In 1948, Maria Montessori wrote that, “All things are part of the universe and are connected with each other in order to form one whole entity.”
This holistic view frames a Montessori education, and our work at the middle school this term has especially examined humans’ connection to our world. This is particularly pertinent at the moment, given the timing of the recent report on climate change, and some of the resulting anxieties.
In Science and Humanities, our work to date has involved looking at ecosystems and biomes; students are considering the connectedness between all living and non-living factors in maintaining and sustaining diverse life. We were recently able to examine this as part of a trip to Adelaide Zoo: we participated in self-guided tours and educator sessions to learn about biodiversity, evolutionary adaptations, habitat loss, and sustainable palm oil. We are also collecting biotic and abiotic data in our ongoing visits to the Urrbrae wetland, and designing and conducting our own field investigations there.
This week, we will head to Ngeringa to witness and participate in biodynamic farming practices and revegetation. Some of our learning is being represented on our gallery wall. (pictured)
Humans, of course, are part of a greater living system, and two of our Occupations have delved into what local steps can be taken to minimise our footprint. In Sustainable Wearing, we have learnt not only the true impact of the textile industry, but also how we can buy ethically, and extend the lives of our clothing through mending. In Small Site Farming, students are currently learning about the importance of bees in the ecosystem, as well as the inner workings of hives.
Given that a Montessori education encourages us to consider optimistically both ourselves and our world, it comes as no surprise that our students are already deliberating on the myriad ways in which they can make a difference.