Show How Discipline and Obedience Are Linked to the Development of the Will from a Montessori Perspective
In order to explain the relationship between discipline and obedience from a Montessori perspective, it would be useful define and compare the more common explanations of these terms with the interpretations of Maria Montessori. The development of the child within the Montessori setting and in particular the maturational development of discipline, obedience and the will shall then be discussed. In so doing, a very close and almost symbiotic relationship between all three will become apparent.
Discipline is commonly thought of as something that is ‘done’ to a child in order to achieve obedience. It is seen as a form of control that implies a denial of freedom. According to oxforddictionaries.com, the definition of discipline is “the practice of training people to obey rules or a code of behaviour, using punishment to correct disobedience” (http://oxforddictionaries.com/definition
/english/discipline, date accessed 25/11/2012). The definition of obedience is given as “compliance with an order, request, or law or submission to another’s authority” (http://oxforddictionaries.com/definition/english/obedience, date accessed 25/11/2012).
From a Montessori perspective, discipline is seen as a self-discipline, which evolves gradually. It is not something taught by instruction, controlled by rewards or punishments but is self-taught, “attained indirectly, that is by developing activity in spontaneous work” (Montessori, 2007b, p305). Similarly, Montessori describes obedience as a “normal human characteristic” (Montessori, 2007a, p234) and that this natural urge for obedience is a prerequisite for social life (Montessori, 1989). It is the child complying with his/her own will, rather than the will of somebody else (Montessori, 2004).
Both discipline and obedience therefore come from within and will evolve slowly through exercise when the child is left to follow his natural path Montessori (2007a). This is the path that nature provides to ensure the survival of man,
Discipline is commonly thought of as something that is ‘done’ to a child in order to achieve obedience. It is seen as a form of control that implies a denial of freedom. According to oxforddictionaries.com, the definition of discipline is “the practice of training people to obey rules or a code of behaviour, using punishment to correct disobedience” (http://oxforddictionaries.com/definition
/english/discipline, date accessed 25/11/2012). The definition of obedience is given as “compliance with an order, request, or law or submission to another’s authority” (http://oxforddictionaries.com/definition/english/obedience, date accessed 25/11/2012).
From a Montessori perspective, discipline is seen as a self-discipline, which evolves gradually. It is not something taught by instruction, controlled by rewards or punishments but is self-taught, “attained indirectly, that is by developing activity in spontaneous work” (Montessori, 2007b, p305). Similarly, Montessori describes obedience as a “normal human characteristic” (Montessori, 2007a, p234) and that this natural urge for obedience is a prerequisite for social life (Montessori, 1989). It is the child complying with his/her own will, rather than the will of somebody else (Montessori, 2004).
Both discipline and obedience therefore come from within and will evolve slowly through exercise when the child is left to follow his natural path Montessori (2007a). This is the path that nature provides to ensure the survival of man,
Bibliography: http://oxforddictionaries.com (date accessed 25/11/1012) Montessori, M Montessori, M. (2007b) Discovery of the Child Amsterdam: Montessori Pierson Publishing Company Montessori, M Montessori Centre International (MCI) (2010) Module 1 Philosophy London Montessori Centre International (MCI) (2009) Module 7 Sesorial Activities London