The third plane of life, the plane of the adolescent, is a stage of intense social growth. Dr. Maria Montessori recognized this special time in a human’s life as one of the most significant times for learning. She states, “But, above all it is the education of adolescents that is important, because adolescence is the time when the child enters on the state of manhood and becomes a member of society.” The adolescent’s learning and work during this plane is to enter society, understand how it works, and what their role is within that context.

The adolescent needs to do purposeful work that contributes individually to society. By contributing and observing the impact their work makes, it allows them to more easily see the interconnectedness and interdependence of humanity. Through this lens, the idea of “social development” takes on a much bigger context than simply hanging out with friends, it becomes how the individual will interact and connect with mankind. A large component of this social development is economic independence. Maria Montessori said “Production and change, exchange, are the essence of the social existence.” The student at this age needs to be involved in work that produces something of value, so they can begin to take part of the society that they are entering into.

Because of this time of social development, the prepared environment for the adolescent must provide many opportunities for social organization. The adolescent is learning what their role in society is and must have the chance to try out many different roles. They need adult-like roles that genuinely contribute to society and their immediate community. Freedom and independence should be given as the young adult is understanding the boundaries of themselves and the adult world. The adolescent needs to have economic and social independence, see human interdependence, and be part of a harmonious social environment.

“The essential reform is this: to put the adolescent on the road to achieving economic independence. We might call it a ‘school of experience in the elements of social life.’ This ‘independence has more educational than practical value; that is to say, it has a closer connection with the psychology of the adolescent than with an eventual actual utility.” Dr. Maria Montessori, From Childhood to Adolescence

Here at Mead we are slowly and deliberately developing our own means of production and exchange through our Occupations and Microeconomy. The students have thought of many projects including chickens, goats, and bees. Having a responsibility for living plants and animals gives their community and the individual a deeper purpose. Ideas for a recording studio, a bike shop, candle making, and building treehouses have also been suggested. These projects can cultivate economic independence which will contribute to the validation of the young adult.

We can best support our social newborns by providing them with the opportunities for independence, guiding them as they transition from child to adult, and giving them respect and meaningful responsibility. Maria Montessori gives us excellent advice, “The whole life of the adolescent should be organized in such a way that it will enable him, when the time comes, to make a triumphal entry into social life – not entering it debilitated, isolated, or humiliated, but with head high, sure of himself. Success in life depends on a self-confidence born of a true knowledge of one’s own capacities; combined with many sided powers of adaptation”

By:  Ellen Baker, Middle School Lead