Maria Montessori

Problem-based learning and management development – Empirical and theoretical considerations

“…Additionally, a Montessorian focus on intrinsic vs. extrinsic motivation for learning (Crain, 2004) and the distinction between explicit and implicit knowledge (Brownell & Jameson, 2004) might also be fruitful alternative outcome measures when assessing problem-based learning. One can imagine comparing the acquisition of explicit, factual knowledge and implicit or tacit, procedural knowledge between problem-based learning and traditional, lecture-based instruction.…”

“…Additionally, the Montessorian approach emphasizes the social nature of learning (Crain, 2004). In the traditional Montessorian classroom, students are mixed in terms of age, experience, skill, and ability.…”

“…The basic underlying ethos of the Montessorian approach is that the instructor follows the student, rather than the student following the instructor (Crain, 2004). Education must be tailored to the unique and natural developmental needs of the learner.…”

“…The traditional approach to education focuses on the student performing in order to receive external rewards or avoid punishments for performance: awards, grades, praise, or criticism (Crain, 2004). The Montessorian approach to education focuses on the intrinsic motivation of self-directed learning, and self-discovery of skills and abilities.…”

“…Given this, the goal of the instructor is to provide these activities and allow the student's inner force to guide the student to learn. The instructor must trust the student to freely choose to engage with the activity and work independently on the activity, realizing underlying skills and abilities in the process (Crain, 2004).…”