Discipline from Within (Montessori): Difference between revisions
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In Montessori education, '''Discipline from Within''' refers to self-discipline, the ability of a child to control their own actions and make positive decisions about their behavior.<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> The order and discipline observed in a well-functioning Montessori classroom is not the result of external controls, rewards, or punishments imposed by the teacher, but rather emerges from within each child. This internal discipline is directly tied to the development of the will. | In Montessori education, '''Discipline from Within''' refers to self-discipline, the ability of a child to control their own actions and make positive decisions about their behavior.<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> The order and discipline observed in a well-functioning Montessori classroom is not the result of external controls, rewards, or punishments imposed by the teacher, but rather emerges from within each child. This internal discipline is directly tied to the development of the will. | ||
== Montessori Quotes == | == Montessori Quotes == <!--T:2--> | ||
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*"Discipline must come through liberty... We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined."<ref>Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.</ref> | *"Discipline must come through liberty... We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined."<ref>Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.</ref> | ||
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*"The liberty of the child should have as its limit the collective interest."<ref>Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.</ref> | *"The liberty of the child should have as its limit the collective interest."<ref>Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.</ref> | ||
== Research and Critiques == | == Research and Critiques == <!--T:5--> | ||
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*'''Pros''': The approach of discipline from within fosters a child's intrinsic motivation, self-regulation, and decision-making skills. Research supports the benefits of this approach, with Montessori students often displaying high levels of self-control and responsibility.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | *'''Pros''': The approach of discipline from within fosters a child's intrinsic motivation, self-regulation, and decision-making skills. Research supports the benefits of this approach, with Montessori students often displaying high levels of self-control and responsibility.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | ||
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*'''Cons''': Critics argue that this approach may not effectively support children who struggle with self-regulation or those who need more explicit behavioral guidance.<ref>Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.</ref> | *'''Cons''': Critics argue that this approach may not effectively support children who struggle with self-regulation or those who need more explicit behavioral guidance.<ref>Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.</ref> | ||
== Comparisons to Other Methods == | == Comparisons to Other Methods == <!--T:8--> | ||
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Many traditional education models rely on external forms of discipline, such as rewards and punishments, in contrast to the Montessori method's emphasis on fostering self-discipline.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref> | Many traditional education models rely on external forms of discipline, such as rewards and punishments, in contrast to the Montessori method's emphasis on fostering self-discipline.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref> | ||
== See Also == | == See Also == <!--T:10--> | ||
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*[[Montessori Method]] | *[[Montessori Method]] | ||
*[[Prepared Environment]] | *[[Prepared Environment (Montessori)]] | ||
*[[Development of the Will]] | *[[Development of the Will (Montessori)]] | ||
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{{Glossary of Montessori Terms}} | |||
== References == <!--T:13--> | |||
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<references/> | <references/> | ||
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Latest revision as of 21:32, 17 July 2023
In Montessori education, Discipline from Within refers to self-discipline, the ability of a child to control their own actions and make positive decisions about their behavior.[1] The order and discipline observed in a well-functioning Montessori classroom is not the result of external controls, rewards, or punishments imposed by the teacher, but rather emerges from within each child. This internal discipline is directly tied to the development of the will.
Montessori Quotes
- "Discipline must come through liberty... We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined."[2]
- "The liberty of the child should have as its limit the collective interest."[3]
Research and Critiques
- Pros: The approach of discipline from within fosters a child's intrinsic motivation, self-regulation, and decision-making skills. Research supports the benefits of this approach, with Montessori students often displaying high levels of self-control and responsibility.[4]
- Cons: Critics argue that this approach may not effectively support children who struggle with self-regulation or those who need more explicit behavioral guidance.[5]
Comparisons to Other Methods
Many traditional education models rely on external forms of discipline, such as rewards and punishments, in contrast to the Montessori method's emphasis on fostering self-discipline.[6]
See Also
Glossary of Montessori Terms
The Glossary of Montessori Terms is a collection of specific terms and vocabulary that are related to the Montessori method of education, primarily focusing on the theory and practice for children aged 3 to 6. The jargon used by Montessori educators offers a unique insight into child development as discussed by Maria Montessori. The 'Montepedia Glossary of Montessori Terms' originated from a glossary that was compiled by the late Annette Haines from the Montessori Training Centre of St. Louis, at the request of Molly O'Shaughnessy from the Montessori Centre of Minnesota. The reason behind the creation of this glossary was to supplement O'Shaughnessy's lecture at the Joint Annual Refresher Course that took place in Tampa, Florida, in February 2001.[7] The glossary has since been expanded and updated with additional 'Montessori Terms'.
- 3-Hour Work Cycle
- Absorbent Mind
- Adaptation
- Adolescence
- Albums
- Advisor
- Analysis of Movement
- Casa dei Bambini
- Children of the Earth
- Children's House
- Choice
- Classification
- Concentration
- Concrete to Abstract
- Control of Error
- Coordination of Movement
- Cosmic Education
- Creativity/Imagination
- Cycle of Activity
- Development of the Will
- Deviations
- Didactic Materials
- Director
- Discipline from Within
- Earth Child
- Elementary Classroom
- Erdkinder
- Exercises of Practical Life
- False Fatigue
- Freedom of Choice
- Freedom within Limits
- Grace and Courtesy
- Great Stories
- Ground Rules
- Guide
- Help from Periphery
- Human Tendencies
- Imagination
- Independence
- Indirect Preparation
- Indirect Presentation
- Isolation of a Difficulty
- Intrinsic Motivation
- Job
- Kinderhaus
- Language Appreciation
- Language Acquisition
- Learning Explosions
- Materials
- Materialised Abstractions
- Mathematical Mind
- Maximum Effort
- Mixed Ages
- Montessori Materials
- Nido
- Montessori Materials
- Normalization
- Obedience
- Peace
- Personality
- Planes of Development
- Points of Interest
- Practical Life
- Phonemic Awareness
- Phonics Instruction
- Phonological Awareness
- Prepared Environment
- Presentation
- Primary Classroom
- Psychic Embryo
- Reading Comprehension
- Repetition
- Respect
- Self-Discipline
- Self-Regulation
- Sensitive Periods
- Sensorial Materials
- Simple to Complex
- Socialization
- Society by Cohesion
- Sound Games
- Three-Hour Work Cycle
- Valorisation
- Vocabulary Enrichment
- Work
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References
- ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
- ↑ Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.
- ↑ Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.
- ↑ Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.
- ↑ Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.
- ↑ Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.
- ↑ Haines, A. (2001). Glossary of Montessori Terms. Montessori Training Centre of St. Louis.
