Human Tendencies (Montessori): Difference between revisions
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Revision as of 17:57, 17 July 2023
A key principle in Montessori philosophy, Human Tendencies refers to certain predispositions that are considered universal across human beings, irrespective of age, culture, or race.[1] These tendencies have been present since the beginning of the human species and are believed to have an evolutionary origin. Mario Montessori referred to the importance of these tendencies when he stated, "Montessori stresses the need to serve those special traits that have proved to be tendencies of Man throughout his history."[2]
Montessori Quotes
- "We then become witnesses to the development of the human soul; the emergence of the New Man, who will no longer be the victim of events but, thanks to his clarity of vision, will become able to direct and to mould the future of mankind."[3]
- "The child has a mind able to absorb knowledge. He has the power to teach himself."[4]
Research and Critiques
- Pros: The concept of human tendencies highlights the importance of addressing the innate characteristics and drives of individuals in education. It aligns with research on intrinsic motivation and the benefits of aligning education with human nature.[5]
- Cons: Critics suggest that the concept of universal human tendencies may overlook individual, cultural, and contextual differences in learning and development.[6]
Comparisons to Other Methods
Traditional education models often focus on delivering a standardized curriculum, while Montessori education pays attention to innate human tendencies to create an environment that nurtures each child's individual process of development.[7]
See Also
References
- ↑ Montessori, M. (1973). From Childhood to Adolescence. Schocken Books.
- ↑ Montessori, M. M. (1966). Education for Human Development: Understanding Montessori. Schocken Books.
- ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
- ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
- ↑ 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.
