Maria Montessori citáty
Datum narození: 31. srpen 1870
Datum úmrtí: 6. květen 1952
Citáty Maria Montessori
Part II : How Language Calls to the Child, p. 121
The Absorbent Mind (1949)
Part I : The Child's Part in World Reconstruction, p. 4.
The Absorbent Mind (1949)
Kontext: If help and salvation are to come they can only come from the children, for the children are the makers of men.
The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.
The Secret of Childhood, p. 108.
Kontext: We have in ourselves tendencies that are not good and which flourish like weeds in a field. (Original sin). These tendencies are many; they fall into seven groups, known of old as the Seven deadly sins. All deadly sins tend to separate us from the child; for the child compared to us, is not only purer but has mysterious qualities, which we adults as a rule cannot perceive, but in which we must believe with faith, for Jesus spoke to them so clearly and insistently that all the Evangelists recorded His words: Unless ye be converted and become as little children, ye shall nor enter into the Kingdom of Heaven. That which the educator must seek is to be able to see the child as Jesus saw him. It is with this endeavour, thus defined and delimited, that we wish to deal.
Zdroj: The Montessori Method Scientific Pedagogy as Applied to Child Education in 'The Children's Houses' with Additions and Revisions by the Author
Zdroj: The Montessori Method (1912), Ch. 1 : A Critical Consideration of the New Pedagogy in its Relation to Modern Science, p. 7.
Kontext: To prepare teachers in the method of the experimental sciences is not an easy matter. When we shall have instructed them in anthropometry and psychometry in the most minute manner possible, we shall have only created machines, whose usefulness will be most doubtful. Indeed, if it is after this fashion that we are to initiate our teachers into experiment, we shall remain forever in the field of theory. The teachers of the old school, prepared according to the principles of metaphysical philosophy, understood the ideas of certain men regarded as authorities, and moved the muscles of speech in talking of them, and the muscles of the eye in reading their theories. Our scientific teachers, instead, are familiar with certain instruments and know how to move the muscles of the hand and arm in order to use these instruments; besides this, they have an intellectual preparation which consists of a series of typical tests, which they have, in a barren and mechanical way, learned how to apply.
The difference is not substantial, for profound differences cannot exist in exterior technique alone, but lie rather within the inner man. Not with all our initiation into scientific experiment have we prepared new masters, for, after all, we have left them standing without the door of real experimental science; we have not admitted them to the noblest and most profound phase of such study, — to that experience which makes real scientists.
Antropologia Pedagogica (1910), translated as Pedagogical Anthropology (1913), p. 259.
Kontext: It seems as though a new epoch were in preparation, a truly human epoch, and as though the end had almost come of those evolutionary periods which sum up the history of the heroic struggles of humanity; an epoch in which an assured peace will promote the brotherhood of man, while morality and love will take their place as the highest form of human superiority. In such an epoch there will really be superior human beings, there will really be men strong in morality and in sentiment. Perhaps in this way the reign of woman in approaching, when the enigma of her anthropological superiority will be deciphered. Woman was always the custodian of human sentiment, morality and honour, and in these respects man always has yielded women the palm.