Maria Montessori citáty

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Maria Montessori

Datum narození: 31. srpen 1870
Datum úmrtí: 6. květen 1952

Maria Montessori byla všestranná italská pedagožka, filozofka a vědkyně. Je známa především svými novými pedagogickými metodami. Wikipedia

Citáty Maria Montessori

„If help and salvation are to come they can only come from the children, for the children are the makers of men.“

—  Maria Montessori

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.

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„That which the educator must seek is to be able to see the child as Jesus saw him.“

—  Maria Montessori

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.

„Such prizes and punishments are, if I may be allowed the expression, the bench of the soul, the instrument of slavery for the spirit.“

—  Maria Montessori

Zdroj: The Montessori Method Scientific Pedagogy as Applied to Child Education in 'The Children's Houses' with Additions and Revisions by the Author

„The children are now working as if I did not exist.“

—  Maria Montessori

Zdroj: The Absorbent Mind (1949), Ch. 27 : The Teacher's Preparation, p. 283; part of this has become paraphrased as :
Kontext: One who has drunk at the fountain of spiritual happiness says good-by of his own accord to the satisfactions that come from a higher professional status … What is the greatest sign of success for a teacher thus transformed? It is to be able to say, "The children are now working as if I did not exist."

„He is a serene and pleasant man where he is powerful through being efficient, but is domineering where he is served.“

—  Maria Montessori

Ch. 5 : Discipline, p. 100.
Kontext: Let us picture to ourselves a clever and proficient workman, capable, not only of producing much and perfect work, but of giving advice in his workshop, because of his ability to control and direct the general activity of the environment in which he works. The man who is thus master of his environment will be able to smile before the anger of others, showing that great mastery of himself which comes from consciousness of his ability to do things. We should not, however, be in the least surprised to know that in his home this capable workman scolded his wife if the soup was not to his taste, or not ready at the appointed time. In his home, he is no longer the capable workman; the skilled workman here is the wife, who serves him and prepares his food for him. He is a serene and pleasant man where he is powerful through being efficient, but is domineering where he is served. Perhaps if he should learn how to prepare his soup he might become a perfect man! The man who, through his own efforts, is able to perform all the actions necessary for his comfort and development in life, conquers himself, and in doing so multiplies his abilities and perfects himself as an individual.
We must make of the future generation, powerful men, and by that we mean men who are independent and free.

„To prepare teachers in the method of the experimental sciences is not an easy matter.“

—  Maria Montessori

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.

„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.“

—  Maria Montessori

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.

„Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Etiam egestas wisi a erat. Morbi imperdiet, mauris ac auctor dictum.“

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