Maria Montessori Quotes - Page 12

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• The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.

  Maria Montessori

  Children, Punishment, Effort

  Maria Montessori (2012). “The Montessori Method”, p.21, Courier Corporation

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• Education, as conceived today, is something separated both from biological and social life.

  Maria Montessori

  Today, Social, Social Life

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• Mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.

  Maria Montessori

  Educational, Practice, Ideas

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• Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.

  Maria Montessori

  Children, Years, Mind

  Maria Montessori (2013). “The Absorbent Mind”, p.148, Simon and Schuster

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• Happiness is not the whole aim of education. A man must be independent in his powers and character; able to work and assert his mastery over all that depends on him.

  Maria Montessori

  Character, Independent, Men

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• To give a child liberty is not to abandon him to himself.

  Maria Montessori

  Children, Giving, Liberty

  Maria Montessori (1970). “The child in the family”, Contemporary Books

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• Education demands, then, only this: the utilization of the inner powers of the child for his own instruction.

  Maria Montessori

  Children, Demand, Instruction

  Maria Montessori (1970). “The child in the family”, Contemporary Books

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• If I am going up a ladder, and a dog begins to bite at my ankles, I can do one of two things - either turn round and kick out at the it, or simply go on up the ladder. I prefer to go up the ladder!

  Maria Montessori

  Dog, Two, Challenges

  MARIA MONTESSORI “HER LIFE AND WORK”

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• An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.

  Maria Montessori

  Children, Educational, Training

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• ... the first thing his education demands is the provision of an environment in which he can develop the powers given him by nature. This does not mean just to amuse him and let him do what he likes. But it does mean that we have to adjust our minds to doing a work of collaboration with nature, to being obedient to one of her laws, the law which decrees that development comes from environmental experience.

  Maria Montessori

  Mean, Independent, Law

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• But if for the physical life it is necessary to have the child exposed to the vivifying forces of nature, it is also necessary for his psychical life to place the soul of the child in contact with creation.

  Maria Montessori

  Children, Soul, Creation

  Maria Montessori, Gerald Lee Gutek (2004). “The Montessori Method: The Origins of an Educational Innovation : Including an Abridged and Annotated Edition of Maria Montessori's The Montessori Method”, p.145, Rowman & Littlefield

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• The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher; this is the book which must inspire her actions . . .

  Maria Montessori

  Teacher, Children, Book

  Maria Montessori (2003). “The Montessori Method”, p.78, Barnes & Noble Publishing

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• It is easy to substitute our will for that of the child by means of suggestion or coercion; but when we have done this we have robbed him of his greatest right, the right to construct his own personality.

  Maria Montessori

  Children, Mean, Personality

  MARIA MONTESSORI “HER LIFE AND WORK”

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• What advice can we give to new mothers? Their children need to work at an interesting occupation: they should not be helped unnecessarily, nor interrupted, once they have begun to do something intelligent.

  Maria Montessori

  Mother, Children, Intelligent

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• Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.

  Maria Montessori

  Children, Independent, Independence

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• Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.

  Maria Montessori

  Children, Adults, Conflict

  "The Secret of Childhood" by Maria Montessori, Ch. 2, 1936.

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• He who experiments must, while doing so, divest himself of every preconception. It is clear then that if we wish to make use of a method of experimental psychology, the first thing necessary is to renounce all former creeds and to proceed by means of the method in the search for truth.

  Maria Montessori

  Mean, Psychology, Wish

  Maria Montessori (2012). “The Montessori Method”, p.29, Courier Corporation

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• The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects; it is the child who is active, and not the teacher.

  Maria Montessori

  Teacher, Children, Teaching

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• The human hand allows the mind to reveal itself.

  Maria Montessori

  Hands, Mind, Humans

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• Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.

  Maria Montessori

  Adults, Environment, Missions

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• The more perfect the approximation to truth, the more perfect is art.

  Maria Montessori

  Art, Perfect, Perfection

  Maria Montessori, F. Simmonds (trans.) (2008). “Spontaneous Activity in Education”, p.197, Lulu.com

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• The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.

  Maria Montessori

  Teacher, Lying, Desire

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• Culture and education have no bounds or limits; now man is in a phase in which he must decide for himself how far he can proceed in the culture that belongs to the whole of humanity.

  Maria Montessori

  Men, Humanity, Culture

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• A great deal of time and intellectual force are lost in the world, because the false seems great and the truth so small and insignificant.

  Maria Montessori

  Intellectual, Nihilism, World

  Maria Montessori (2013). “The Montessori Reader”, p.189, Simon and Schuster

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• Order is ... the true key to rapidity of reaction.

  Maria Montessori

  Keys, Order, Reactions

  Maria Montessori (2014). “Spontaneous Activity in Education”, p.93, Montessori Helper

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