The Educational Theory of Maria Montessori
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1/4/08
1. Theory of Value:What knowledge and skills are worthwhile learning? What are the goals of education?
By education must be understood the active help given to the normal expansion of the life of the child. (MM p.104)
Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. (ENW p-3)
"education [is] a Process of unfolding what has been given the child at birth" (MMA p.10)
If education is to be an aid to civilization, it cannot be carried out by emptying the schools of knowledge, or character, of discipline, of social harmony, and, above all, of freedom. (MMA p.19)
2. Theory of Knowledge
"The universal force is not physical, but is the force of life itself in the process of evolution." (MMA p.42)
"observable" (MMA p.5)
"scientific principles" (MMA p.4)
"The aesthetic harmony of nature is lost upon him who has coarse senses" (MMA P.222)
3. Theory of Human Nature What is a human being? What are the limits of human potential?
"The evolution of the individual harmonizes with that of humanity." (MM P. 160)
"...Childhood is not merely a stage to be passed through on the way to adulthood, but is 'the other pole of humanity The adult is to be dependent on the child and visa versa (MMA p. 29)
A child has a predetermined plan/pattern of development - "spiritual embryo" (MMA p-30)
4. Theory of Learning What is learning? How are skills and knowledge acquired?
"Man's natural bent is toward learning and growth. When this tendency is nurtured and cultivated in childhood, a young person can direct himself into a happier, healthier and more productive life." (MT p.29)
"The basic aim is to free the individual child's potential for selfdevelopment in a prepared environment." "...the child is seen as not only capable of but motivated toward auto-formation (self -development) and auto-education (self-teaching). (MT p. 17)
4. Theory of Transmission Who is to teach? What methods should be used? What will the curriculum be?
The teacher has an extensive preparation and must have practical experiences to function as a "Directress". "She provides an attractive and responsive environment to be acted upon directly by the child." (MT p. 15)
"...freeing the child's potential for self-development" (MT p.40)
The child works on self-selected tasks of interest in which the teacher functions as a programmer and a protector of the learning process. (MT p.40)
The curriculum focuses on the mastery of ones' self and the environment. (ENW p. 87)
The graded didactic material, gymnastic, exercises of practical life including individual and social activities help to achieve the following: training the senses, enhancing language development, utilizing power of absorption and concentration and the refining manual skills. (MT p.40)
5. Theory of Society What is society? Which institutions are involved in the education process?
"our own method of education is characterized by the central importance that we attribute to the question of environment; ... it is well known how our pedagogy considers the environment so important as to make it the central point of the whole system. (Rusk)
"neither the ordinary nursery school, nor yet the environment of the home, had been made to suit the needs of the child ... so a natural environment for the child was created. (Standing p.4)
"to remove the social evils of the poorest quarters of home, the Association of Good Building was formed. (Rusk p.281)
"to gather together in a large room all the little ones between the ages of three and seven belonging to the families living in the tenement ... thus came to be instituted the House of Childhood." (Rusk P. 282)
6. Theory of Opportunity
Why is to be educated? Who is to be schooled?
"the developmental need of a huge population of special children .... all other children can be met by an individualized education. (Orem XIV)
"its' roots is special education. ..noting the realization that a normal child can benefit greatly from her auto-education." (Orem XIV)
"who touches the child touches the delicate and vital point where all can be yet be decided, where all can be renewed, where all is pulsating with life, where the secret of the soul lie hid. (Orem)
"help me to do it myself ... wordless children in the Roman slums." (Montessori p. 11)
7. Theory of Consensus
Why do people disagree? How is consensus achieved? Whose opinion takes precedence?
" of different age, religion, color and civilization." (Standing)
" and so we proceed in this manner indefinitely all along the line; and we call this education." (Standing)
"criticized for its neglect of literacy training and training of the imagination." (Rusk p. 304)
"to accept this doctrine ... the early education of the child should be more realistic than humanistic." (Rusk p.304)
"significant feature of the system is the individualization of instruction." (Rusk p.306)
"characteristic of method set presence in recent advances in educational practices." (Rusk p.306)
Reference List
Lillard, Paula. Montessori - A Modern Approach New York, NY: Schocken Books, 1972. (MMA)
Montessori, M. (1912). The Montessori Method. Cambridge, MA:
Robert Bentley, Inc. 1967. New York, NY: Schocken Books, 1964. (MM)
Montessori, M. (1946). Education for New World. Madras, India: Kalakshetra Publication, 1963. (ENW)
Montessori, M. ( ). Dr. Montessori's Own Handbook. New York, NY: Schocken Books, 1965. (Montessori)
Orem, R. C. Montessori Today. New York, NY: Capricorn Books,1971. (MT)
Orem, R. C. Montessori and the Sgecial Child. New York, NY: Capricorn Books,1969. (Orem)
Rusk, Robert R. The Doctrines of the Great Educators. New York, NY: St. Martins Press, 1965. (Rusk)
Standing, E. M. The Montessori Revolution in Education. New York, NY: Schocken Books, 1962. (Standing)