Essay - Montessori's Philosophy Montessori's Spirituality Philosophy Humans are Spiritual Creatures by...

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Montessori's philosophy

Montessori's Spirituality Philosophy

Humans are spiritual creatures by nature. Indeed, one of the distinguishing characteristics ***** humanity is the unswerving belief in things that are intangible, a belief ***** can only be rationalized and supported through faith. Despite enormous differences otherwise, throughout the ages, people have always been interested in the ***** nature of the world around them in an effort to understand what was happening to *****, and children are no exception ***** course. When it comes to the spiritual nature of children, though, ********** are some profound differences from their adult counterparts that may not be readily understood by those who have lost the wonder in *****ir lives and who no longer *****lieve ***** the Easter Bunny and Santa Claus. These are just two of the powerful spiritual characters in many children's lives today, together with various religious figures, cartoon characters ***** possibly a dead president or two. One early proponent of recognizing and using the ***** aspect ***** children in educational settings was Dr. Maria Montessori. This paper provides a critical evaluation of Montessori's contribution to child's spirituality in general and how her recommendations from her book, The Secret ***** Childhood in particular, can be used to help educators today provide *****ir students ***** superior learning opportunities ***** improved academic outcomes. A summary of the research and implications for educators today ***** provided in ***** conclusion.

***** and Discussion

In spite of her predilection for using scientific methods and techniques in educational sett*****gs, Montessori was a firm *****liever in the spiritual nature of life as well ***** cited metaphysical reasons ***** ***** guidance. Her writings are sprinkled with references to the spiritual nature ***** ***** feature of ***** human condition supported by a ***** or biological example. For example, when she advocated a progr*****m for free lunches for schoolchildren, Montessori ***** a rational reason in its support from a social problem-solv*****g perspective, but ***** also employed a spiritual one as well: "The necessity ***** eating is itself a proof that the matter of which our body is composed does not endure ***** passes like the fleeing moment. And if ***** substance of ***** bodies ***** in this manner, if life ***** is only a continual passing away of matter, what greater symbol of its immateriality and its spirituality is there than the dinnertable?" (Montessori, 1913, p. 17). While adults cannot imitate children to good effect (Montessori, 1963, p. 223), they are in an excellent position ***** help them use their spiritual interpretations ***** the ***** around them to identify opportunities for learning because of the enormous influence *****y ***** in ***** lives.

The term '*****ity' c***** mean many things to many people, of course; however, in the instant case, when Montessori talked about nourishing the ***** spirit, she was referring to ***** preservation of the inner core that holds the child's secret for a natural and spontaneous desire to learn as ***** as a meaningful life later when he/she grows into an adult. She aimed


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