Growth and psychic development are therefore guided by: the absorbent mind, the nebulae and the sensitive periods, with their respective mechanisms. It is these that are hereditary and characteristic of the human species. But the promise they hold can only be fulfilled through the experience of free activity conducted in the environment.
Interpretation
This quote emphasizes the importance of a nurturing environment and free activity in fostering human growth and development.
Maria Montessori highlights that human growth and mental development are influenced by inherent characteristics and sensitive periods unique to the species. However, these potentials can only be realized when individuals engage in experiences that promote free exploration and activity within their environment, emphasizing the significance of the educational context in childhood development.
In practice
In a parent-teacher meeting to discuss a child's progress and learning environment.
... 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.
One of the main truths of all education is that if the young are not always right, the old are always wrong.
So maybe part of our formal education should be training in empathy. Imagine how different the world would be if, in fact, that were 'reading, writing, arithmetic, empathy.'
If teachers and grammar school editors find my jawbreaker sentences shatter their mushmilk teeth, let them eat stale cake dunked in weak tea of their own ungodly manufacture.
I learned about machinery, I learned how men behaved under pressure, and I learned about Americans.
Nothing would please us more than to see our beloved children form the habit of reading the Gospels - not merely from time to time, but every day.
The pupil is ... 'schooled' to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.
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