Authentic Montessori

What do you think makes for authentic Montessori? What do you think are the top 5 non-negotiable for authentic Montessori? Is authentic Montessori even possible?

Here is my short paper on the subject.

Authentic Montessori through Faithful Teachers

Pauline Meert

EDUC 6210- Analysis of Contemporary Issues

Submitted to Sandra Weiner Andrew

Center for Contemporary Montessori Programs

St. Catherine University

September 14, 2013

In the year 1906, the first Montessori school opened its doors, and an international phenomenon began. 107 years later the education community is still learning about Maria Montessori’s method and discoveries. As Montessori teachers, we are also continuing to absorb the depth of her philosophy and grapple with the question, what is authentic Montessori. This question can be seen through various lenses and has been addressed by many professionals. To answer this question, first, we must determine whether Montessori education is relevant to the 21^st century and if so, can this century old method be used without becoming watered down. From there, we can begin to decide what essential components are necessary for Montessori to remain authentic and what role the teacher plays in this endeavor.

In over a century, our culture has considerably changed. One of the most noticeable differences is seen through technology and how it allows us to be more connected than ever before. This has created many changes on how we function as a society. In the article, Is Montessori Ready for the Obama Generation?, Mark Powell illustrates how our culture has changed through “global interdependence”, “global competition”, “ubiquitous information”, and “workplace innovation”, and how it is critical for our education system to create an environment of interactive learning to prepare students for jobs which have yet to be imagined (2009). Powell argues that the model of Montessori education is the ideal system to enable students to learn interactively. It also meets 21^st century learning objectives such as hands on learning, collaborating, and allowing children to go at their own pace (2009). 

The objectives for 21^st century learning clearly match the method of education Maria Montessori began over a hundred years ago. Based on this we can conclude that yes, Montessori education is very much relevant today and is a perfect format for allowing children to learn and grow at their own pace and through real experiences. Our next issue now comes with keeping true to method. Jerry Abraham (2012) reminds us of how easily Montessori education can vary due to the many influences on each individual school. Parents, teachers, and administrators each brings a unique understanding of what Montessori education means. Montessori, wanting to allow her method to be accessible, never trademarked her work making it available to all (2002). While this has allowed for a unique variety in schools, it has also created disagreements on what is essential and what is it not.  Powell reminds us of the importance of uniting and working as a whole in order to build up authentic Montessori (2009). We cannot let disagreements divide us. As John Blessington reminds us, we should instead be learning from each other and be challenged to better ourselves (2004). By doing this, we can strengthen our teaching and learn from each other in order to remain centered on the philosophy and the children.

While it is true that each school, each teacher interprets Montessori education in a unique way, there are core elements of the philosophy that are non-negotiable. In the article “Finding the Right School” (2002) we read an in-depth analysis of the various components needed for a Montessori environment to be “just right”.  It provides concrete examples of what some of these non-negotiable elements are, such as, the scarcity of desks, the full range of Montessori materials, the ratio of children of both genders and mixed ages, and the overall atmosphere of the classroom (2002). Most Montessorians agree that these elements are important and crucial to the success of a classroom. However, we must dig deeper to find what truly makes a classroom authentic.

In his video lecture Authentic Montessori, M. J. Dorer (2008) tells us the story of how a teacher was able to create a Montessori school in the depth of Africa where materials could not be purchased from a high quality store. This story illustrates clearly how Montessori is more than just about its physical aspects. He also defines the term authentic as per the dictionary as something which is true to its original form (2008). We could look at Montessori education’s original form in two ways. One way would be in the concrete and physical aspect, where a classroom would need to be identical to Maria’s original school, with the same number of students, exact materials, and identical routine. Another way would be through its fidelity to the philosophy. The philosophy is far more abstract and hard to grasp, but it is where the heart of Montessori education can be found. By following the philosophy, all other concrete aspects will follow. This can only be done if the teacher is knowledgeable and faithful to the philosophy.

Tim Seldin (2006) clearly illustrates how each one of us interprets Montessori’s method in a unique way making it difficult to define what is purely true to the original form. Seldin notes how “the only truly authentic Montessorian was Dr. Maria Montessori herself.” (2006). While it is true that we may never be as Montessori as Maria was, we must always thrive to understand and practice her philosophy of guiding “…the “teacher within” the child.” (x, 1998) to the best of our abilities. It is when teachers remain faithful to this core of the philosophy that authentic Montessori can happen.

As we can see, the Montessori Method is still relevant to this day, if not even more, as it provides an ideal format for our changing world of the 21^st century.  As Montessorians, we need to be united to learn from each other and celebrate our differences while remaining true to Montessori’s original philosophy in order to stay faithful to her work. We must take into account the many important components that make up an authentic Montessori classroom. However, we must always remember that authentic Montessori is only possible if the teacher is faithful to the philosophy.

References

Abraham, J. (2012). How Much Water Can You Add and Still Call It Lemonade. Montessori Life, 22-25.

Blessington, J. P. (2004,Fall) Deconstructing Montessori: A Growing Problem. Montessori Life, 16(4), 36-37

Dorer, M. (2008). Authentic Montessori, Streaming Media Recording. St. Paul, MN: The College of St. Catherine.

Powell, M. (2009). Is Montessori Ready for the Obama Generation. Montessori Life, 18-29.

Rambusch, N. M., & Stoops, J. A. (2002). Finding the right school. The Montessori Way.

Seldin, T. (2006). Finding an authentic Monessori school. The Montessori Foundation.

Standing, E. M. (1998). Maria Montessori: Her Life and Work. New York: Penguin Group.

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