Montessori Philosophy for Adolescents

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“Our principal concern must be to educate humanity—the human beings of all nations—in order to guide it toward seeking common goals. We must turn back and make the child our principal concern. The efforts of science must be concentrated on him, because he is the source of and the  key to the riddles of humanity.” (Dr. Montessori, Education and Peace) 

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Dr. Maria Montessori (1870-1952) was one of the first female physicians in Italy. Shortly after she graduated from the University of Rome and chose to apply her medical and anthropological training to study how humans learn. Dr. Montessori studied children in all conditions (poor, privileged,  developmentally delayed/living in institutions) throughout the world, and discovered universal  principles underlying their development: 

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• Children have a natural desire and drive to learn. 

• Children absorb all aspects of their culture and civilization without effort or fatigue.

• If given the freedom to explore and make choices, children are self-motivated to learn.

• This desire to learn through self-discovery will continue throughout their lifetime if nurtured. 

 

Her research and work with children grew into an educational approach that applies the child's natural developmental stages as the framework for their education. 

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Key features of Montessori programs for all ages: 

• A “Prepared Adult” (educator) who is knowledgeable of the developmental stage of the children, young adults, and adults that they are interacting with. 

• A “Prepared Environment” that is attractive, ordered, and designed for multi-age groupings, containing activities that respond to the specific needs of the age group. The prepared environment encompasses both classrooms and outdoor spaces. 

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Key features of Montessori programs for adolescents: 

Montessori education at the adolescent level changes dramatically from earlier ages to respond to the very different needs of adolescents based on the significant psychological, emotional, and social changes that happen during the transition from childhood to adulthood. Features include: 

• Learning in a social setting, working with others often to focus and satisfy the adolescent’s natural drive to be social and the human need for community. 

• Allowing students to build confidence in and self-awareness of their unique identities through exploration of their interests and passions to develop strong skills in academics, leadership, self-discipline, responsibility, independence, and initiative. 

• Learning in an agricultural setting (preferably a farm) as a tool to understand the relationship of people to the land and to each other through the work of practical, applied studies with real world outcomes.

• Opportunities for engaging in production and exchange in order to understand and work meaningfully in economic and social structures, as well as the value of their own work.

• Working side-by-side with and learning from a variety of adults in an academic and practical capacity in order to build knowledge and skills. 

• Opportunities to be away from home to develop independent practical skills, social-emotional skills, and a healthy psychological foundation.