the institute for educational studies
The Institute for Educational Studies
The roots of holistic-integrative education span ancient philosophical traditions, modern scientific thought, and progressive educational movements. Its foundation is both spiritual and systemic, emphasizing the interconnection of all aspects of life and learning.
The origins of Montessori education lie in Dr. Maria Montessori’s pioneering work as the first female physician in Italy and her scientific observations of child development in the late 19th and early 20th centuries. The Montessori approach promotes independence, concentration, and normalization—a process where children achieve deep focus and balance through meaningful activity. Montessori’s education philosophy is holistic, integrating intellectual, social, emotional, and physical development and fostering lifelong learning and self-mastery. She created a revolutionary pedagogical approach based on 1) love as the driving force of life, 2) deep observation of learners in a prepared environment, and 3) a cosmic-universal view of human potential.
These are the sources of inspiration that led to the 1996 launch of the TIES Master of Education programs in Integrative Learning and Montessori Integrative Learning. It was one of the first graduate programs mediated by an online environment… one that elevated the relationship of students and faculty as co-learners on a journey of self-discovery.
Central to the development of these programs:
The founders – Philip Snow Gang and Marsha Snow Morgan – relationship to the Montessori family: Maria Montessori’s son, Mario Sr. (1899-1982), Dr. Mario Montessori Jr. (1921-1993), and lastly, with Maria Montessori’s great-granddaughter, Carolina (1955-2024). Mario Jr. served as a member of the Gang’s doctoral program. These relationships were core to sustaining the essence of Montessori’s vision.
The 1989 birth of the Global Alliance for Education and its seminal documents, The Chicago Statement on Education and Education 2000: A Holistic Perspective. The preface states: “We are educators, parents, and citizens from diverse backgrounds and educational movements who share a common concern for the future of humanity and all life on Earth.”
United Nations Assistant-General Robert Muller attended a 1985 Montessori conference titled “Education through Peace.” Over the next few years, he collaborated with Philip Gang and played a key role in launching GATE through his extensive global network.
The TIES model weaves together independent study, collective inquiry, and research grounded in experiential learning. Through this approach, learners engage their deepest interests within the broader contexts of Integrative Learning. Drawing from Philip Snow Gang’s lifelong exploration of cosmology and Marsha Snow Morgan’s enduring focus on Earth and ecology, the program brings together the dimensions of Cosmos and Gaia as foundational perspectives for integrative education.
From The Blog
Biophilia Combats Stress
Edward O. Wilson, who named the biophilia hypothesis, says that humans “have an urge to affiliate with other forms of life.” Philip Snow Gang calls it love: “Love as biophilia is a sensitivity and respect for life in all its manifestations” (Educating for Right-Action and Love, p.187).
I fear that sometimes we take that love for granted, almost forgetting that it’s there. I think of my friends who motivate themselves to go for a run by sticking in ear buds and listening to someone tell them a story. I think of those who can’t be without recorded music. Often when we’re in nature, our collective ears seem to be stuffed with that that is not nature.
From The Blog
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