1. A common approach in academia is that the graduate degree consists of higher-level studies in a discipline which the candidate already focussed upon in prior years of study - the 'prior years of study' being an undergraduate degree in the same discipline. This is the Master in Major, After Same Major approach. An example would be a Master of Education after a prerequisite Bachelor of Education. [This approach is also not usually friendly to challenge entry - one in which a candidate is permitted to attempt the program after showing evidence of a capacity to do so, even though not having completed the usual prior undergraduate degree].

2. An alternative approach has the graduate degree representing further years of any postsecondary studies; that no preceeding major / honours / reading (North American and British terminologies) needs necessarily have been completed; and the further study likewise need not concentrate on any one subject matter. In other words, the master degree is simply a fifth/sixth year of any postsecondary study. Most academics feel that such an approach grossly dilutes the meaning of 'graduate' studies. Others say it permits a particular and positive manifestation of cross-disciplinary learning

3. Other variants are General Studies following a narrow undergraduate focus; or a first or new concentration after a prior major or prior general studies. An example of the latter would be the Master of Education after general studies or after other prior different focus. The latter example is quite common in contemporary North American university practice.

4. We consider the above various alternatives with open mind - though a preference for paragraph 3, rather than 2. A closely related matter is the question of granting academic credit to certain courses in one context but not in another - in other words, where the grant of credit (including transfer credit) relates not so much to the core content of the course (or other form of study) but more to the context in which it is offered and for which the candidate seeks credit. Montessori pedagogy, the preparation of Montessori teachers (kindergarten, early elementary, middle school, secondary) provides an illustration - an example - of the matter. If you carefully consider what now follows, and understand it, you will be able to apply the same consideration to many other disciplines.

5. In essence, Montessori pedagogy starts with basic observations about how children grow and learn and provides an environment with learning materials and curriculum reflecting this perception. For what it primarily seeks to accomplish, Montessori pedagogy offers a sequence of common-core curriculae ( a basic content 'package' ). In such context, the literate adolescent can be taught how to utilize Montessori pedagogy for children aged 3 to 6 (or even ages 3-6 and 6-9). Adequate basically-functional Montessori 3-6 guides (teachers) can be prepared in the first year of college or vocational institute (i.e., the 'Normal School' of prior generations), or even in the last year of secondary school. Today, then, one would ordinarily consider the 3-6 teacher preparation 'package' appropriate for, say, junior postsecondary certificate or associate degree credit standing.

6. But consider now what happens when somebody with considerable further learning in collateral subjects studies the same 3-6 (or higher) 'package' or program. If they know other pedagogic approaches (Kohlberg, Piaget, Waldorff, etc) they will immediately ponder similarities and differences. If they know neurology, they will be astounded by the extent to which Dr Maria Montessori foresaw a century ago conclusions which contemporary neurology is only now confirming. In other words, the more advanced scholar might study the same for-ages 3-6 'package' as the above example adolescent, but will bring to it - and thus take away from it - a much greater depth of appreciation. The learning discussion etc will be considerably more sophisticated if all present (classroom or on-line) have such a broader background. But the core of the 'package' which details Montessori pedagogic principles, materials, and learning environment will be the same.

7. The consequence is that, in this example, Montessori teacher preparation core courses may merit academic credit at junior undegraduate level, or senior undergraduate level, or even at graduate level - depending upon who taught and completed them, and in what context the credit is sought. The same courses might be appropriate for credit within an associate degree, or a bachelor degree, or even a graduate degree. The context is vital - and determines the credibility of outcome.

8. Our task is to apply these considerations toward positive and credible outcomes. Other North American colleges and universities with e.g. Montessori programs do likewise. The outcome cannot be summarized in rigid rules.

9. The following repetition provides further detail about this above Montessori example.

[10] The same Montessori curriculum (language, math, etc) for varying age groups (3-6, 6-9 etc) is presently taught to prospective teachers in both undergraduate and and graduate contexts. Numerous colleges and universities in North America accept students with a BA and no Montessori preparation into a M.Ed program - which then focusses on 3-6 pedagogy in Montessori context.

[11] In such perspective the degree and learning context differs - not the common core Montessori curriculum. In such perspective, basic Montessori teacher education courses may be granted credit in an undergraduate or even graduate degree context. Universities - including those with Monessori programs - are nevertheless usually very cautious about granting credit to courses narrowly structured for adults with no collateral learning and no other preparation than middle or high school completion and/or taught by instructors who themselves have only a limited prior preparation - such as in category (a) below.

[12] Montessori pedagogic principles and curriculum are presently taught to prospective teachers: a) sometimes without reference to other perspectives in pedagogy, developmental psychology, etc - i.e., on a stand-alone basis [Maria Montessori rightly or wrongly is said to have preferred tabula rasa students - who only subsequently would relate to other pedagogies]; b) in a more comprehensive "undergraduate" context, in which Montessori pedagogy is complemented by other learning and perspectives - such as comparative developmental psychology, nutrition science, second languages, etc - and cross-reference is made to these other disciplines; c) in a graduate context - similarly comparative in scope - to persons who have completed an undergraduate degree but with no prior Montessori studies; d) in a graduate context where the students have previously completed an undergraduate degree along with basic Montessori teacher preparation.

[13] To emphasize: In contexts (b) to (d), Montessori pedagogy is presented and scrutinized in the light of other perspectives in contemporary neurology, comparative education, etc.

[14] Some academics say that only (d) context courses are truly "graduate" study. Others say that in North America and much of the world, 'graduate study' simply means what happens in the fifth year of postsecondary education. And some say that Montessori 3-6 teacher preparation is acceptable in context (a) - but that Montessori for teachers of older children and adolescents needs to be taught in higher and broader context.

[15] A fairly wide range of Montessori curriculum courses are identified as "both" undergraduate and graduate level for degree completion and credit transfer purposes. [At Vancouver University / BC Montessori Teachers College the program contexts are (b) to (d) - not usually (a)].