, attention, thoughtfulness and respect into every corner of our daily activity. So it should come as no surprise that mindfulness practices have found their way into the lives of Montessori teachers, classrooms, and children.

Everyday routines inspire and instill peaceful practices. Take respect, for example. In my classroom the rules were minimal: Respect Yourself, Respect the Environment, Respect Each Other. These three seemed to pretty much cover all possible applications of the concept, while providing the fodder for discussions about the meaning, the purpose, and the “doing” of respect. 

Yet to be truly “respectful” requires mindfulness: a thoughtful awareness that can only come through one of our key practices: observation. Dr. Montessori continues her explanation of the Montessori teacher’s vision with these words: 

“Positive and scientific, because she has an exact task to perform, and it is necessary that she should put herself into immediate relation with the truth by means of rigorous observation…”

Dr. Maria Montessori, The Advanced Montessori Method – I, Clio Press Ltd, 107

As mindful observers seeking truth, we strive to watch like a scientist. We give presentations (our experiments), we watch, make notes, alter the controls, watch again, and again…always seeking truth. To be mindful is to be open to all possibilities of interpretation. While seeking truth we must also watch our prejudices. In scientific observation there is both a requirement for judgment and a mandate to beware of it. A conclusion reached too soon may lead us down an erroneous path, further complicating or damaging a relationship or a child’s potential. 

Dr. Montessori wrote and spoke often of the secret the child held within her, the spirit of the little human that might be revealed. How do we work against the possibility of an error in assessment? How can we remain mindful so that our judgments do not negatively influence the unfolding of the child before us? The answer is the practice of meditative observation.

“Spiritual, because it is to man that his powers of observation are to be applied, and because the characteristics of the creature who is to be his particular subject of observation are spiritual.”

Dr. Maria Montessori, The Advanced Montessori Method – I, Clio Press Ltd, 107

This is meditation as in quiet, contemplative reflection. Quiet mind. Quiet heart. Without the chatter of thoughts acquired through personal experience, another’s teaching, or an erroneous perception. This is the quiet that allows us to step out of our preconceived notions so we may focus on the child and her secret. As too-busy adults, we can rush to judgment in our observation, forgetting that precision requires wonder, patience, and a desire to discover what is not obvious; to see what lies hidden behind the easily seen. This is the spiritual side of our observational practice.

With her words, Montessori urges us to become the vision of the teacher she imagined possible. We practice the art of observation, striving for scientific precision and saintly inspiration. We practice not to achieve mastery, but to become more skillful in seeing the secret the child holds within. 

Yet there’s more in it for the adult who practices observation. In mindful, meditative observation lies a precious gift for that observer. Dr. Montessori understood that observation, the fundamental practice of her method, allowed the adult to discover more than the secrets of the child. The dance between observer and observed reveals the adult’s true spirit as well.  Observation is the key to discovery of the new soul waiting within each of us who are guided to this life-altering work. 

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A Peek Into the Future: Making a Long-range Difference for Your Students

mw-claudiamann on August 9, 2022

“…we must know how to call to the man which lies dormant within the soul of the child.”

Maria Montessori,
The Advanced Montessori Method,
previously Spontaneous Activity in Education

This one’s for you, new teachers…maybe just a year or two into your teaching career. It’s for anyone who wonders if they are making a difference or having an impact on the little students in your care.

As you plan for your class, getting excited for the coming year, I’m hoping this story will inspire you with a glimpse into your possible future. You’ll even find a couple of prints with that quote to frame up and place on a shelf or wall where you’ll see it. Maybe even where the students can see it and imagine their future selves…but I’m getting ahead of myself.

Imagine receiving this unexpected text:

Happy holidays Claudia, XXXXX and I were just sitting here talking and she said how she misses the Big Bang lesson that you and Doug used to give.  She gave me a whole recap of it, I thought you would like to hear that.  Also she got into XXXXXXX college. She wants to major in Chemistry with a geology focus.  I would say you and Doug rubbed off on her!  Love to all!

We had to know more.

This is what we heard back from our former student:

As I am sure you have heard, I was accepted into xxxxxxxxx. I am overjoyed and have already confirmed my enrollment. I plan to major in Chemistry and minor in Astronomy. At xxxxxxx, you can major in general chemistry as well as chemistry with specific focuses/applications. I am torn between chemistry with an environmental focus and chemistry with a geological focus. Chemistry with an environmental focus means that you take a mix of general chemistry classes and organic chem classes. In the major, you learn how to use chemistry to address environmental issues, and to understand interactions between natural and ecological systems at a molecular level. As a chem-geo major, you take general chem classes and geo classes. You can learn more about what I could do as a chem-geo major here: (our student
included a link since she knows us!)

I have always known that I would pursue a science degree, but it was not until junior year of high school, when I took a chemistry class, that I knew I would have to do something with chemistry. I love chemistry because it is the language of our universe. We can use chemistry to break (almost) every piece of matter down into its smallest unit. Junior year I also took an environmental science class with a local college and loved learning about environmental systems and issues. As for geology, I am an avid crystal and mineral collector and I attribute this to yours and Claudia’s fossil and mineral case in the Montessori school. I love collecting all types of minerals and crystals and learning about their chemical makeup. My personal favorite type of crystal to collect is quartz, specifically inclusion quartz. I love that because of the abundance of quartz, it often forms with other minerals or chemical impurities that change its appearance. I love to use chemistry to try to figure out the potential pressure, heat, or other conditions that would have to be present to allow for the formation of a certain stone. 

The reason I plan on minoring in Astronomy is simply that I find it interesting and not because I plan on finding a job where it would be applicable. Let me know if you and Claudia have further questions. I have one question for you both, do you still collect fossils and minerals? 

Merry Christmas!

Now that was a thrill!

That’s the kind of note that would make any teacher swoon! But a few months later, I saw this photo on Instagram. Our student’s been making jewelry with those beloved crystals. When we spoke recently, I learned that they had apprenticed with a lapidarist learning to make cabochons.

Sharing the joy!

This week I’ll be sharing a presentation entitled, “Balancing Interests with Standards and Expectations.” I love sharing stories like this one to illustrate my commitment to Montessori classroom design that includes freedom to explore and develop individual passions. When students get to pursue their dreams, they naturally develop the skills to keep going. Our job as guides is to keep providing the tools, keep striving for development, and always continue encouraging our students to follow their hearts.


Download 5×7 Print


Download 8×10 Print

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Where to start with Cosmic Education? Here’s what a 35-year Montessorian Would Do

mw-claudiamann on February 17, 2022

“It should be realized that genuine interest cannot be forced. Therefore, all methods of education, based on centres of interest, which have been chosen by adults, are wrong. Moreover, these centres of interest are superfluous, for the child is interested in everything… A global vision of cosmic events fascinates the child and his interest will soon remain fixed on one particular part, as a starting point for more intensive studies.”

Maria Montessori, Unpublished lecture, Amsterdam, 1950

Cosmic Education is the heart and soul of Montessori…especially for elementary, but really for all ages. Since I’ve been standing on my Cosmic Education soapbox for so many years, I get asked this question a lot: “How do I start?”

I imagine most who pose this question are looking for the scope and sequence of a curriculum; a logical or step-by-step list of lessons to give and follow-up work to prepare.  Some of that preparation will definitely help. Especially once you have a good understanding of your child’s interests.

So here’s the good news: No RUSH!

While you’re reading From Childhood to Adolescence, Dr. Montessori’s guidance for how to educate the elementary child through the methods of Cosmic Education (BTW: Don’t skip Chapter 6…it lays out the thought process for you perfectly!), I recommend you take daily, or at least weekly, walks to a variety of different natural settings in your area.

Each time choose a focus item to observe. I’ve widely published and given away my lesson plan for Take a Rock Walk (Don’t have it? You’ll find it at https://www.inspired-learning-montessori-education.com/WalkinNRockin.html) In this lesson plan, I share a process that can be applied to any number of items: fallen leaves, fallen seeds, photos of living fungi, moss, tree bark, groundcover plants or even animals (but those are definitely more challenging!)

Each time you go, help your child take notice of the unique qualities of the items you are discovering. As you and your child compare the features, choose to “bring home” only two matching examples. This goes for photos, too!  (I’ll save a discussion about what to DO with all of this once you get home for another lesson blog…this observation and gathering is just the beginning!)

While all of this is taking place, make some mental notes about how your child is engaged. Where do their eyes take them? What do they seem most curious about? These are the clues that will help you plan your lesson connections to Cosmic Education.

Once you have enough “data” about your child’s interests, you can begin to plan your lessons. Yes, if possible, it is great to tell the Great Lesson stories.* When I was in my classroom, I started every year with the first GL within the first couple of weeks…once I thought the children had developed some skill for sitting in the circle. This is a lesson filled with moments of great excitement and even the most disciplined students can barely contain their delight! But you can do Cosmic Education without them, so don’t sweat it if you don’t know them or are intimidated by them at your early moments.

Getting back to your lesson planning: Once you have a topic to begin, then think about how you can connect their interest with skills. Always beginning with observation of the “real” item, make observations and write them down, even writing for your child in large letters they can trace or copy later. Make lists of vocabulary words that relate to the item for both spelling, writing, and subject-based learning; read poetry about the item; make up math work related to the item…always with an eye toward genuine, authentic discovery-learning based on your child’s curiosity points.

This should get you started with a great deal of inspiration and engagement…along with the joy of spending time together, walking, talking, observing, and simply learning to love our Earth and our Universe. That’s the real substance of Cosmic Education!

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