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The philosophy of the Montessori Method has remained somewhat obscure and confused because Dr. Montessori’s 1907 discovery of her method’s effect on children was entirely accidental. Throughout her life, Dr. Montessori never described the method that evolved from her discovery in great detail speaking and writing instead more about the effects of the method on children, rather than the method itself.
 The question of its underlying philosophy was therefore left to others, which eventually led in several different directions. For some, the method was closely linked to Dr. Montessori’s personality, so that when practiced outside her direct control and presence, it was diluted and misapplied, such as to conform to the needs and interests of the particular cultural context.
Confusion and conflict about the method’s philosophy emerged with particular intensity in the modern development of Montessori in the United States where, in 1967, the name “Montessori” was held to be a “generic term” that no organization could claim for its own exclusive use. Since then, the number and diversity of Montessori organizations and philosophies have expanded considerably.
- One main philosophy of the Montessori method is attached to the personality of Dr. Montessori herself. This philosophy defines the Montessori Method according to the pronouncements of Dr. Montessori’s colleagues and successors who claim authority from Dr. Montessori herself or her biological son and heir, Mario Montessori.
- A second major philosophy developed around the idea that the method is controlled by the surrounding culture within which it is operating at the time. This culture-type philosophy defines the method to fit within the popular theories and ideas of conventional thinking of the day. For example, in this philosophy, the particular effects of the method as described by Dr. Montessori in 1907 would be explained as due to the unique Italian context of that day, which is not possible to replicate with children in a different place and time.
- A third main philosophy holds that the Montessori method reflects a way of being committed to infinite and eternal laws of nature, which is outside the context of either personality or culture. This philosophy has been described as a scientific way of following laws of nature to bring about true normal being. In 2003, a new, comprehensive technology was announced for practicing this particular philosophy
In practice, the Montessori method is applied with varying degrees of adherence to these three main philosophies, although they all usually subscribe to at least part of the writings of Dr. Montessori on the subject. While some strictly adhere to one philosophy or another, others develop their own unique blend of philosophies and interpretation of her writings. Despite these differences, there are several concepts that are widely shared by many adherents and practitioners as consistent with the Montessori Method.
Concepts
- Inner guidance of nature. All children have inherent inner directives from nature that guide their true normal development.
- Freedom for self-directed learning. The Montessori Method respects individual liberty of children to choose their own activities. This freedom allows children to follow their inner guidance for self-directed learning.
- Planes of development. The natural development of children proceeds through several distinct planes of development, each one having its own unique conditions and sensitive periods for acquiring basic faculties in the developmental process. The first plane (ages 0–6) involves basic personality formation and learning through physical senses. During this plane, children experience sensitive periods for acquiring language and developing basic mental order. The second plane of development (6–12) involves learning through abstract reasoning, developing through a sensitivity for imagination and social interaction with others. The third plane (12–18) is the period of adolescent growth, involving the significant biological changes of puberty, moving towards learning a valuation of the human personality, especially as related to experiences in the surrounding community. The fourth plane (18+), involves a completion of all remaining development in the process of maturing in adult society.
- Prepared environment. The right precise conditions around children allow for and support their true natural development. For young children, the environment must be prepared in this way by providing a range of physical objects that are organized and made available for free, independent use, to stimulate their natural instincts and interests for self-directed learning.
- Observation and indirect teaching. The teacher’s role is to observe children engaged in activities that follow their own natural interests. This indirect teaching to control the environment, not the child, contrasts sharply with the ordinary teacher’s role of implementing a pre-determined curriculum. For example, a Montessori method class has the teacher resolving misbehavior by refocusing the child to some positive activity, rather than engaging in the ordinary system of rewards and punishments.
- Normalization. During the 0–6 plane of development, children have the ability to shift their fundamental being from the ordinary condition of disorder, inattention, and attachment to fantasy to a state of perfect normal being, showing such external behavior as spontaneous self-discipline, independence, love of order, and complete harmony and peace with others in the social situation. This psychological shift to normal being occurs through deep concentration on some physical activity of the child’s own free choice.
- Absorbent mind. The young child (0–6) has an absorbent mind which naturally incorporates experiences in the environment directly into its whole basic character and personality for life. This mental faculty, which is unique to young children, allows them to learn many concepts in an effortless, spontaneous manner. It also allows them to undergo the key phenomenon of normalization to return to their true natural development. After the age of about six, this absorbent mental faculty disappears.
- Work, not play. Children have an instinctive tendency to develop through spontaneous experiences on the environment, which Dr. Montessori referred to as ‘work’. In this sense, the children’s normal activity is attached to reality in the present moment, rather than idle play through such means as toys and fantasy.
- Multi-age grouping. Children learn from each other in a spontaneous manner that supports their independent self-directed activity. The ordinary Montessori classroom therefore consists of a mixed-aged group, such as 2–6 (primary level) or 6–12 (elementary level).
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