“We
do not want complacent pupils, but eager ones;
we seek to sow life in children
(imagination) rather than theories, to help them in their growth, mental, and
emotional, as well as physical.” Maria
Montessori
The adolescent years indicate both a new goal and change in a child’s
development. The focus shifts from
individual formation to development as social beings and the direction of the
explorations of the world tends to the abstract rather than concrete.
Montessori called this stage of the child’s formation the
‘Intellectual Period’. The
child’s appetite for knowledge is immense!
Academic interests though are integrated with a
new set of needs: to be with peers, to be loved by peers and accepted, as
well as a need for mentor relationships with adults.
Maria Montessori felt that modern society is too complex and confusing
to an impressionable and vulnerable elementary child, as they need to be valued
and gain self-esteem, to develop a moral sense of choosing themselves between
right and wrong – to feel a sense of belonging to their community – to give
them a ‘real community’ wherein meaningful work is valued
by those within the ‘farming community’ – providing goods and
services to the community, is, in fact, what farming is!
THMFS has a work and study process that emerges from direct contact with
the land. The farm activities
accompanied with other outdoor excursions and self-directed learning materials
lead the students to studies and research in all areas of the regular school
curriculum and beyond (ie.science,land management,ecology, biology, chemistry,
math, accounting, geometry, algebra, civilization,economic systems, physics,
energy,environmental issues, and technology and information.)
Within a farm environment, it was Maria Montessori’s belief that
elementary students can be exposed to every area and beyond that of the standard
high school students, and are well-versed in knowledge and skills; more than
adequately prepared for future high school years and make the transition easily
and readily.
“freedom in education gives inner-peace and this development of personality is one in which a sense of personal mission is shaped and young persons build the character and strength to enter working society;and ultimately to create a better society and bring out ‘noble human characteristics’ – to discover both the self and society in order to take his or her place in the adult world a s a contributing member……….behaviour befitting a citizen can best be accomplished through active and full participation in the society during the elementary years”
MARIA MONTESSORI
*I
have recently become a member of
Having
four children of our own, my husband and I worry about their future (and that of
other teens). After having visited the local High School and in speaking with
various public school educators, I
have come to the conclusion that public education is in jeopardy.
I wish to make a difference in our children’s lives and that of others
by instilling sound morals/ethics, and a stronger faith within each child!
All of our students will be free to share their faiths,
as our directresses will emphasize all those values which are most
important to us as parents (ie.tolerance, kindness, fellowship, responsibility
for own actions, respect, honesty, gentleness…)
Montessori
education already,to some degree, instills these values, so why not combine
Montessori and Christian theory?