• Building upon the elementary-level Montessori concept of Cosmic Education and the understanding that “all things are interconnected and interdependent,” students engage in authentic environmental and community needs through a combination of research-based learning and hands-on practical work. Through this process, they come to experience the “indivisibility of knowledge” in a meaningful and integrated way.
• Grounded in mathematical reasoning, logical thinking, and collaborative communication skills, students further develop concepts, knowledge, skills, experiences, and practical understanding that can be applied to real life through guided inquiry, exploration, discussion, and project-based research. These projects integrate the knowledge frameworks of science, social studies, and technology outlined in the junior high curriculum, while also allowing students to pursue deeper study based on their own interests and passions.
• In today’s highly technological society, we begin from the land itself—observing the laws of nature and drawing inspiration from the natural world to investigate truth and understanding. Through this process, adolescents cultivate a sense of love, responsibility, and respect for the environment, while recognizing the value of both academic knowledge and practical application. Students are encouraged to use technology creatively to design sustainable ecological systems and meaningful ways of living.
• We encourage adolescents to fully develop their physical, emotional, intellectual, and social potential by observing daily life, identifying the needs of the community, and engaging in authentic problem-solving that contributes meaningfully to society and the communities around them. Through these experiences, students gradually develop the core capacities for lifelong independent learning.

Dr. Montessori described adolescents as “Social Newborns,” meaning individuals who, much like newborn children entering the world, are entering adult society and must gradually construct both an “adult self” and an independent moral consciousness.

This stage is marked by significant neurological reorganization in the brain and is a critical period for the development of self-management and emotional regulation. Language, mathematical reasoning, and moral understanding during this phase deeply influence the formation of character and thought, ultimately shaping the moral principles that will determine “what kind of adult” the adolescent will become.

Beyond the daily interactions of community life, we intentionally design courses and experiences in moral character development, language, mathematics, seminars, and project-based research. Through these experiences, adolescents are encouraged to explore questions related to self, society, ethics, justice, and contemporary issues. Adults within the environment serve as role models, while students are provided with meaningful opportunities to express themselves, discuss, debate, and share perspectives with others.

By integrating the Montessori approach and materials with hands-on practice and inquiry-based exploration, we support students in understanding abstract concepts while also helping them develop positive personal values and strong social-emotional competencies.

Society is made up of independent individuals, and within a real social environment, there are countless opportunities for meaningful human interaction.

Dr. Montessori described adolescents as “Social Newborns,” meaning individuals who, much like newborn children entering the world, are entering adult society and must gradually develop both an “adult self” and the independent ability to engage in social interaction.

For this reason, we cultivate a community environment filled with a sense of belonging, where adolescents can experience and prepare for the realities of adult life. Students actively explore and participate in various social roles, while learning how to organize, manage, and contribute to the functioning of community life. Through this process, they develop the knowledge, skills, and competencies needed for meaningful participation in society.

Experiences such as farm work, community self-governance, shared living, meal preparation, and business-related activities provide opportunities for collaboration, mutual support, and cooperative learning. Through authentic work and shared responsibility, adolescents build the social-emotional capacities necessary for human cooperation, while contributing meaningfully to their community and society. In doing so, they come to recognize both their own value and the collective strength of human society.

Our environment includes both adolescents and the adults who work closely alongside them. Parents are viewed as collaborative partners in this process, with the shared goal of understanding and supporting the developmental, emotional, and learning needs of adolescents, so that students feel psychologically supported by their families throughout this important stage of growth.

Adolescents undergo profound physical, emotional, and psychological changes during this stage of development. They possess strong inner creativity, yet may not always be able to express themselves fully through language alone.

We therefore provide a wide range of expressive forms and mediums—including art, craftsmanship, music, and physical education—to support adolescents in expressing their feelings, exploring and revealing their identities, and reflecting upon their values, interests, goals, and sense of purpose.

Courses in self-expression integrate knowledge, skills, and lived experiences, offering adolescents opportunities to explore, develop, and refine their individual strengths and professional abilities, while also experimenting with the roles they may one day take on within adult society.

Physical expression courses make use of both the school’s facilities and nearby community resources, including gymnasiums, swimming pools, sports courts, and fitness centers. Creative expression courses offer a variety of elective options, most of which take place within the school environment, including music, visual arts, performance, and design.

“Economic independence” is one of the essential capacities required for entering adult society.

Through integrated experiences such as land-based work, project research, and self-expression, we provide adolescents with opportunities to produce crops, handcrafted items, and other meaningful products. From these experiences, students are introduced to concepts and practical skills related to product design, financial management, marketing, social media management, and customer relations. Within a safe and supportive environment that allows room for trial and error, adolescents gain a real understanding of how economic systems function.

By receiving authentic feedback from customers and the wider community, students come to understand the professional standards of the marketplace and learn how to refine production and distribution systems accordingly. Through this process, they gradually develop adult-level work competencies, including product planning, professional work habits, pricing strategies, communication skills, and responsible decision-making. Ultimately, these experiences cultivate both economic independence and the ability to apply knowledge meaningfully in real-world contexts.

As adolescents experience the division of labor and collaborative relationships found within society, they begin to understand the interdependence between people and the strength that comes from cooperation and solidarity. They also learn to recognize that every form of work carries its own inherent dignity and irreplaceable value.

The money earned through commercial activities represents far more than material wealth—it symbolizes the adolescents’ labor, effort, creativity, and time. Through firsthand experience, students discover that the products they create are not only recognized and appreciated by others, but also contribute meaningfully to the community around them. Such experiences help adolescents develop confidence while also fostering a healthy understanding of money and value: within a healthy economic system, money is meant to circulate and serve human needs.

Through these experiences, adolescents gain a deeper understanding of the relationship between money and true wealth, while learning not to allow greed to overshadow their inner values and sense of purpose.