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This 8 page paper discusses the Montessori educational philosophy and how it provides the foundation for practical life activities. Bibliography lists 10 sources.
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8 pages (~225 words per page)
File: KV32_HVmntsri.rtf
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a lecturing teacher is the center of the educational effort. Today, more and more people are looking at the idea of child-centered education; they are decades behind Montessori, who suggested
this at the turn of the 20th century. Discussion Maria Montessori observed the traditional educational system with a great deal of concern for the way it treated both children and
teachers. She referred to the "sorry spectacle of the teacher who, in the ordinary schoolroom, must pour certain cut and dried facts into the heads of the scholars" (Montessori, 1912,
p. 21). If he or she is to succeed in what Montessori calls "this barren task," the teacher "finds it necessary to discipline her pupils into immobility and to force
their attention" (Montessori, 1912, p. 21). This system thus necessitates the use of punishments and rewards to force the students to sit and listen quietly (Montessori, 1912). Her argument
was that this artificial arrangement was difficult for everyone, and that it impeded learning rather than enhancing it. She compares children who win prizes for studying to race horses given
lumps of sugar for running: it is a learned response that has nothing to do with the childs interests or inner life (Montessori, 1912). But if the student is truly
interested in a subject rather than being forced to study it because its in the curriculum, he is very likely to excel: "... a young student may become a great
doctor if he is spurred to his study by an interest which makes medicine his real vocation" (Montessori, 1912, p. 24). This is the heart of her method: letting children
set the agenda. The Montessori educational philosophy is that to be effective, the educational method "must support and address the nature of the child" (Montessori educational philosophy, 2004). The "nature
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