A Quote by Maria Montessori
An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.
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To affirm life is to deepen, to make more inward, and to exalt the will-to-life. At the same time the man who has become a thinking being feels a compulsion to give every will-to-live the same reverence for life that he gives to his own. He experiences that other life as his own. He accepts as being good: to preserve life, to raise to its highest value life which is capable of development; and as being evil: to destroy life, to injure life, to repress life which is capable of development. This is the absolute, fundamental principle of the moral, and it is a necessity of thought.
Education is the preparation of the individual for reciprocal union with society; the preparation of the individual so that he can help his fellow-men and in return receive and appreciate their help.
I think that listening to music or creating music is a spiritual undertaking, so the process of creating music, you know, involves listening. It involves sensitivity, it involves humility, you know, and then also it's something which is higher than words.
The religious urge in man is not a mere passing phase in the history of his spiritual development, but the ultimate source of all his ethical thought and all his concepts of morality; not the outcome of primitive credulity which a more "enlightened" age could outgrow, but the only answer to a real, basic need of man at all times and in all environments. In another word, it is an instinct.
Education, therefore, is a process of living and not a preparation for future living. Without some goals and some efforts to reach it, no man can live. Education is not preparation for life; education is life itself.
To love is to value. Only a rationally selfish man, a man of self esteem, is capable of love - because he is the only man capable of holding firm, consistent, uncompromising, unbetrayed value. The man who does not value himself, cannot value anything or anyone
The literary scene is filled with young people now, which is a great joy. They seem fully capable of saving the world, as we failed to do when young, though heaven knows we tried.
Development is not about factories, dams and roads. Development is about people. The goal is material, cultural and spiritual fulfilment for the people. The human factor is of supreme value in development.
It is a characteristic of any decaying civilization that the great masses of the people are unconscious of the tragedy. Humanity in a crisis is generally insensitive to the gravity of the times in which it lives. Men do not want to believe their own times are wicked, partly because it involves too much self-accusation and principally because they have no standards outside of themselves by which to measure their times.
In any spiritual undertaking, God's first order of business is to see to the spiritual health of His people.
The United Nations has long recognised that the imagination, ideals and energies of young men and women are vital for the continuing development of the societies in which they live. And since its inception in 1948, AIESEC has contributed to this development by serving as an agent of positive change trough education and cultural exchange.
To assert that it is possible to establish peace between men of different nations is simply to assert that man, whatever his ethnical background, his race, religious beliefs, or philosophy, is capable of reason. Two forces within the individual contribute to the development of his conscience and of his morality: reason and sensitivity.
I regard large inherited wealth as a misfortune, which merely serves to dull men's faculties. A man who possesses great wealth should, therefore, allow only a small portion to descend to his relatives. Even if he has children, I consider it a mistake to hand over to them considerable sums of money beyond what is necessary for their education. To do so merely encourages laziness and impedes the healthy development of the individual's capacity to make an independent position for himself.
A man's knowledge may be said to be mature, in other words, when it has reached the most complete state of perfection to which he, as an individual, is capable of bringing it, when an exact correspondence is established between the whole of his abstract ideas and the things he has actually perceived for himself. His will mean that each of his abstract ideas rests, directly or indirectly, upon a basis of observation, which alone endows it with any real value; and also that he is able to place every observation he makes under the right abstract idea which belongs to it.
Education is a matter of the spirit. No wiser word has been said on the subject, and yet we persist in applying education from without. No one knoweth the things of the man except the spirit of man which is in him; therefore, there is no education but self-education, and as soon as a young child begins his education, he does so as a student. Our business is to give him mind stuff. Both quantity and quality are essential.
The man who is thus outside the confines of every value-combination, and has become the exclusive representative of an individual value, is metaphysically an outcast, for his autonomy presupposes the resolution and disintegration of all system into its individual elements; such a man is liberated from values and from style, and can be influenced only by the irrational.
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