A Quote by Maria Montessori
The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
Related Quotes
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.
...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 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.
Neither fear nor self-interest can convert the soul. They may change the appearance, perhaps even the conduct, but never the object of supreme desire... Fear is the motive which constrains the slave; greed binds the selfish man, by which he is tempted when he is drawn away by his own lust and enticed (James 1:14). But neither fear nor self-interest is undefiled, nor can they convert the soul. Only charity can convert the soul, freeing it from unworthy motives.
The role of education is to interest the child profoundly in an external activity to which he will give all his potential
Plato defined a slave as one who accepts from another the purposes which control his conduct. This condition obtains even where there is no slavery in the legal sense. It is found wherever men are engaged in activity which is socially serviceable, but whose service they do not understand and have no personal interest in.
Where it is in his own interest, every organism may reasonably be expected to aid his fellows. Where he has no alternative, he submits to the yoke of communal servitude. Yet given a full chance to act in his own interest, nothing but expediency will restrain him from brutalizing, from maiming, from murdering his brother, his mate, his parent, or his child. Scratch an 'altruist' and watch a 'hypocrite' bleed.
A father's interest in having a child--perhaps his only child--may be unmatched by any other interest in his life. It is truly surprising that the state must assign a greater value to a mother's decision to cut off a potential human life by abortion than to a father's decision to let it mature into a live child.
For all his understanding of worldly concerns, when it came to fathoming the deeper meaning of his own furious activity, Sir Bob displayed the sort of laziness for which he himself had no patience in others. He appeared to have only a passing interest in the overall purpose of his financial accumulation.
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.
Education must provide the opportunities for self-fulfillment; it can at best provide a rich and challenging environment for the individual to explore, in his own way.
There are three kinds of praise, that which we yield, that which we lend, and that which we pay. We yield it to the powerful from fear, we lend it to the weak from interest, and we pay it to the deserving from gratitude.
Bring the child to the consciousness of his own dignity, and he will be free. We see no limit to what should be offered to the child, for his will be an immense field of chosen activity.
With only one life to live we can't afford to live it only for itself. Somehow we must each for himself, find the way in which we can make our individual lives fit into the pattern of all the lives which surround it. We must establish our own relationships to the whole. And each must do it in his own way, using his own talents, relying on his own integrity and strength, climbing his own road to his own summit.
Utopia is a meta-utopia: the environment in which Utopian experiments may be tried out; the environment in which people are free to do their own thing; the environment which must, to a great extent, be realized first if more particular Utopian visions are to be realized stably.
It must inquire not merely about the circumstances of the time in general, but in particular about the writer's position with regard to these things, the interests and motives, the leading ideas of his literary activity.
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