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 that can only be rationalized and supported through faith. Despite enormous differences otherw*****e, ********** the ages, people have always *****en interested in the ***** nature of the world around them ***** an effort to underst*****d what was happening to *****, and children are no exception ***** course. When it comes to the spiritual nature of *****, though, ********** are some profound differences from their adult counterparts that may not be readily understood ***** those who ***** lost the wonder in their 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, toge*****r with various religious figures, cartoon characters ***** possibly a de*****d president or *****. One early proponent of recognizing and using the ***** aspect of children in educational settings was Dr. Maria Montessori. This paper provides a critical evaluation of Montessori's contribution to child's spirituality in general ***** how her recommendations from her book, The Secret of Childhood ***** particular, can be used to help educa*****rs ***** provide their students ***** superior learning opportunities and improved academic outcomes. A summary of the research and implications for educators today ***** provided in ***** conclusion.

Review ***** Discussion

In spite of her predilection for using scientific methods and techniques in ***** settings, Montessori was a firm *****liever in the spiritual ***** of life as well and cited metaphysical re*****ons for her guidance. Her writings are sprinkled with references to the ***** nature ***** ***** feature of the human condition supported by a ***** or biological example. F***** *****, when she advocated a progr*****m for free lunches for school*****, Montessori provided a rational reason in its support from a soci*****l problem-solv*****g perspective, but she also employed a spiritu*****l 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 ***** our bodies passes in th***** manner, if life ***** is only a continual passing away of matter, ***** greater symbol of its immateriality and its spirituality is *****ere 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 they have in ***** lives.

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

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