Katherine June

June
29, 2008
Practical Life: Philosophy Paper
The Child as a Spiritual Embryo:
At the foundation of all Montessorian concepts, is the notion
of the Spiritual Embryo. This is the idea that, "a human being is
not just a physical or psychological entity, but is also a spiritual
energy seeking expression in the form of a body within the
physical and cultural world." ( From a lecture by Monica
MacDonald on November 10, 2007.) The idea being that the
development of the spiritual being continues to happen after the
physical being has left the womb, and thus, "man seems to have
two embryonic periods. One that is prenatal, like that of the
animals; the other is postnatal and only man has this." (The
Absorbent Mind p. 60.) Because human children have this "extra"
period of development, Montessori considers them diferent from
all other species.
Continuing with this idea, while animals are born ready to
face their world with instinctive prowess, humans must learn to
adapt. Adaptation in this case, is the way in which children learn
about their environment not by way of innate instincts, or even
direct teaching, but by total absorption. Maria Montessori states,
"The things he sees are not just remembered; they form part of
his soul. He incarnates in himself all in the world about him that
his eyes see and his ears hear. This vital kind of memory which
does not consciously remember, but absorbs images into the
individual's life, has been given a special name by Sir Percy
Nunn, who calls it the 'mneme.' " (p 62.) The mneme is a special
type of recording device within the brain that infuses the child with
the essence of life; that is, embodies into the child his
environment and the ways in which to navigate through it. "All
social and moral habits, the sentiments of one's caste", (p. 65)
and all kinds of other feelings that identify one to the people and
place of their birth, are processed in and through the mneme. Dr.
Montessori refers to this sponge-like apparatus as the absorbent
mind, a key component within the spiritual embryo.
Three Elements of the Montessori Method, namely:
1.) The Prepared Environment: This is an external
space that is created to be womb-like in it's ability to nurture
and sustain (the spiritual embryo of) a child in a consistent
manner so that the child's potential will unfold in a wholistic
way. This "psychic womb" consists of an area that is carefully
laid out with specifc activities that serve the child by preparing
them not only for real life ventures (like buckling one's belt and
tying one's shoes) but also for more abstract tasks like
reading and mathematics. In this space, the spiritual embryo
can unfold at it's own pace and under it's own time
requirements. This ultimately leads the child towards the
highest goals of feeling confdent and having mastery over
themselves and their environment... becoming free and
independent thinkers.
2.) Freedom of Choice: The child is given the freedom to
choose which activity she would like to work on (once an initial
lesson is given) and then with enough time, space, and
extensions to master it, she begins to discover how she fts into
the world and what the world around her is made of. As her
hands-on experiences become numerous, and her knowledge of
the world around her grows, so does her confdence and her
abilities to think for herself. When she is thinking for herself
(rather than being teacher directed all the time) and is behaving in
a manner that doesn't harm herself, others, or the environment,
she is truly independent and the amount of choices that she has
to choose from, begins to expand exponentially. This is what
Montessori refers to as "true liberty." This occurs when one has
gained enough self-control to behave in a way that benefts one's
own intellectual development, while simultaneously heightening
the experience of the community through the ability to positively
contribute.
3.) Teacher as Observer: It is of the utmost importance that
a directress conducts observations in order to be of the greatest
service to the children with which she works. By observing, she is
able to match the needs of each child to the materials in the
environment. She can ensure that children are not being
frustrated by materials that are too difcult and are not getting
bored by those materials which they have already mastered. In
this way, the classroom becomes a living and breathing entity,
where each child feels (consciously or not) that the world around
them is thoughtfully (and time accordingly) reorganized to match
their curiosities. By following the child (thru observation), the
directress will be alerted to the diferent stages of growth and will
know when each child is traveling through each of the sensitive
periods. With this information in hand, she can properly nurture
the burgeoning intellectual, physical, emotional, and spiritual
growth of each child.
Absorbent Mind:
In her book THE ABSORBENT MIND, Montessori ascertains
that all knowledge is embodied at the darkest levels of the
unconscious mind. Stating that adults must strive to learn a new
language, children simply absorb it from the world around them,
during the sensitive periods of early childhood. Further, "the
quantity of inner work may be immense, yet the outer signs of it
are often small. This means that there is great disproportion
between the powers of expression and the inner work the child is
doing. It is also found that visible progress does not go gradually,
but in jumps." (p 113).
With help from the mneme (a superior kind of memory that
functions at the level of the subconscious mind) the child is
constantly recording the words and experiences of everyday life.
This process flls her with the information she needs to not only
learn language, but to embody the mannerisms of her culture too.
"Diferent from animals who are born with the instinctual
movements, humans have to absorb and develop needed
practices" (p 70). This absorption, also known as nebulous urges,
along with sensitive periods, are the key factors in the mechanism
of which children learn their world.
Sensitive Periods:
Montessori's notion of sensitive periods, refers to the
times of development when children are naturally drawn
towards certain characteristics of their environment and are
unceasingly intent on learning all there is to know about it.
Some characteristics of a sensitive period include:
-- An overpowering force, interest, or impetus directing
children to particular qualities and elements in the
environment.
-- Intense and prolonged activity that does not lead to fatigue,
but rather to higher states of energy
-- Passion and commitment
-- A transitory state that once realized, the sensitive period
disappears... They disappear on their own too, never to be
regained.
-- A period of time during which children center their attention
on specifc aspects of the environment, to the exclusion of
everything else.
It is critical that the directress pay special attention to the
sensitive periods in which she sees a child engrossed in so
that she can be of beneft by providing the right materials or
experience, to help that child meet their need.
Importance of Movement:
In describing the importance of movement,
Montessori states, "a child's growth depends upon
psychic as well as physical factors... Through
movement he acts upon his external environment and
thus carries out his own personal mission in the world...
Physical activity connects the spirit with the world, but
the spirit has need of action in a twofold sense, to
acquire concepts and to express itself exteriorly."
(Montesorri, Secret of Childhood, p.96-97). As seen, it
is critical that we allow our children to move, stretch,
and dance in order to maximize their intellectual
growth. It is also through purposeful movement that the
kinesthetic powers of education are able to do their
magic. That is why many of the works in the Montessori
classroom have moving components... for example
games where children have to walk, skip, or jump
through the room as they look for spheres. The other
important factor of movement is that only through
moving (and choosing how to move, where to go and
what to do) helps the individual to develop the will, self-
control and inner-discipline. These are things that
cannot be taught. Children must learn them for
themselves through moving about in their world.
Importance of Repetition:
Repetition, of course, is one of the key factors in
Montessori method. With repetition comes mastery, and
so children are encouraged to repeat what they are
drawn to, as many times, and as frequently as they like.
Regarding repetition, Montessori said of her
observations, "every time children emerge from such
concentration, they were like individuals who had
rested. They were flled with life and resembled those
who have experienced some great joy... This frequently
happened in other activities, and the more carefully an
exercise was taught in all its details the more it became
an object of endless repetition." (Montessori, Secret of
Childhood, p.120) Knowing this, it is my job as a
directress to take notes on what each child is drawn to
repeat and to fgure out ways to help them gain the
outcome experience or knowledge that they are
seeking, perhaps by ofering them variations and
extensions of their chosen work.
Normalization and False Fatigue:
In her book, The Secret of Childhood, Montessori
describes a normalized child as, "one who is precociously
intelligent, who has learned to overcome himself and to
live in peace, and who prefers a disciplined task to futile
idleness... From the depths of his nature, the child
repeatedly pardons the adult and strives to fourish despite
the latter's repressions. He is engaged in a constant
struggle against forces that would submerge his normal
development." (p.148)
In this way, we can see that normalization is actually
the natural fow of a child's inner being as it seeks
expression, but when constrained or forced into
submission by forces that work to smash the child into
obedience (rather that encouraging independence within
given boundaries), a deviation occurs and the product is
an un-normalized child. This can show up in children's
behaviors in several ways but a few examples would be
restlessness, boredom, defance, over-activity, fittering
here-and-there, total lack of concentration, no sense of
order, and several others behaviors, that children are
forced to fnd their way back from. The process of
normalization occurs through repeated use of the
materials, which help children engage their mental and
physical abilities, thus, enabling them to "integrate their
personalities." (MacDonald, lecture notes, Session Two).
False Fatigue is what occurs in a normalized class
after about an hour of work has already been completed. It
looks as though the children are tired and are ready to go
outside to play. However, if given the chance to continue
working, they will soon fnd their "big work" for the morning
and will settle into it. More focus and concentration will
manifest, compared to the prior hour, after which they will
emerge appearing quite jubilant. Here, it is the directress's
duty to just sit back and observe and watch as the children
ride this wave of initial unrest, to the calm shores of
concerted efort.
Self-Discipline, Importance of Ground Rules,
Development of Will:
In the book "The Montessori Method" Dr. Montessori states,
"No one can be free unless he is independent; therefore, the frst,
active manifestations of the child's individual liberty must be so
guided that through this activity he may arrive at independence."
(Montessori p.96). And so, within the prepared environment, the
child begins to experience control of the self by being encouraged
to see a work from beginning to end, by completing classroom
jobs, and by becoming adept at such tasks as buttoning one's
own jacket, tying one's shoes, etc. In working towards these
goals, there are many lessons of grace and courtesy (established
in the beginning of the year with the laying down of ground rules)
that the child internalizes. Things such as waiting for one's turn,
being patient, asking instead of demanding, all help to create an
individual who can function properly within the bigger community.
Thriving communities do not happen when individuals lack self-
control and self-discipline. Therefore, it is in the group context that
a child in the Montessori classroom learns about her individual
gifts and then fgures out how to bring her gifts to the wider circle.
We see here that the will (self-discipline) is developed in
three stages. The frst stage is that of controlling one's impulses;
choosing one thing over several others. The second stage is
repetition of the chosen activity. It is the process of inhibiting
(controlling) movement. Finally, the third stage is when the child
sets goals and follows through to the end. Montessori states, "The
expression of will is contained in the choice that is made."
(Montessori, from class notes, March 22, 2008). It is the positive
choices that children learn to make through constant practice that
brings them ever-closer to true freedom.

Independence and True Liberty:
These are the true goals of the Montessori method. I
believe these ideals are succinctly summed up in the Session
Four lecture notes by Monica MacDonald. She states, "the liberty
we give the child must allow the child to function independently,
live together and relate with others, carry out ever greater social
experiences, choose what to do, and exert the greatest efort in
what has been chosen... all for the development of the individual,
the creation of a wholesome personality and the sense of
goodness that accompanies it. "
It is only through the possibility of choosing, of doing things
for oneself, and of having the opportunity to make mistakes and
choose more wisely, that an individual can become independent.
The Montessori classroom is an established place, where a child
knows how to fnd her work, can expect what activities will follow
one another, and can count on the trained adult in the classroom
when she needs assistance. Within these parameters, she is then
able to construct a harmonious, internal order, leading her
inevitably to independence and true liberty.
Grace and Courtesy:
As is the way in a Montessori classroom, sequence rules.
Therefore it is no wonder that on the frst day of school
children learn the frst (of many) of Practical Life's Grace and
Courtesy lessons. Beginning on this day, children are shown
some of the "preliminary movements" of the classroom. For
example, children are shown how to greet the directress,
where to put their coats, how to walk across the room, how to
carry a tray, etc. It is in learning these preliminary movements
that children will more quickly adapt to the culture of their
classroom and from which, they will learn more complex
lessons like non-violent communication, confict resolution,
and respect for others... but frst they must start with the
basics like learning how to say, "Excuse me," when they want
someone's attention.
Role of the Teacher in a Montessori Classroom:
Maria Montessori often spoke about the importance of the
directress in her role not only as a classroom facilitator, but as a
scientifc pedagogue. In this role, the directress seeks to learn
many things about each child: the ways in which the child
interacts with the environment, with others, and what they are like
individually. She seeks to sort out the web of ideas the child is
concocting daily. She strives to support the ideas and
experiences that will help facilitate the child to be self-sustaining
and normalized as a functional member of the classroom
community, by noticing and tenderly weeding out the ideas and
behaviors that will keep the child in an insecure and dependent
state for longer than needed. One of her greatest techniques in
which she will come to discover the answers to the mysteries she
seeks, is by ongoing and thorough observations of the classroom
environment as a whole, and then with a narrowed lens that
captures each of the children individually.
How Practical Life Connects Other Areas in the
Classroom:
This is the frst area of the room that the child comes into
contact with. It is here that the foundation for all subsequent
work is laid. The practical life exercises build fne motor skills,
and help with the child's acquisition of concentration, order,
coordination, and independence. In this area they also learn
grace and courtesy, how to care for themselves, how to care
for the environment, and food preparation.
There are many reasons why Practical Life exists in the
classroom. For starters, it is in this area that the children frst
come into contact with sequencing. By thoroughly absorbing
the idea that something has a beginning, middle, and end,
they are set up for the rest of their Montessori education. It's
also in this area that children begin their exploration with
isolated key movements. As they repeat and then master
theses movements, they create for themselves a domino
efect of learning. This waterfall of newly attained skills and
concepts gradually begins to make them less and less
dependent on others, and more independent in their daily
lives. This builds self-esteem, confdence, peace, and joy in
the child as she begins to learn that she can make decisions
and follow through with them without any adult intervening.
The indirect objectives of virtually all the Practical Life
works are the same; that is they all promote coordination,
order, concentration and independence. These characteristics
exist on every level of the Practical Life shelves; no matter
where a child is in their growth, there is a work that aims to
meet that child's need.