A work
in progress edited by Daniel
Schugurensky
Department of Adult Education, Community Development and Counselling Psychology,
The Ontario Institute for Studies in
Education of the University of Toronto (OISE/UT)
This year, Italian educator Maria Montessori had
finally the chance to test her program and ideas with the establishment of the
first children's school, the Casa dei Bambini, which opened in one of the
poorest districts of Rome.
Maria Montessori (1870-1952) devised a method of early childhood education,
whose approach has been refined in countless schools throughout the world. She
developed the principle that was also to inform her general educational program:
first the education of the senses, then the education of the intellect.
Montessori had studied philosophy and psychology and graduated in 1896 from Rome
University Medical School. She was the first Italian woman to qualify as a
physician, and was first appointed assistant doctor at the Rome University
Psychiatric Clinic. She developed an interest in the diseases of children. In
1901, she became Director of the new orthophrenic school, attached to the
University of Rome. The school was formerly used as the asylum for the
"deficient and insane" children of the working class and poor, most of
whom were probably retarded or autistic. She insisted that the staff recognize
her patients' need for stimulation, purposeful activity, and self-esteem.
Her experiences convinced her that children were capable of sustained
concentration. They enjoyed order and prefer work to play. She set up a program
to teach the young children how to care for themselves and their environment.
She initiated a wave of reform in a system that formerly had served merely to
confine mentally handicapped youngsters in empty rooms.
Maria Montessori rapidly became well known. She began to accept speaking
engagements throughout Europe on behalf of the women's movement, peace efforts,
and child labor law reform. In 1904 she became a professor, and occupied the
chair of Anthropology and the Chair of Hygiene at the Magistero Femminile in
Rome, one of the women's colleges in Italy.
The Ministry of Education invited her to give a series of lectures at Rome
University on the education of exceptional children. In these lectures, she set
down the foundations of scientific pedagogy and was subsequently asked by the
state to found and head a school for exceptional children. Montessori's
curriculum included three major types of activity and experience: practical,
sensory, and formal skills and studies. She designed the special materials and
scientifically-prepared environment she deemed essential for her pupils.
She developed a teaching program that enabled 'defective' or 'ineducable'
children to read and write. In the case of the latter she argued for the
development of training for teachers along Froebelian lines (although she also
drew on Rousseau and Pestalozzi) She sought to teach skills not by having
children repeatedly try it, but by developing exercises that would prepare them
for success. These exercises would then be expanded: looking becomes reading;
touching becomes writing.
In the Casa Dei Bambini, the students came from the slums of Rome and were
generally described as disadvantaged. This Children's House and those that
followed were designed to provide a stimulating environment for children to live
and learn, and take responsibility for themselves. An emphasis was placed on
self-determination and self-realization. This entailed developing a concern for
others and discipline and to do this children engaged in exercises in daily
living. These and other exercises were to function like a ladder - allowing the
child to pick up the challenge and to judge their progress. 'The essential thing
is for the task to arouse such an interest that it engages the child's whole
personality' (Maria Montessori - The Absorbent Mind).
In the Casa dei Bambini, the educator served as a director of activities rather
than as a teacher in the conventional sense. Montessori argued that the
educator's job is to serve the child; determining what each one needs to make
the greatest progress, to facilitate the natural process of learning. The
teacher was the 'keeper' of the environment. He or she was to be a trained
observer of children. The activities of the director are geared to each child
rather than to group-centered teaching and learning (here there are a number of
parallels with Dewey). The success of her method then caused her to ask
questions of 'normal' education. She believed she could apply her revolutionary
ideas to the education of the normal child, and to this end she embarked on a
program of intensive studies at Rome University. Dr. Montessori succeeded
brilliantly and received world acclaim.
Many elements of modern education have been adapted from Montessori's theories.
She is credited with the development of the open classroom, individualized
education, manipulative learning materials, teaching toys, and programmed
instruction. In the last thirty-five years educators in Europe and North America
begun to recognize the consistency between the Montessori approach with what we
have learned from research into child development.
Since 1907, Montessori Schools have been established in over fifty countries.
After her death in 1952, her works have achieved greater popularity than ever
before, and the growth of Montessori schools in North America is reaching
phenomenal proportions. Ottawa Montessori Schools have retained the purity of
Dr. Montessori's principles of education. More and more, psychological research
is confirming Montessori's observations about the unfolding of learning in the
child. Her method of instruction was a carefully organized one that followed her
discovery of the patterns of human growth and development.
Between 1912 and the end of her life, she put her ideas into twenty-five books
and pamphlets on various aspects of her educational theory and practice. Of
particular note are Dr. Montessori's writings on Education for Peace that led to
her nomination for the Nobel Peace Prize in 1948. It was Dr. Montessori's belief
that if worldwide peace and harmony were ever to occur, we must start with the
young child. One has only to observe a Montessori class of mixed religions and
ethnic backgrounds all working and socializing in harmony to know this is true.
Today there is a growing consensus among psychologists and developmental
educators that many of her ideas were decades ahead of their time.
Dr. Montessori died and was buried in her adopted country, Holland, in 1952, at
the age of eighty-two. Holland embraced a love of freedom and concern for
education which she particularly valued. Dr. Montessori had a son, Mario
Montessori Sr.
Sources:
http://www.infed.org/thinkers/et-mont.htm, accessed August 2000.
http://www.oms.ottawa.on.ca/epbio.htm , accessed August 2000.
http://www.montessori.org/library/mariawho.htm , accessed August 2000.
http://www.montessori.org/mariawho.htm , accessed August 2000.
Prepared by Alfred Meidow (OISE/UT) Summer 2000
Citation: Author (2000). Title. In Daniel Schugurensky (Ed.), History of Education: Selected Moments of the 20th Century [online]. Available: http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/ (date accessed).
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