Maria Montessori Quotes About Environment
-
... 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.
→ -
Environment is undoubtedly a secondary factor in the phenomena of life; it can modify in that it can help or hinder, but it can never create.
→ -
When a child is given a little leeway, he will at once shout, "I want to do it!" But in our schools, which have an environment adapted to children's needs, they say, "Help me to do it alone." And these words reveal their inner needs.
→ -
The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. It’s influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.
→ -
The child can only develop fully by means of experience in his environment. We call such experience 'work'.
→ -
Growth and psychic development are therefore guided by: the absorbent mind, the nebulae and the sensitive periods, with their respective mechanisms. It is these that are hereditary and characteristic of the human species. But the promise they hold can only be fulfilled through the experience of free activity conducted in the environment.
→ -
There should be music in the child's environment, just as there does exist in the child's environment spoken speech. In the social environment the child should be considered and music should be provided.
→ -
The aim of education should not be to teach how to use human energies to improve the environment, for we are finally beginning to realize that the cornerstone of education is the development of the human personality, and that in this regard education is of immediate importance for the salvation of mankind.
→ -
The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
→ -
The child has a different relation to his environment from ours... the child absorbs it. The things he sees are not just remembered; they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear.
→ -
Red RodsBefore elaborating any system of education, we must therefore create a favorable environment that will encourage the flowering of a child's natural gifts. All that is needed is to remove the obstacles. And this should be the basis of, and point of departure for, all future education. The first thing to be done, therefore, is to discover the true nature of a child and then assist him in his normal development.
→ -
The child should live in an environment of beauty.
→ -
Sometimes very small children in a proper environment develop a skill and exactness in their work that can only surprise us.
→ -
We must, therefore, quit our roles as jailers and instead take care to prepare an environment in which we do as little as possible to exhaust the child with our surveillance and instruction
→ -
If education recognizes the intrinsic value of the child's personality and provides an environment suited to spiritual growth, we have the revelation of an entirely new child whose astonishing characteristics can eventually contribute to the betterment of the world.
→ -
...we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
→ -
The exercises of practical life are formative activities, a work of adaptation to the environment. Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.
→ -
Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.
→ -
There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for the individuals within it, which comes through experience of freedom within the community.
→ -
How does he achieve this independence? He does it by means of a continuous activity. How does he become free? By means of constant effort. we know that development results from activity. The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
→ -
The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent of teacher, who should remain a quiet observer of all that happens.
→ -
The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
→ -
The adult works to improve his environment while the child works to improve himself.
→ -
To assist a child we must provide him with an environment which will enable him to develop freely.
→ -
The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
→ -
Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.
→ -
The work of education is divided between the teacher and the environment.
→
Related Authors
-
Paulo Freire Educator -
Howard Gardner Psychologist -
John Dewey Philosopher -
Baron de Montesquieu Author -
Jean Piaget Psychologist -
Michel de Montaigne Writer -
Janusz Korczak Educator -
Larry Page Business magnate -
John Locke Philosopher -
John Amos Comenius Writer -
Jean-Jacques Rousseau Philosopher -
Johann Heinrich Pestalozzi Educator -
Sergey Brin Computer Scientist -
Rudolf Steiner Philosopher -
Lev S. Vygotsky Psychologist -
Alexander Sutherland Neill Educator -
William James Philosopher -
Friedrich Frobel Pedagogue -
Charles Sanders Peirce Philosopher -
Ayn Rand Novelist