BAIBA KRUMINS GRAZZINI

UNIVERSE
Peace and ecological unity 

Director of Elenentary Training at the Fondazione Centro Internazionale Studi Montessoriani in Bergamo, Italy

AMI trainer, lecturer and examiner, Baiba Krumins Grazzini is director of elementary training at the Fondazione Centro Internazionale Studi Montessoriani (Bergamo, Italy), an AMI Traning Centre which was founded by Mario Montessori in 1961.

She has been involved with Bergamo’s AMI Elementary training course since 1975, became an AMI elementary trainer in 1986, and a director of training in 1992.

Baiba Krumins Grazzini trained in London with Hilla Patell and Muriel Dwyer, in Bergamo with Eleonora Honegger Caprotti and Camillo Grazzini and, as part of her Training of Trainers Programme, in Washington with Margaret Stephenson and Fahmida Malik.

In addition to her work in Bergamo, she has lectured in Spain, Ireland, India and in Japan, where she gave the first elementary training course.
She is  a seminar leader of the Elementary Training of Trainers Programme, and  served on the AMI Pedagogical Committee (now the Scientific Pedagogy Group) from 2004 until 2013.

• The Role of the Disciplines for Cosmic Education
• Work A Vital Instinct - Baiba Krumins Grazzini 2005

The Abstract

Man in the universe

We live on Earth, our planetary home that is made up of land, water and air (lithosphere, hydrosphere and atmosphere) and populated by all manner of living beings (biosphere) including ourselves, the human being (psychosphere). Yet Earth exists, can only exist, within the context of the universe and the grandest vision any of us can acquire is that of “Man in the Universe”.

This is the vision offered with cosmic education, an educational approach which was developed by Dr Maria Montessori and her son, Mario Montessori, in response to the specific needs of children aged six to twelve. With this educational approach, tailored to the developmental needs of children in elementary school, the children can not only acquire a vision of the greatest possible “whole” but also have the possibility of relating and connecting any and all knowledge that they have acquired, are acquiring, will acquire. This approach helps the children to understand their natural world: how it came to be; how it functions in an interdependent fashion; how everything is interconnected. This approach also helps the children to understand human society: how it evolved; how it functions; how we all depend on one another. In this way, education truly becomes an aid to life, a preparation for life.