In this presentation, the author illustrates how cultural representation supports peace education in a Montessori preschool classroom in Japan. The Montessori approach, developed by Dr. Maria Montessori in Italy in the 1930s, focuses on four core domains for preschool-aged children—Practical Life, Sensorial, Mathematics, and Language. Underlying these domains, however, is a foundational emphasis on peace education, known as Cosmic Education, which seeks to help children understand their connection to others and the world.

In this study, the researcher visited a Montessori classroom in which the teacher believes that Cosmic Education must begin with children recognizing and understanding their own culture. According to the teacher, appreciating diverse cultures first requires attempting to understand them, and the initial step in this process is learning to view one’s own culture objectively. This is not a simple task, as culture is much like the water we swim in—so familiar that we often overlook it or take it for granted.

Grounded in this belief, the teacher integrates a wide range of cultural materials into the learning environment and provides many opportunities for children to explore, discuss, question, and build understanding around cultural practices. Although this study focuses on a Montessori classroom, the philosophical foundation guiding the teacher’s work can be applied to educational settings of many types, particularly those seeking to cultivate peace, cultural awareness, and mutual respect among young learners.

Authors:
Kiyomi Umezawa, University of Hawaii at Manoa, United States

About the Presenter(s)
Kiyomi Umezawa is an assistant professor at the University of Hawai’i at Mānoa. She received a dual-title Ph.D. in curriculum and instruction and comparative international education at Pennsylvania State University.

See this presentation on the full schedule – Monday Schedule

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