Montessori Revolution In Education
E. M. Standing 1962
“The child is father of the man.” – Wordsworth
“In children lies the seed corn of the future.” – Froebel
“Who touches the child, touches the most sensitive point of a whole being, which has roots in the most distant past and climbs toward the infinite future.” – Montessori
Revolution in education, Montessori is a self-conscious modern zeitgeist. This book talks about Montessori fundamental principles, infants classes, brooms, binomial theorems, under fives, Lilliput, the movement in America, the Whitby School joy of learning, the Santa Monica Sophia School, and 12 method points.
Children can learn on their own in many ways, if we can consciously create a safe and liberal environment for them to explore tools, and in the process, them-selves. Learning the Montessori method requires practical experience being involved in it, to understand the abstract theories. Montessori method is not a closed system, it can change and adapt with modern technology and cultural beliefs. The main Montessori principle might be summed up as ‘guided sensorial self-education’. Children go through a literal physical metamorphosis, and their brains or minds are part of that process. The way children learn, is more unconscious, than conscious. All children are responsible for their own learning in Montessori method; in relation to their sensory, motor, and creative abilities. Spontaneous activity can fuel cultural learning that are true experiments to the child. It takes imagination for an adult teacher to comprehend the amount of work this takes for a child.
“The Universe is nothing but a big, buzzing, booming confusion,” to the new-born infant (William James). Out of this bewildering chaos of impressions, which pour upon the senses of children, the tiny one has a challenge of building an orderly mental structure of their cosmos. Every child is born an explorer, as they wonder at the mysteries around them. The World can open to the child, if they are given full play in school for their spirit to roam as it feels comfortable or confident enough to do, with time. Montessori materials are ordered in order to facilitate abstract order in the mind; tools to structure the young mind. This is why the correct use of materials as teaching tools is emphasized.
Cylinder psychology – 3.5 years old. Language, words, abstract concepts (like ‘muchness’) formed from experiencing objects with those assigned values. Sensorial materials are effective because they isolate the stimulus (length, magnitude, color, or pitch etc). Prepared paths lead to more order. Inspirations of learning are called ‘Montessori explosions’. Math abstracted into physical volumes can be more easily understood, (Table of Pythagoras) and forms a basis for advanced concepts later. In Montessori ‘mental hooks’ are used to connect children with materials; the hooks are built into the designs and psychological instructions. The success of this education relies on getting children to obey authority, self govern, and problem solve as young as possible.
Deviations from normal mental development certainly remain debatable regarding definition and response. Many people think it is natural for children to be loud, rowdy, and boisterous; yet Montessori believes that it is disobedient rebellion, tantrums, and lying that is deviant behavior (based on the norms of society). In this way strong immersive imagination can even be considered deviant. Montessori uses disciplined freedom, to train minds to navigate the vastness of reality.
Montessori graduates become ‘new children’, because they enlightened and awakened to a new way of higher civilized learning and living. A school is a children’s house, where they can feel at home. Sound shakers, color tablets, bells, primary shapes, spelling, number rods, pink tower, cylinders, broad stairs, math beads and volumes, these tools are all keys to the Montessori method.