Cognitive Development: Moral Education for Ages Twelve to Fifteen Years

Cognitive Development: Moral Education

“The education that will lead the way to a new humanity has one end alone: leading the individual and society to a higher stage of development. This concept involves many factors and may seem obscure, but it becomes clearer if we realize that mankind has to fulfil a collective mission on earth, a mission involving all of humanity and therefore each and every human being.” (Montessori 1972 [1949]:66)

The adolescent is on the brink of adulthood and entering society to play their role and fulfil their mission in life. Consequently “there is a need for a more dynamic training of character and the development of a clearer consciousness of social reality.” (Montessori  2007 [1948]:62)

Dr Montessori identified that adolescence is a time for reflection and meditation on one’s own value, to explore questions such as Who am I? How do I relate to others in society? What role do I play? She said, “If young people at a certain point are called upon to take an active part in the life of humanity, they must first feel that they have a great mission to accomplish and prepare themselves for it. They must have the chance to meditate upon it a little” (Montessori 1972 [1949]:70) and the adolescent program provides this opportunity. The adolescent is on the brink of adulthood and entering society to play their role and fulfil their mission in life. Consequently “there is a need for a more dynamic training of character and the development of a clearer consciousness of social reality.” (Montessori  2007 [1948]:62).

To support this need, Montessori included a focus upon what she termed, “the formative education” as part of the Cognitive (Psychic) Development of the adolescent, which alongside languages and mathematics incorporated Moral Education (Montessori 2007 [1949]:75).

The aim of moral education is to help the adolescent to find and develop their moral compass to guide their decision making and activities as adults living in society. “Moral education is the source of that spiritual equilibrium on which everything else depends and which may be compared to the physical equilibrium or sense of balance without which it is impossible to stand upright or to move into any other position.” (Montessori 2007 [1949]:76)

Opportunities to tune this “compass” are embedded throughout the Montessori curriculum and within the prepared adolescent community environment and broader involvement in society. Moral education is not simply instruction in ethics or morality, however, a variety of subject areas lend themselves to discovery and exploration and reflection on specific moral concepts with Personal, Social & Community Health, Physical Activity & Movement, Religion & Spirituality, and Applied Civics and Citizenship as specific areas of study through which Montessori practitioners deliver key lessons and encourage exploration and discovery.

Moral education builds on the understandings of the fundamental needs of humans from earlier learning which Montessori categorised into the spiritual (including love, spirituality/religion, culture (arts & music) and adornment and material) and the material (shelter, food, clothing, transportation, defence/safety & communication).  Within the spiritual needs is the exploration of identity, of self and others, and of reflecting upon the interplay between personal and social identities. Interacting with others including peers but particularly with a variety of adults as role models assists the adolescent to prepare for their entry into the world. Understanding, investigating and reflecting upon diverse cultures, traditions and beliefs and the lived experience of others are also essential elements of the curriculum. Considering other knowledge systems, including  those of First Nations people, is an important lens for young people to apply in understanding their world.

Community meetings are central to the Montessori adolescent experience, fostering a sense of ownership, responsibility, and collaboration among students with skills that extend into other areas of learning across the curriculum. Held regularly and student-led, they allow adolescents to take meaningful roles in shaping their community where they can:

• Build Community: Students and guides come together to strengthen relationships, share experiences, and cultivate a respectful, inclusive environment.

• Voice Concerns and Ideas: Adolescents are encouraged to express thoughts, raise issues, discuss, and propose solutions related to their learning environment, social dynamics, or community projects.

• Make Decisions: Through consensus or voting, students participate in decision-making about community norms, schedules, responsibilities, and events—developing leadership and civic engagement, held to account by an ethical governance framework.

• Reflect and Plan: Meetings often include reflection on personal and group goals, progress on ongoing projects, and planning for upcoming activities or challenges.

• Practice Grace and Courtesy: These meetings model respectful dialogue, active listening, and conflict resolution, reinforcing Montessori values of empathy and cooperation.

Occupations within the adolescent program strengthen the adolescent’s opportunities for experience into social life with opportunities for valorisation, self-reliance, collaboration and problem-solving as well as broader authentic learning in community engagement within the classroom and school as well as beyond the classroom at local events, volunteering opportunities, civic responsibility and connections to place and nature.

In meeting the material needs of adolescents, occupations value movement as a context for learning which continues for young people into this plane. Work through Occupations combines the manual and intellectual in activities that promote overall physical health and wellbeing in practical tasks such as occupations gardening, carpentry, nutrition and cooking providing a “life of activity and variety” and which build self-sufficiency and self-reliance. In recognising adolescence as a period of significant physical change, key lessons and experiences are provided in how the body functions. General and specific movement skills are offered to help adolescents towards greater self-awareness of these changes and to develop and test strategies that suit them as individuals in the holistic development of their body, as well as establishing habits and processes for health and wellbeing beyond school. This health literacy extends to making healthy and safe choices in both the real and the online world and to thinking critically as they research, analyse apply and appraise the knowledge they encounter.

Formal understanding, knowledge and skill building are found in guidance from the Australian Curriculum (resources available at AC HPE Resources). Students are also provided the opportunity to learn from specialists across these fields where possible in the school context. In the 12 -15 adolescent community, students participate in exploring through the local mandatory curriculum. As they move into the upper adolescent (15-18) years, a student may choose to further their understanding, knowledge, and skills in particular areas of study and elect to study some of these subjects more deeply with  the opportunity to formalise these, if required, into work experience or internship opportunities.

Assessment in Health and Physical Education, as across other learning areas, is designed to be formative, holistic, and centred on the adolescent, reflecting the Montessori philosophy with reference to the achievement standards of the Australian Curriculum.

The Moral Education curriculum for Adolescents (See Appendix B, Montessori, M. (1948) From Childhood to Adolescence) centre around the adolescent’s care of self, care of others and care of their environment, in spiritual preparation for a global mission, with the aim to:

· Prepare students to find their place in their world, at a local and broader level.

· Inspire students to take positive action in their communities regarding health, inclusion, and sustainability.

· Cultivate leadership and collaboration through group initiatives and peer-led projects.

· Enable students to access, evaluate, and apply health information to make informed choices that enhance their own and others’ wellbeing, safety, and physical activity participation.

· Support respectful relationships and inclusive practices across diverse social contexts.

· Equip students with movement skills, concepts, and strategies to participate confidently and creatively in a variety of physical activities.

· Encourage lifelong physical activity through enjoyment, challenge, and skill mastery.

· Guide students to analyse how personal, cultural, and environmental factors influence health and physical activity.

· Promote engagement in physical activity as a foundation for mental, emotional, and physical health.

· Encourage students to design and participate in movement experiences that reflect their interests and community needs.

Montessori states, “Man thus prepared, conscious of his mission in the cosmos, will be capable of building the new world of peace.” (Montessori 1972 [1949]:70).”