The Montessori Method
Individualised learning and the Montessori Method
I am reading The Montessori Method, by Maria Montessori. It has been interesting because, though I find her method clearly very effective wherever it is implemented, I did initially struggle with the level of focus on the individual, rather than group learning and games.
There is a growing chasm: between those who would like children to learn most academic content online, that is to say, relatively theoretical learning, or in group games; and those who would allow active exploration and self discovery. Individuals, groups and systems are gradually sliding towards one or the other.
Homeschool v Classroom approach
The Montessori Method seems to be largely about facilitating an environment and resources that allow each individual to absorb in their own learning journey, with their own initiative, choice and interest. They are encouraged to freely immerse themselves in their chosen task for discovery. This appears to be a stark contrast to most current classroom environments, which follow the trend of imaginative group games, teacher led teaching, entertainment in the classroom and formal, prescribed learning.
Self absorbed learning?
However, I have faltered a bit at the idea of such self ‘absorbed’ learning. There is a bit of a pedestal of the ‘self’ that I struggled with. The abandon of group opportunities in games, music, drama and sport is something that I am keenly aware that my children have much less on in our homeschool set up. These opportunities crop up in extra curricular activities like sport, scouting groups and youth groups. At home though, any group efforts are child initiated collaborations. Until now, I have always seen this as one of the ‘cons’ in the pros and cons of homeschooling.
Then there is the question of whether we are setting a good example by encouraging the children to so freely walk away from the community obligatory ‘education’ ritual. Is choosing individual freedom – total absorption in individualistic interest totally acceptable?
The balance of the classroom
The more I have tussled with this focus on the individual, versus socially grouped learning, the more I am seeing a pattern emerge. One pattern that comes up in most current schools is the model fit in a triangle, with the individual, the pupil, as the root, and the rest of the surrounding society and influence balances on top of the this, the individual. This triangle balances on its vertex, the individual, the pupil, all aspiring to the same result, and all in competition with one another.
And conversely, the individual is placed at the very foundation of the triangle. As we bring up children in a fractured social structure, lacking roots or harmony of understanding, with no common faith, nor common view of a community, the triangle is turning upside down with the individual as the base, the apparent foundation.
It is not just unbalanced, it’s also unattainable for the individual to hold the weight. It’s just too heavy.
The balance of the Montessori Method
There is a completely opposite model available as described by The Montessori Method. Here, the pupil is encouraged to learn and discover, often individually, sometimes socially, and learn through their own discovery – through their own passions and talents. This is as the apex of the triangle. But this apex, like an iceberg, sits on the much broader context, and a deep understanding of community, belonging and service. Children benefit from being taught that they all individually have something to offer, and to value that in one another.
How does the triangle sit?
The school tends towards adult directed authority, balanced on top of child led influence (for the adults and the children). This alternative suggests adult influence in tandem with child autonomy. And I must admit, it is resulting in improved behaviour already.
Trying out choice and autonomy in children’s learning and skill building
It is wonderfully refreshing, and highly inspiring as I give up the act of dishing out worksheets to my own children, and I see how quickly they begin to help themselves to more and more learning and discovery. They use sink into books and pull out raw materials that I am beginning to set out for them as options. They deeply explore in a way that I could not have required them to.
Of course, I must say at this point that this is not the fullness of the Montessori Method at all. But it does step well away from common teaching methods. Yes we have stepped away from the wider community, but conversely they are more able to contribute in the community.
I think of what we have walked away from, the visible effects it was having on my children, and where they are at now. They are now more vibrant, open to contribution, and confident than they have ever been since before they started in the education system at 3 years old.
Reconnecting, finding roots in the community
This method of individually focusing on a chosen task at hand does not need to be a challenge to their ability to contribute socially, but quite the opposite. Our efforts individually in our surroundings is part of the process of contributing, and collaborating, within a wider collective.
Activities like cooking, serving, looking after the animals, gardening, harvesting, building, tidying, washing the windows are all contributions that our children truly enjoy offering. The importance of contribution, feeling capable for this cause and confident in self ability, seems to be vital in the process and zest for education, and for broadening horizons for opportunities.
Educational surroundings
Surroundings are to be a critical part of providing an education space for children. Physical surroundings, providing a warm space with resources designed for creativity and exploration is of course vital.
But the social surroundings where the child is aware of a larger, hierarchical construct than themselves is essential for one who is allowed to explore deeply in such an individualistic way. It is in this way that the individual can function, with a foundation built upon a common togetherness with those around them.
I’m not making this up on my own – I am greatly inspired by many of Jordan Peterson’s talks and. podcasts, where I believe he makes many science based, logical and empirical observations on cultures, community and behaviour. It is because of his views on complying with the community we live in, in stark contrast with the importance of using your voice and speaking your truth, that I feel confident to voice these sweeping statements: We can confidently set ourselves apart with a new voice, or intention for the education of our children, if they remain grounded in a hierarchical social construct, wider than themselves.
A gift to offer, and somewhere to give it
One thing I hear quite a bit when I’m looking into Montessori inspired schools, is the influence of the ethos that every child is completely unique, worthy, and individually has something to offer to the world that no-one else can. It’s interesting to me to shift the focus from the uniqueness of each individual, to the context of that statement, that they may deeply desire to have a place in the world.
The pinnacle of the triangle in the Montessori Method may be the individual, but the deep and vast foundation of the triangle is far broader than that – it stretches through family, community and faith, truth and Love. This is so that the abilities and achievements of the individual may seem like the peak of the mountain, but they build upon service to those surrounding us, and the choices we make around them. They are the scope of the iceberg.
Why do I say all this? I feel strongly that this triangle model, I believe with community and Christianity as the deep foundation and base of the triangle, has to shape the ethos of a good education.
Children must be encouraged to contribute right from the start, with offerings that benefit and can be appreciated. It builds them up! They grow in self confidence not in what we can do for them, but in what they can do for themselves. They can serve one another. They can support and inspire one another.
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