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


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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 th*****gs that are intangible, a belief ***** can only be rationalized and supported through faith. Despite enormous differences otherw*****e, *****out the ages, people have always been interested in the spiritual nature of the world around them ***** an effort to underst***** what was happening to *****, *****d children are no exception ***** course. When it comes to the ***** nature of *****, though, there are some profound ***** from their adult counterparts that may not be readily understood ***** those who have lost the wonder in *****ir lives and who no longer *****lieve in the Easter Bunny and Santa Claus. These are just two of the powerful spiritual characters ***** many children's lives today, toge*****r 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, ***** be used to help educators ***** provide *****ir students ***** superior learning opportunities and improved academic out*****. A summary of the research and implications for educators today are provided in ***** conclusion.

Review ***** Discussion

In spite of her predilection for using scientific methods and techniques in educational settings, Montessori was a firm *****liever in the spiritual ***** of life as well and cited metaphysical re*****ons for her guidance. Her writ*****gs are sprinkled with references to the spiritual nature of some feature of ***** human condition supported by a scientific or biologic*****l example. For example, when she advocated a program for free lunches for school*****, Montessori ***** a rational reason in its support ***** a social problem-solving perspective, but she 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 but passes like the fleeing moment. And if the substance of ***** bodies passes in this manner, ***** life ***** is only a continual passing away of matter, ***** greater symbol of its immateriality and its spirituality is ***** 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 of the world around them to identify opportunities for learning because ***** the enormous influence they have in children's lives.

***** term 'spirituality' can mean many things to many people, of course; however, in the instant case, when Montessori talked ab***** nour*****hing the child's spirit, she ***** referring to the preservation ***** the inner core that holds the child's secret ***** a natural and spontaneous desire to learn as well as a meaningful life later when he/she grows into an adult. She aimed

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