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Montessori's philosophy

Montessori's Spirituality Philosophy

***** 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 otherw*****e, ********** the ages, people have always ********** interested in the ***** nature of the world around them ***** an effort to underst***** what was happening to *****, *****d children are no exception of course. When it comes to the spiritual nature ***** *****, though, there are some profound differences from their adult counterparts that may *****t be readily understood ***** those who have lost the wonder in *****ir lives and who no longer believe ***** 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 and possibly a dead president or *****. One early proponent of recogniz*****g ***** 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 of Childhood in particular, can be used to help educators ***** provide *****ir students with superior learning opportunities and improved academic out*****. A summary of the research and implications for ***** today ***** ********** in the conclusion.

***** ***** Discussion

In spite of her predilection ***** using scientific methods and techniques in educational sett*****gs, Montessori was a firm believer in the spiritual ***** of life as well ***** cited metaphysical reasons for ***** guidance. Her writings are sprinkled with references to the spiritual nature of some feature of ***** human condition supported by a ***** or biologic*****l example. F***** *****, when she advocated a program ***** free lunches for school*****, Montessori provided a rational reason in its support ***** a soci*****l problem-solving perspective, but she also employed a spiritual one as well: "The necessity of eating is itself a proof that the matter of which our body is composed does not endure ***** passes like ***** fleeing moment. And if the substance of ***** bodies ***** in th***** manner, ***** life ***** is only a continual passing away of matter, ***** 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 to help them use their spiritual interpretations ***** the world around them to identify ***** for learning because of the enormous influence *****y have in children's lives.

***** term 'spirituality' 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 the preservation ***** the inner core that holds ***** child's secret ***** a natural and spontaneous desire ***** learn as well ***** a meaningful life later when he/she grows into an adult. She aimed


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