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Uncovering Meaning in Montessori Teachers' Lived Experiences of Cosmic Education As a Tool for Social Justice Stephen F. Austin State University SFA ScholarWorks Electronic Theses and Dissertations Spring 5-13-2017 Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice John Allen Branch Stephen F Austin State University, [email protected] Follow this and additional works at: https://scholarworks.sfasu.edu/etds Part of the Curriculum and Instruction Commons, and the Curriculum and Social Inquiry Commons Tell us how this article helped you. Repository Citation Branch, John Allen, "Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice" (2017). Electronic Theses and Dissertations. 70. https://scholarworks.sfasu.edu/etds/70 This Dissertation is brought to you for free and open access by SFA ScholarWorks. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of SFA ScholarWorks. For more information, please contact [email protected]. Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This dissertation is available at SFA ScholarWorks: https://scholarworks.sfasu.edu/etds/70 UNCOVERING MEANING IN MONTESSORI TEACHERS’ LIVED EXPERIENCES OF COSMIC EDUCATION AS A TOOL FOR SOCIAL JUSTICE by John Allen Branch, B.A., M.Ed. Presented to the Faculty of the Graduate School of Stephen F. Austin State University In Partial Fulfillment of the Requirements For the Degree of Doctor of Education STEPHEN F. AUSTIN STATE UNIVERSITY (May 2017) UNCOVERING MEANING IN MONTESSORI TEACHERS’ LIVED EXPERIENCES OF COSMIC EDUCATION AS A TOOL FOR SOCIAL JUSTICE by John Allen Branch, B.A., M.Ed. APPROVED: _________________________________________ Patrick M. Jenlink, Ed.D., Dissertation Chair _________________________________________ Karen Embry Jenlink, Ed.D., Committee Member _________________________________________ Brandon Fox, Ph.D., Committee Member _________________________________________ Chance Mays, Ed.D., Committee Member _________________________________________ Liz Vaughan, Ph.D., Interim Chair, Department of Secondary Education and Educational Leadership ____________________________________________ Richard Berry, DMA Dean of the Graduate School ABSTRACT This inquiry focused on the lived experiences of Montessori teachers in implementing Montessori’s Cosmic Education as a tool for social justice in their classrooms in order to more fully understand Cosmic Education’s meaning, purpose, and practice. The researcher also sought to understand how Cosmic Education could be an effective pedagogy of place, providing historical and social contexts in which students may develop and grow. The study used a post-intentional phenomenological design (Vagle, 2014), and was based on a series of interviews with five Montessori teachers from different classroom age levels. The data were analyzed using poetic inquiry through the form of found poetry. Emerging themes of Cosmic Education as a pedagogy of place and how that pedagogy of place contributed to agency in social justice were identified. iii ACKNOWLEDGEMENTS I express my appreciation to Dr. Patrick Jenlink, my Committee Chair. His knowledge, guidance, and questioning have been of immense help in crafting this study. I also thank the other members of my Doctoral Committee: Dr. Karen Embry Jenlink for her frequent encouragement; Dr. Brandon Fox for teaching me more about social justice than I could imagine and encouraging me to push the limits of my understandings; and Dr. Chance Mays for providing illumination of a path to phenomenological inquiry through his own dissertation. This study could not have occurred without the support of Sherry Herron and Dr. Elisabeth Coe of School of the Woods, and the teachers who became co-investigators in this study. The support and time afforded to me were essential. I must also recognize the support of my coworkers and my students throughout this journey. Thank you. Dr. Melissa Sampson Leigh participated in untold hours of conversations to and from Nacogdoches over the three-year period. Your friendship, conversation, and proof- reading were invaluable. Thank you to and your family: Quentin, Jordan, Eva, and Sophia. Finally, I offer gratitude to my parents, Alfred and Lenora, for their continual support and unconditional love. iv DEDICATION This study is dedicated to my companion of 24 years, Matthew Shane Henley. Without your support, this would not have been possible. Thank you for everything. v TABLE OF CONTENTS Page ABSTRACT .................................................................................................................iii ACKNOWLEDGEMENTS ..........................................................................................iv DEDICATION...............................................................................................................v LIST OF FIGURES ......................................................................................................xi CHAPTER I. INTRODUCTION TO THE STUDY.........................................................1 Statement of the Problem................................................................... 12 Purpose of the Inquiry........................................................................ 13 The Phenomenon of This Inquiry....................................................... 13 Significance of the Inquiry................................................................. 14 Research Design ................................................................................ 15 Co-investigators ...........................................................................16 Data Gathering.............................................................................16 Assumptions ...................................................................................... 17 Delimitations ..................................................................................... 19 Definitions.........................................................................................19 Cosmic education......................................................................... 20 Curriculum of place ..................................................................... 21 Montessori credential ................................................................... 21 Summary ........................................................................................... 22 Organization of the Inquiry................................................................ 23 II. LITERATURE REVIEW ........................................................................ 26 An Introduction to Montessori Philosophy......................................... 27 Montessori and the Planes of Development .................................. 28 The First Plane of Development: The Absorbent Mind ...........30 The Second Plane of Development: Uniform Growth .............31 The Third Plane of Development: Adolescence ...................... 31 Challenging Traditional Education Power Dynamics.................... 32 The Relationship Between Work and Play.................................... 33 Education and Creating Democracy .............................................35 Cosmic Education ........................................................................ 37 An Introduction to Montessori Pedagogy ...........................................39 The Importance of a Child’s Search for Meaning .........................39 The Constructivist Classroom....................................................... 41 The Planes of Development in the Classroom............................... 42 The First Plane ....................................................................... 42 The Second Plane................................................................... 43 The Third Plane...................................................................... 43 Efficacy of the Methods ............................................................... 44 An Introduction to Montessori Culture............................................... 45 vii The Preparation of a Montessori Teacher ..................................... 46 Student Construction of Identity................................................... 47 Montessori and Pedagogy of Place............................................... 49 Cosmic Education Across the Planes of Development ................. 50 Summary ........................................................................................... 52 III. METHODOLOGY AND METHODS ..................................................... 54 An Overview of Phenomenology ....................................................... 54 Basic Concepts of Phenomenology............................................... 56 When to Use Phenomenological Inquiry....................................... 58 Post-Intentional Phenomenology.................................................. 59 Conducting Post-Intentional Phenomenological Research .................. 60 Phenomenology and Montessori ........................................................64 The Role of the Phenomenologist....................................................... 65 Phenomenological Method................................................................. 65 Bridling........................................................................................66 Co-Investigators...........................................................................69
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