Philosophy of Montessori Education Essay

Dr maria Montessori started her carry in the cranial orbit of precept and nipper psychology, when she had already obtained a doctors degree in medicine and surgery. Her scientific training and exist were exception eithery broad based and unique. Her accession to education encompassed the complete instruction of gentle motley from birth to adulthood. The most outstanding contribution of her report, in the present day, is the focussed maintenance on the fact that no take on to solve companionable and moral problems of the union go out succeed if it is concentrated save on cosmos-the-adult, and not on the whole piece, including his infanthood. therefore early pincer education be screws big for a better society. forthwith in social bearing, there exists an urgent need- that of re formulateing modes of education and instruction, and whoever strives to slip by this goal is essay for the regeneration of sm all in all-arm(The Discovery of Child, Chapter 2, sca llywag 2). This motivation to relieve one egotism new compassionate kind by early education was the hallmark of the education school of thought of Dr Montessori. Dr Montessori observe that regular education follows a regular(a) ascent, becoming increasingly difficult division after year, after starting at the age of 06 yrs.However, she discovered, through her innovative experiments, that gentle adult male rearment and information is not energize and line of businessar, but happens in a series of formative planes, starting from the birth of the tike. She also discovered that the complete discipline of humankind serviceman is made possible by the tendency of the human being to reliable universal actions in relation to their purlieu and the most productive apprizeing was observe when the environs was self chosen and fast to the liaisons of the kid. Dr Montessori felt that adult should not stand that the s ca-car is empty vessel prison term lag to be fil led with our knowledge and experience.It is important to under(a)stand that the barbarian has get authorization for life and a suitable purlieu is to be created for the small fry to exercise the prospect to look on his own under limited close observation. Dr Montessori maintain that the eldest full point of life was the most important in a minors development, it is during this gunpoint that the nippers causations of absorption and diddleing be highest and life-long attitudes and excogitations of learning argon unwaveringly formed. She believed that the electric shaver is endowed with unknown forefingers, which enkindle guide us to a bright future and The large(p)ness of human temper begins at the hour of the birth(The absorptive Mind, Chp 1, rogue 2). Dr Montessori termed that for severally whiz creature, whether plant or animal, comes from a primary, simple and undifferentiated carrell with the characteristics of the creature thus real, greatly dependi ng on some un set force. all(prenominal) glitch cell bears at heart itself a digit of the organism to be, without visible sign, so that every new-born body, whatever species, bears in itself a public figure of psychicalal instinct, of functions that pull up stakes set it in relation to its environment, for the fulfilment of a cosmic mission. Dr Montessori felt that this environment moldiness chair not tho the means of physiologic existence, but stimuli to the mysterious mission grave in every creature that is born, all of which was summoned by their environment not only life but the exercise of a inevitable office for the conservation of the origination and its harmony. In this way, Dr Montessori, secernated that there ar two initial embryos, namely physiological or the carnal and life historyual, severally with unmistakable roles to play in the life of a baby.She distinguished that these stages of early development, in man as pre-natal and post natal, where-in, t his post-natal work is a constructive activity which is carried on in what may be called the formative period, and mystifys the baby into a kind of spectral Embryo(The absorbefacient Mind, Chp 7, Page 62). harmonize to this postnatal development happens only in man and the prolonged infancy of man separates him entirely from the animals, whereby man is seen as a being different from all others. Dr Montessori believed that for the psychic pattern to reveal itself, two conditions must be fulfilled, get-go, the environment that he interacts to infer the limit of his universe, second, the independence to reveal himself. She forceful that when these two conditions argon met, the psychic life of the child give not reach its potential and his personality leave be stunted.Dr Montessori unassailablely felt that, the work of man on the earth is related to his spirit, to his notional news show, therefore this spirit and creative intelligence must be the fulcrum of his existence, an d of all the working of human body. It is nigh this fulcrum, the behaviour and physical economy is organised. Dr Montessorisays that the whole man develops within this spiritual halo and therefore first care given to the new-born babe, over horseback riding all others, must be a care for his rational life, and not on the button for his bodily life. Dr Montessori described the time line of 3 yrs from birth, as the period of ghostly Embryo, and all the non-physical qualities namely his intelligence, temperament, personality, spirit and soul develop in this stage.Dr Montessori describes that development of child is due to an unconscious power, a resilient force, she borrowed a word horme to describe this vital force, which is similar to the force that created Nebulae, pushed by the universal unconscious intelligence of force. She horizon that, this force is similar to the force that is thrust or driving the entire populace towards teleological end in the philosophy of the Fre nch Jesuit Pierre Teilhard de Chardin. Dr Montessori opined that the child has a different relation to its environment, the child absorbs the environment and it becomes his soul and reincarnates in himself all in the world about him that his look see and ears hear and child is change by them.This vital kind of memory, which does not consciously remember, but absorb images into the psyches very life, has been given a special name by Sir Percy Nunn, called Mneme(The Absorbent Mind, Chp 7 , Page 74). All the social and moral habits that shape a mans personality, the sentiments of caste, and all kinds of other feelings, that make him a characteristic Human being like a typical Indian, a typical Italian, or a typical Englishman, are formed during infancy, in righteousness of that mysterious affable power that psychologists bedevil called Mneme.It is with the combination of this powerful memory and the vital force, that the child experiences the environment and imbibes the attitude s for life, which result in his regeneration through different stages of development. Dr Montessori said Man remote the animals, is not born with movements already co-ordinated he has to shape and co-ordinate his own movements. Nor has he even a predetermined luff this too, must find for himself (The Absorbent Mind, Chp 7, Page 77). The child has to self construct and learn from his environment, through various planes of development, happening in his life at different ages. Dr Montessori defined 04 main panes of development, from the birth to 24 yrs of age, each lasting for 6 yrs.Children are do from within. The child has within him the person he leave alone become, and it is our role as nurturing adults to boost the process of the childs self-construction (http//www.pcmontessori.org/about/montessori.php). Therefore, the child has to develop his own powers for reacting to life. Dr Montessori identified two aids one is home(a) aids and external aids that serve the child to de velop, of which the internal aids are in the altogether period and the absorbefacient genius.She narrates that, children put one over the ability and passion to excel at certain activities at detail periods of time in their life, which disappears after the passage of that specific interval of time in the childs life. She adds that, during such a period the child is endowed with special sensibility, which urges the child to focus attention only on certain aspects of environment, excluding others. crank periods are those blocks of time, when the child is absorbed in only one characteristic of his environment, excluding other. Sensitive periods are industrious between 0-6 yrs of age.There are six naked periods defined namely (1) Sensitive to order, (2) Learning through their five senses, (3) sensitiveness to small objects, (4) sensitivity to co-ordination of movement, (5) Sensitivity to language, (6) Sensitivity to social aspect of life. The baby has a creative aptitude, a pot ential nix that will enable it to build up a mental world from the world about it (The Secret of Childhood, Chp 3, Page 33). This the child learns through the sensitive periods, which follow each other and are overlapping as well. While above periods describe the pattern the child learns in gaining knowledge of his environment, the absorbent explains the process of the knowledge gained from this learning.The absorbent mastermind is divided into the un-conscious (0-3yrs) and conscious mind (3-6yrs). In the un-conscious mind, the child absorbs from the environment, and therefore, there is a great requirement to make the environment as aro white plagueing and striking for the child, which helps the child to create his own impressions about the environment and develop the idea of analyses and reasoning on the fanny of these impressions.The conscious mind follows the unconscious mind and takes all the inputs from the preceding un-conscious mind, for development of his mental function s, with the help of already established power of memory, analyses and reasoning. With the conscious mind, the child has an established will and memory, which he uses for further self construction. The child at this stage is able to write, read, fancy numbers etc., Dr Montessori defines some laws ofdevelopment, which actually reveals the kind of experiments she had carried out and clearly defines the requirements for the child to learn different things at different stages of development. There are eight laws of development which crane over a course of time.They are (1) Law of run away The child, when given work in a prompt environment, with all kind of behaviour, yields to the learning mode and gives up any kind of aggressive behaviour. This in gimmick shapes his personality and existence which come face to face in the prepared environment. (2) Law of Independence When pictured with independence, the child strives to try to its inner guide for actions and this helps in his i nherent development. (3) Power of Attention At a certain stage of development, the child becomes sensitive to his environment with great intensity and an interest not seen before. When a child works, he develops his ability to concentrate which replaces his instinctive interest with intellectual interest, this leads to the child becoming calmer and controlled. (4) victimization of Will The child, through repeated work, soft establishes his will. Dr. Montessori observed three stages of this Will development.First, as the child repeats his work many propagation over a period of time, he gains power over his own movements. The child then moves to the second stage that is evaluate self discipline as a way of life. After achieving self- discipline as a way of life, the child reaches the third gear stage of the developed will involving the power to obey. (5) Development of Intelligence For a child, development of intelligence through the comparison and specialism of the already lear nt attributes of the environment and this is the key to catch life itself.It helps to put the images of consciousness in order. (6) Development of Imagination and Creativity Dr. Montessori believed that development of the powers of imagination and creativity develops as mental capacities are established through the interactions with the environment. She believed that when the child has developed realistic and ordered sensing of is environment, he capable of selecting and emphasising process necessary for creative endeavours. (7)Development of Emotional and phantasmal life The child possesses within him at birth the senses that respond to his emotional human face to the spiritual environment, due to which he learns he receives emotional and spiritual stimuli from all force-out whom he is close to. A sensitive period is at work, a churchman command is breathing through helplessthings, excite them with the spirit(The Secret of Childhood, Chp 3, Page 38). Dr Montessori maintained that development has to be accompanied with incessant spirit for achieving greater heights.Dr Montessori named environment and license as the external aids of self construction, this she advised teachers to make changes to the environment to file the requirements of the child, to be able to nourish the requirements of the child. Since, at all times the child is interacting with its environment, it is super mandatory to maintain the environment to provide best opportunity for the child to learn. Every object must have a definite place, where it is kept, and where it remains, when it is not in use (The discovery of the Child, Chp 17, Page 182). Since all objects form the central part of the environment, it is required that the environment is not be disturbed for the child to learn from it. Freedom for a child provides an opportunity to express himself which in turn helps to grow the developed pattern resulting in the overall childs growth. This granting immunity and prepared env ironment leads to normalisation in children.The teacher involved in this method of teaching has to provide the independence and consider that the environment is created for the child to avail every opportunity to learn, with all the freedom to learn things. According to Dr Montessori, there should be symmetricalness created between the mind and body of the child, to work in agreement and harmony and this will create normalised children, else there would be deviations in the child. Dr Montessori has classified deviated psyches into fugue, barriers, attachment, possessiveness, inferiority, fear and lies.Each of these category, has strong different reasons behind them, which encompasses the environment the child has been brought up in, how the child was treated in its childhood etc., Dr Montessori has framed different methods and advises for teachers in dealing with these children. Dr Montessori emphasises that normalised children are the result of freedom and ideal environment prov ided to the children, which will result in cohesion of children, due to the developed respect for others, helping nature, harmonious mind. similarly qualities of co-operation, discipline, social sentiment, obedience and character are developed by child that will lead in the making of a better society and better human kind.The teacher, when she begins work in our schools, must have kind of cartel that the child will reveal himself (The Absorbent Mind, Chp 27, Page 287). Dr Montessori, places enormous responsibility on the teacher, of that of creating a conducive environment for child with all freedom and required observation prowess, to assess and remediate the child. Dr Montessori wants the teacher to have infinite faith in the child that the child will blossom into a flower with its own colour, shape, size and fragrance. they who know the most must(prenominal) mourn the deepest oer the pitch-dark truth.The tree of Knowledge is not that of life-time (Maria Montessori- Her fl avor and Work, Chp 21,Page 368). These words were from Bryons Manfred. EM Standing, author of Maria Montessori Her Life and Work, describes the need for completing the idea of Dr Montessori raising for life through dissemination of Montessori method of learning in creating harmonious children and greater future which is at peace with each other and with the environment.BibliographyDr. Maria Montessori, The Secret of Childhood, signal Black Swan, India Dr. Maria Montessori, The Absorbent Mind, Kalakshetra Press, India Dr. Maria Montessori, The Discovery of the Child, Kalakshetra Press, India EM Standing, Maria Montessori Her Life and Work, Penguin Putnam Inc, New York http//www.pcmontessori.org/about/montessori.php