The child's mind is not the type of mind we adults possess. If we call our type of mind the conscious type, that of the child is an unconscious mind. Now an unconscious mind does not mean an inferior mind. An unconscious mind can be full of intelligence. One will find this type of intelligence in every being, and every insect has it.
Interpretation
Children's minds operate differently than adults', often holding a unique intelligence that isn't inferior but rather unconscious.
This quote by Maria Montessori emphasizes the distinct nature of a child's mind compared to that of an adult. She highlights that while adults may possess a conscious type of thinking, children's minds function on a different level, which is often unconscious but not lacking in intelligence. Montessori advocates for recognizing and valuing the intelligence inherent in children, suggesting that this intelligence is present throughout nature in all beings, including insects. It invites educators and adults to understand and nurture children's potential in their own unique way.
In practice
During a teacher training session to emphasize the importance of recognizing children's unique ways of thinking.
... the first thing his education demands is the provision of an environment in which he can develop the powers given him by nature. This does not mean just to amuse him and let him do what he likes. But it does mean that we have to adjust our minds to doing a work of collaboration with nature, to being obedient to one of her laws, the law which decrees that development comes from environmental experience.
When we want to infuse new ideas, _x000D_ to modify or better the habits and customs of a people, _x000D_ to breathe new vigor into its national traits, _x000D_ we must use the children as our vehicle; for little can be accomplished with adults.
Noble ideas, great sentiments have always existed and have always been transmitted, but wars have never ceased.
What we need is a world full of miracles, like the miracle of seeing the young child seeking work and independence, and manifesting a wealth of enthusiasm and love.
To aid life, leaving it free, however, that is the basic task of the educator.
It is fortunate, I think, that nature is not bounded by human reason and by laboratory work and experimentation, for by the laws of pure reason and by microscopic investigation, it might easily have been proved, long before this, that children could not be born.
I never attended a creative writing class in my life. I have a horror of them.
I've been in so many writing workshops where someone hands in a story, and when the other writers in the workshop are giving feedback, they say, 'This is unbelievable.' And the writer says, 'Well, actually, the events are based in real life. This actually happened.'
We do not learn; and what we call learning is only a process of recollection.
Your task, O preacher, is to make sure that you are faithful to the text, that you are faithful to the proclamation of that gospel, that you are faithful to set forth the whole counsel of God, and then step back and let it happen.
Journalism is what we need to make democracy work.
The illiterate of the future will not be the person who cannot read. It will be the person who does not know how to learn.
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