Obedience (Montessori) - Revision history

MontessoriX: Marked this version for translation

2023-07-17T14:56:37Z

Marked this version for translation

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	In Montessori education, '''Obedience''' is viewed as an act of will that develops gradually, manifesting itself "unexpectedly at the end of a long process of maturation."<ref>Montessori, M. (1967). The Discovery of the Child. Ballantine Books.</ref> During this developmental process, young children may show sporadic instances of obedience, but they may not be able to consistently demonstrate obedience. As children's will develops through the exercise of free choice, they start to acquire the self-discipline or self-control necessary for obedience.		In Montessori education, '''Obedience''' is viewed as an act of will that develops gradually, manifesting itself "unexpectedly at the end of a long process of maturation."<ref>Montessori, M. (1967). The Discovery of the Child. Ballantine Books.</ref> During this developmental process, young children may show sporadic instances of obedience, but they may not be able to consistently demonstrate obedience. As children's will develops through the exercise of free choice, they start to acquire the self-discipline or self-control necessary for obedience.

	== Montessori Quotes ==		== Montessori Quotes == <!--T:2-->

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	*"The first essential for the child’s development is concentration. The child who concentrates is immensely happy."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref>		*"The first essential for the child’s development is concentration. The child who concentrates is immensely happy."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref>

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	*"The child’s development follows a path of successive stages of independence, and our knowledge of this must guide us in our behaviour towards him. We have to help the child to act, will and think for himself."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref>		*"The child’s development follows a path of successive stages of independence, and our knowledge of this must guide us in our behaviour towards him. We have to help the child to act, will and think for himself."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref>

	== Research and Critiques ==		== Research and Critiques == <!--T:5-->

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	*'''Pros''': Montessori's view on obedience aligns with developmental psychology that sees self-regulation and self-discipline as skills that develop over time with maturation and practice. The Montessori approach encourages this growth through environments that balance freedom and structure.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref>		*'''Pros''': Montessori's view on obedience aligns with developmental psychology that sees self-regulation and self-discipline as skills that develop over time with maturation and practice. The Montessori approach encourages this growth through environments that balance freedom and structure.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref>

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	*'''Cons''': Critics suggest that the emphasis on internal obedience might downplay the importance of external rules and social norms. Also, some children may need more explicit guidance and clear expectations to develop self-regulation skills.<ref>Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.</ref>		*'''Cons''': Critics suggest that the emphasis on internal obedience might downplay the importance of external rules and social norms. Also, some children may need more explicit guidance and clear expectations to develop self-regulation skills.<ref>Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.</ref>

	== Comparisons to Other Methods ==		== Comparisons to Other Methods == <!--T:8-->

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	Unlike traditional models that often enforce obedience through external rewards and punishments, Montessori education encourages the development of inner obedience through the exercise of free choice and self-regulated behaviour.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref>		Unlike traditional models that often enforce obedience through external rewards and punishments, Montessori education encourages the development of inner obedience through the exercise of free choice and self-regulated behaviour.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref>

	== See Also ==		== See Also == <!--T:10-->

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	*[[Montessori Method]]		*[[Montessori Method]]
	*[[Prepared Environment (Montessori)]]		*[[Prepared Environment (Montessori)]]
	*[[Freedom within Limits (Montessori)]]		*[[Freedom within Limits (Montessori)]]

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	{{Glossary of Montessori Terms}}		{{Glossary of Montessori Terms}}

	== References ==		== References == <!--T:13-->

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MontessoriX at 14:56, 17 July 2023

2023-07-17T14:56:10Z

← Older revision		Revision as of 21:56, 17 July 2023
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			<translate>
	In Montessori education, '''Obedience''' is viewed as an act of will that develops gradually, manifesting itself "unexpectedly at the end of a long process of maturation."<ref>Montessori, M. (1967). The Discovery of the Child. Ballantine Books.</ref> During this developmental process, young children may show sporadic instances of obedience, but they may not be able to consistently demonstrate obedience. As children's will develops through the exercise of free choice, they start to acquire the self-discipline or self-control necessary for obedience.		In Montessori education, '''Obedience''' is viewed as an act of will that develops gradually, manifesting itself "unexpectedly at the end of a long process of maturation."<ref>Montessori, M. (1967). The Discovery of the Child. Ballantine Books.</ref> During this developmental process, young children may show sporadic instances of obedience, but they may not be able to consistently demonstrate obedience. As children's will develops through the exercise of free choice, they start to acquire the self-discipline or self-control necessary for obedience.

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	*[[Montessori Method]]		*[[Montessori Method]]
	*[[Prepared Environment]]		*[[Prepared Environment (Montessori)]]
	*[[Freedom within Limits]]		*[[Freedom within Limits (Montessori)]]

			{{Glossary of Montessori Terms}}

	== References ==		== References ==

	<references/>		<references/>
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MontessoriX: Initial release

2023-07-17T09:24:50Z

Initial release

New page

In Montessori education, '''Obedience''' is viewed as an act of will that develops gradually, manifesting itself "unexpectedly at the end of a long process of maturation."<ref>Montessori, M. (1967). The Discovery of the Child. Ballantine Books.</ref> During this developmental process, young children may show sporadic instances of obedience, but they may not be able to consistently demonstrate obedience. As children's will develops through the exercise of free choice, they start to acquire the self-discipline or self-control necessary for obedience.

== Montessori Quotes ==

*"The first essential for the child’s development is concentration. The child who concentrates is immensely happy."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref>

*"The child’s development follows a path of successive stages of independence, and our knowledge of this must guide us in our behaviour towards him. We have to help the child to act, will and think for himself."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref>

== Research and Critiques ==

*'''Pros''': Montessori's view on obedience aligns with developmental psychology that sees self-regulation and self-discipline as skills that develop over time with maturation and practice. The Montessori approach encourages this growth through environments that balance freedom and structure.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref>

*'''Cons''': Critics suggest that the emphasis on internal obedience might downplay the importance of external rules and social norms. Also, some children may need more explicit guidance and clear expectations to develop self-regulation skills.<ref>Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.</ref>

== Comparisons to Other Methods ==

Unlike traditional models that often enforce obedience through external rewards and punishments, Montessori education encourages the development of inner obedience through the exercise of free choice and self-regulated behaviour.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref>

== See Also ==

*[[Montessori Method]]
*[[Prepared Environment]]
*[[Freedom within Limits]]

== References ==

<references/>