A Quote by Maria Montessori

But an adult if he is to provide proper guidance, must always be calm and act slowly so that the child who is watching him can clearly see his actions in all their particulars.
A child is an eager observer and is particularly attracted by the actions of the adults and wants to imitate them. In this regard an adult can have a kind of mission. He can be an inspiration for the child's actions, a kind of open book wherein a child can learn how to direct his own movements. But an adult, if he is to afford proper guidance, must always be calm and act slowly so that the child who is watching him can clearly see his actions in all their particulars.
As the creative adult needs to toy with ideas, the child, to form his ideas, needs toys--and plenty of leisure and scope to play with them as he likes, and not just the way adults think proper. This is why he must be given this freedom for his play to be successful and truly serve him well.
The particulars of life do not matter to the artist; they merely provide him with the opportunity to lay bare his genius.
The community must assume responsibility for each child within its confines. Not one must be neglected whatever his condition. The community must see that every child gets the advantages and opportunities which are due him as a citizen and as a human being.
The appeal of science fiction has always been its iconoclasm . . . But in order to be an iconoclast, an author must be more than merely aware of the idol he wishes to destroy. He must be intimate with it and understand it in all its aspects. This means that he must have devoted serious thought to it, and have beliefs of his own which will stand up in the place of the broken idol. In other words, any child can complain, but it takes an adult to clash with accepted beliefs . . . an adult with ideas.
If you feel an aversion to a person--that is, an unexplainable feeling of dislike or distaste for him--it is the most dangerous time for a proper opinion of him, his character, or his actions. Any judgment you pass upon him at such a time is bound to be unfair.
The Judo pupil, therefore, must cultivate his mind; he must never feel fear, never lose his temper, never be off his guard; but he must be cool and calm, though not absent-minded; he must act as quick as thought, according to circumstances. He must also be dexterous as well as bold both in attack and in defense.
Man's mind is his basic tool of survival. Life is given to him, survival is not. His body is given to him, its sustenance is not. His mind is given to him, its content is not. To remain alive, he must act, and before he can act he must know the nature and purpose of his action...To remain alive, he must think.
I know that the right kind of leader for the Labour Party is a desiccated calculating machine who must not in any way permit himself to be swayed by indignation. If he sees suffering, privation or injustice he must not allow it to move him, for that would be evidence of the lack of proper education or of absence of self-control. He must speak in calm and objective accents and talk about a dying child in the same way as he would about the pieces inside an internal combustion engine.
A working definition of fathering might be this: fathering is the act of guiding a child to behave in ways that lead to the child's becoming a secure child in full, thus increasing his or her chances of being happy and fruitful as a young adult.
In the Small group the individual can know the effects of his actions on his several fellows, and the rules may effectively forbid him to harm them in any manner and even require him to assist them in specific ways. In the Great Society many of the effects of a person's actions on various fellows must be unknown to him. It can, therefore, not be the specific effects in the particular case, but only rules which define kinds of actions prohibited or required, which must serve as guides to the individual.
The experience of a sense of guilt for wrong-doing is necessary for the development of self-control. The guilt feelings will laterserve as a warning signal which the child can produce himself when an impulse to repeat the naughty act comes over him. When the child can produce his on warning signals, independent of the actual presence of the adult, he is on the way to developing a conscience.
The ordinary adult never gives a thought to space-time problems ... I, on the contrary, developed so slowly that I did not begin to wonder about space and time until I was an adult. I then delved more deeply into the problem than any other adult or child would have done.
To assist a child we must provide him with an environment which will enable him to develop freely.
Man's mind is his basic tool of survival. Life is given to him, survival is not. His body is given to him, its sustenance is not. His mind is given to him, its content is not. To remain alive, he must act, and before he can act he must know the nature and purpose of his action. He cannot obtain his food without a knowledge of food and of the way to obtain it. He cannot dig a ditch-or build a cyclotron-without a knowledge of his aim and of the means to achieve it. To remain alive, he must think
The fundamental basis of education must always remain that one must act for oneself. That is clear. One must act for him or herself.
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