Montessori Philosophy sample essay

Generation gap has always been, is now, and will continue to be an important aspect of all societies of all generations. While parents hope their children would become doctors, managers, and MVP’s (most valuable players), very often these hopes are not justified, unfortunately. Thus, as the world population grows, more parents are concerned with the most effective ways, methods, and techniques of raising offspring wisely, and preferably in a way parents want. One couple might want to foster one trait, while another one would want to foster the other. For example, those who know they have punctuality problems three generations in a row would want to stop this heredity. And when parents (or whoever) attempt to influence child’s will, they might encounter various difficulties. The Montessori method, first introduced by Italian scholar Maria Montessori, is a specific educational philosophy that helped many parents (and other educators), and had made an immense contribution to the doctrine of pedagogy. Her complex approach to elementary education is based on an attempt to understand who children are. She emphasized that children unique and different from adults in terms of how they think; they cannot be treated as small adults, but as a different kind of beings. She also values children’s individual liberty and will. In combination, many specific techniques, methods, approaches and philosophy had an incommensurable contribution into pedagogy.

Raising children is always linked with such notions as discipline and obedience. The two concepts are inseparable parts of any education. Discipline is defined as a special training, technique, or any combination of these two intended to foster a specific trait or pattern of moral/mental behavior. Although typical parents would simply spank or punish a child every time he or she misbehaves, the Montessori approach to discipline is far more complex. According to her vision of discipline, parents (or other educators) have to first understand the child’s behavior. In other words, if a child misbehaves then there are certainly reasons for such misbehavior. The main task of the educator then is to watch, reason, and turn to other methods in order to understand the child’s motivation. One of the most important concepts is to pay more attention to the result of misbehavior, rather than misbehavior itself. In addition, Maria Montessori stressed that a child should become active through disciplining. The new Montessori approach encourages discipline for activity, and considers this approach the only good one, while discipline for inactivity is considered evil. Also, according to Montessori philosophy, discipline must not be viewed as an imposition, but rather a voluntary activity. She stresses that children must be granted enough freedom so that they feel this liberty, and are not under pressure. Thus, Montessori encourages internal discipline, that is the discipline that develops within the child through his understanding and will. The more traditional approach is to enforce external discipline by punishment and rules.

By providing space and freedom for children during the education process, and by encouraging internal discipline, Montessori method also develops a child’s will because he or she has to make decisions. Maria Montessori paid much attention to every child’s individual needs, wants, as well as talents and gifts. In contrast to external discipline, the Montessori educators believe that it is better to for a child to learn the way he or she wants and as long as he or she wants (in reasonable limits, of course). Thus, when the child him/herself is free to decide which book, seat, or anything else he or she likes best, the child automatically fosters internal discipline, which is then transformed into self-obedience.

An important aspect of Montessori philosophy is to develop a joy for learning in children. In traditional schools and families, children are often forced to learn, which in turn diminishes their desire even though the subject may be interesting for them. Montessori method, on the other hand, follows the other route. Instead of forcing children to study a particular subject or read a certain book, children should be granted freedom to choose what they want and how they want it. This does not mean that children can violate fundamental rules, but means that no restrictions are set on the educational process. Therefore, when children are not forced to study, they decide whether to learn or not, and what to learn. Thus, not only they digest the information better, but most importantly, they enjoy the process of education. And it is exactly the joy for learning that is a very important element of the entire educational process. Should the children enjoy the learning process, the educator can then guide, lead, and nurture a child so that he or she becomes “a well-adjusted person who has a purpose and direction on his or her life” (Wiki, 2006), and simply a happy and confident person.

On the other hand, some children do not exhibit discipline, and sometimes even violate the rules set by a school, parents, nanny, etc. Montessori philosophy may from the first glance look like the one that can only deal with kind disciplined children. However, giving a child freedom does not mean he or she can violate rules, in case of course he or she had been informed about these rules. When children misbehave, the educator should foster obedience, which means that a child would have to follow the will of somebody else. Looking back at the motivation of a child – why he/she misbehaves – is the first important point in such situation. The next thing to remember about children and obedience is that when children are forced to do (or not do) something they do not understand, they would learn nothing and derive nothing, and would later on do (or not do) the same thing again. Thus, according to Montessori approach, the child should understand the reasons for doing or not doing something. Truly, we all would be more willing to something we understand than something we do not understand. Children are no different, and thus educators should not try to command blindly and expect obedience, but attempt to approach the problem from within. In general, in case a child understands the reasons, there would be no need in disciplining or punishment because the child would simply do (or not do) this particular thing knowingly and without confronting his or her will.

A child’s will is an important determinant of his or her behavior. Those with strong will are likely to be more decisive and not follow what others are doing. They attempt to experience things that adults tell them to be bad or wrong, and they want everything to be “their way.” Strong-will child, however, must not be confused with a defiant child. While defiant children may deny and refuse to do things without a certain formulated reason, strong will children are more likely to have a certain reason. This reason may even be that they simply realize that they are right. Strong will children would state their reason, while defiant children would simply play about and get naughty.

It is important to remember that children are distinctively different from adults not only in their size, but the mentality and the manner of thinking as well. Children by their nature might simply lack some traits that adults have. For instance, it is hard for a three-year old child to be patient or obedient. The absence of certain traits, however, does not mean that a child is bad or good, he or she simply is a child, who is too small to have these traits.

Ultimately, the issue of how to effectively raise a child in a correct way and so that he or she would become a good person would always stay relevant. Maria Montessori has offered a series of new concepts, ideas, methods, and techniques that have helped many educators and children all over the world, including the United States. Montessori philosophy, which is based on the individuality of every child and on liberty, if implemented correctly, can uncover a child’s hidden potential and help him or her become a good person. Maria Montessori has made a great contribution into the world’s pedagogy.

Bibliography

1. Gibson, E. (2006). The Matter of Obedience. Retrieved February 1st, 2006 from http://www.elainegibson.net/parenting/ obedience.html

2. Wikipedia contributors (2006). Montessori method. Wikipedia, The Free Encyclopedia. Retrieved February 1, 2006 from http://en.wikipedia.org/wiki/Montessori_method

3. A Montessori dictionary. (2001). Lake Country School. Retrieved February 1, 2006 from http://lakecountryschool.org/ ParentResources/MontessoriDictionary.html

4. Montessori, M. (1964). Montessori Method. Electronic copy retrieved February 1, 2006 from http://www.geocities.com/ peruzele/TheMontessoriMethod.html
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