The Epistemology Behind the Educational Philosophy of Montessori: Senses, Concepts, and Choice

Abstract

This article seeks to re-introduce Dr. Maria Montessori’s educational philosophy, which has been absent from modern philosophy of education literature. It describes and analyzes crucial aspects of her epistemology, as best known through her Method. Discussed are the need for early education, the development of the senses, and the exercise of choice by the students. Concept formation is also shown to be an important part of Montessori’s philosophy of instruction. This article concludes with a brief resolution of the “is–ought” objection as framed by Scheffler that might be waged against Montessori’s approach.

The Bases of Montessori Pedagogy as a Facilitating factor for Child Development in Burkina Faso and Spain

“…The second barrier arises when children are placed in traditional educational practices, mostly sitting idle and being submitted to instructions (Colgan, 2016) because teachers have the knowledge constructed in a superior manner (Gattegno, 1970). This education is forced on children as their autonomous will is stultified (Peterson et al, 1993) since they are seen as vessels to fill with information instead of being taught to use their minds.…”

“…This education is forced on children as their autonomous will is stultified (Peterson et al, 1993) since they are seen as vessels to fill with information instead of being taught to use their minds. Furthermore, the organization of school timetables in a sequence of subjects alters a generalized education where knowledge is interdependent (Colgan, 2016); assumptions about what counts as normal development are considered unqualified within curriculum development and international policies (Woodhead, 2006). Holfester (2018) argues that concepts such as textbooks, exams, grades, rewards or punishments only provide a dependent instruction.…”

“…Holfester (2018) argues that concepts such as textbooks, exams, grades, rewards or punishments only provide a dependent instruction. Cooperation rather than competition among children (Colgan, 2016;Gross & Rutland, 2019) should be transmitted to educate for humanity, offering children the right to participate in their educational development as it benefits their social participation processes (Correia et al, 2019;Ongoren & Yazlik, 2019).…”

“…To do so, complex hands-on material and lessons across major topic areas are created for children aged 0 to 12+ years (Montessori, 1994). These activities are based on personal senses, since by acting children turn sensations into perceptions (Colgan, 2016;Gross & Rutland, 2019), and this knowledge is not isolated as pure knowing; it is integrated in a complete activity of cognition and acting within the world (Frierson, 2015).…”

“…Third, learning is encouraged through the use of these materials rather than direct instruction (Colgan, 2016;Montessori, 2019). Montessori witnessed that children could make constructive choices and thrive when given freedom of choice (Colgan, 2016;Gross & Rutland, 2019;Lillard, 2018).…”