A Quote by Maria Montessori
The role of education is to interest the child profoundly in an external activity to which he will give all his potential
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.
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.
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.
Education is identical with helping the child realize his potentialities. The opposite of education is manipulation, which is based on the absence of faith in the growth of potentialities and the connection that a child will be right only if the adults put into him what is desirable and suppress what seems to be undesirable.
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.
Ideal for the child and society in the best of times, Rudolf Steiner's brilliant process of education is critically needed and profoundly relevant now at this time of childhood crisis and educational breakdown. Waldorf Education nurtures the intellectual, psychological and spiritual unfolding of the child. The concerned parent and teacher will find a multitude of problems clearly addressed in this practical, artistic approach.
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.
The animal is one with its life activity. It does not distinguish the activity from itself. It is its activity. But man makes hislife activity itself an object of his will and consciousness. He has a conscious life activity. It is not a determination with which he is completely identified.
I will suggest that the great aim of our education is to bring out of the child who comes into our hands every faculty that he brings with him, and then to try to win that child to turn all his abilities, his powers, his capacities, to the helping and serving of the community which is a part.
No one will lend at a negative interest rate; potential creditors will simply choose to hold cash, which pays zero nominal interest.
If the Liberals' law is passed, will sex education in the schools, including elementary grades, include the same portrayals of sexual activity which presently exist in heterosexual instruction? Will there be the same presentation of homosexual activity? Of course there will.
Step back in time; look closely at the child in the very arms of his mother; see the external world reflected for the first time in the yet unclear mirror of his understanding; study the first examples which strike his eyes; listen to the first words which arouse within him the slumbering power of thought; watch the first struggles which he has to undergo; only then will you comprehend the source of his prejudices, the habits, and the passions which are to rule his life. The entire man, so to speak, comes fully formed in the wrappings of his cradle.
Psychology teaches us at every step that though two types of activity can have the same external manifestation, whether in origin or essence, their nature may differ most profoundly.
It is alone that part of the external universe which we call material which acts on man through his senses - that part of which we ordinarily feel our knowledge to be the surest; but in reality, strangely enough, as will soon appear, this is one of the aspects of the external world, of which we can know nothing.
We do not merely give a religious education because that would seem to imply the possibility of some other education, a secular education, for example. But we hold that all education is divine, that every good gift of knowledge and insight comes from above, that the Lord the Holy Spirit is the supreme educator of mankind, and that the culmination of all education (which may at the same time be reached by a little child) is that personal knowledge of and intimacy with God in which our being finds its fullest perfection.
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