The Montessori Classroom Part I: Practical Life

The Montessori Method is a student-driven, student-centered educational approach which relies on selective control of the environment, peer mentoring, and freedom of choice. The Montessori classroom is divided into curriculum areas, each of which focuses on a specific set of skills and knowledge. The primary curriculum area and the first to which students would be introduced is the ‘Practical Life’ area. This essay will attempt to summarize the purpose of Practical Life, its importance to child development, its principal characteristics and sequence, the role of the teacher in preparing the environment, the concept of ‘sensitive periods’, and how this curriculum area prepares the student for studies in math and language.

All the activities in the Practical Life curriculum serve a function on two different levels simultaneously. On one level, the one the children most readily appreciate, students learn how to perform common household tasks, use common implements, and take care of their person and the environment around them. For example, children may spend their time in this area learning to use scissors to cut along a line, pour water from one container to another, how to use a funnel or eye dropper, dress themselves, or even wash a baby. While this seems to be the direct goal of the child’s action, to the teacher the performance of these tasks are only indirect objectives, not unimportant, but secondary to the directed goals the teacher has in assigning them. The direct objectives of practical life exercises are most commonly to develop the skills of observation, coordination, concentration, and self-esteem. Furthermore, there is a focus on refining the child’s ability to manipulate their own hand musculature in a series of progressively more delicate operations where the hand must manipulate objects in certain ways to achieve desired outcomes. For example, a beginning student may start transferring beans from one container to another by hand. This focuses the child on a specific concrete objective, namely moving all the beans. This procedure is self-correcting. The child knows when the task has not been performed to completion and will strive to perfect its work. This develops concentration. The physical act of moving the beans will develop the hand musculature and coordination. The child will learn to notice spilled beans and beans left in one bowl or the other. They will also notice when other children are doing similar works, whether or not they make the same mistakes. This will increase their observational skills. Successful completion of the task will encourage the child to approach other tasks and build self-esteem paving the way for latter tasks of increased complexity. Once the child has mastered this method of bean transfer, they may be ready for more delicate maneuvers, such as pouring beans between two glasses, and then pitchers. From there, the child may learn to use a strawberry huller to transfer items, and then maybe even chopsticks. At each stage the child develops a greater refinement of manual dexterity, cognitive apprehension, and moral development.

Everything about the Practical Life area is organized to aid the development of these qualities. There is a specific sequence to the materials, top to bottom and left to right. This is meant to assist in the development of eye-scanning habits for later reading. The materials are arranged on trays on shelves. The trays help to separate one task from another so that the child is not lost amongst the arrays of various paraphernalia. There are also themes to the works. There are those, like bean transfer, which focus primarily on hand development. But there are also those which focus on care of the person like the dressing frames. Typically, the shelves would be arranged as follows. The first shelf may contain works devoted to bean transfer. The second shelf may introduce tools such as tongs or scissors. The third may be devoted to water transfer. Moving to the right, the next cabinet may have more refined water transfer works (such as those using funnels or basters) on the first shelf. The second shelf would have tasks requiring finer motor skills like using a clothespin or water transfer using an eye dropper. On the bottom shelf would be more tasks taken from daily life necessity, such as opening and closing jars or lunch boxes. If there was a third cabinet to the right, then it could continue with finer tasks like using nuts and bolts, locks and keys, or can openers on the top shelf. In the middle could be a sorting work, and folding or organizing works, followed by complex works like packing a suitcase or creating soap suds with an egg beater on the bottom shelf.

Once the children had become accustomed to the control of self and body necessary to accomplish these kinds of tasks, they may be introduced to more complicated tasks involving the care of the environment and their own person. They would probably start out with washing small objects like seashells, then move on to leaves of plants which are more delicate and then on to washing a baby doll. They learn to wash windows, tables, and chairs, to polish mirrors, wood, metal, and shoes, and to clean up after themselves. They learn how to dress themselves by focusing on a series of dressing frames designed to focus on specific fasteners for clothing (basically cloth fixed to a wooden frame which must be connected and disconnected using a specific fastening method like snaps or buckles). They learn how to prepare the food they eat and to sew. These works, being left out for the children to freely pick and choose, inspire the children to develop those areas where they are most in need of special practice. Once the child has mastered the skills therein, the child will move on by their own volition, for they will be bored with the task and it will have nothing more to offer them. However, which works will be made available to the children at what time will be something largely controlled by the teacher who bears the vital responsibility to control the environment of the class.

Since the children are free to choose the works they will, the teacher must be aware of the level of work appropriate to the children in the class. If the works are too simple, they will become neglected or be invitations to misuse. If the works are too complicated they will tend to draw the same and worse, they will tend to discourage the students from trying. For instance, a child who cannot transfer beans from one bowl to the other for want of hand strength and coordination cannot be expected to successfully remove the lid from a jar. More likely as not the jar will be thrown in frustration. But if the teacher, patiently observing which works the children are drawn to and how they are used, carefully selects the works to be made available at what time, then the children can be passively directed without infringing on their developing independence by actively assigning them to tasks desired by the teacher.

Also, the teacher has another principal method of controlling the classroom at their disposal. Contrary to what one may think, it is not a monopoly on knowledge. Other children in the classroom may very well be acquainted with all the practical life works and willing and able to instruct their younger peers. Montessori classrooms incorporate a peer mentoring element by teaching children between the ages of 3 and 6 in the same classroom. In this way, children can mentor and be mentored as they gain experience in the various activities available in the classroom. The teacher may be required to conduct larger lessons or to introduce works new to the classroom, but generally the classroom should be self-sufficient in terms of the transfer of knowledge and assuming it has been properly normalized. But the teacher holds authority as the ideal citizen of the classroom and a source of practical knowledge and experience. The teacher models constantly proper behavior consisting of calmness, grace, courtesy and deliberation. The teacher imbues in the students respect for the environment, not through lecture but by example and by maintaining an environment in which the children are able to have access to the tools and techniques necessary to maintain it for their own benefit. The teacher talks politely, and slowly. The teacher moves gracefully and measured. All this serves the double function of modeling polite, civil behavior and also to render one’s actions observable by children. Children, lacking adult proficiency in observation or a knowledge of critical essentials in any given situation, are not as adroit at picking out the salient components of an action, or the critical gist of a lengthy conversation. They need things broken down into readily comprehensible concretes. It is the teacher’s task to tell children what must be done in a way that can be heard and to show them how to do things in a way that can be seen. If a teacher can master these skills of observation and guidance then they will be able to lead children through the critical periods of their development in a way which will enable them to take full advantage of the opportunities they present.

Montessori refers to ‘Sensitive Periods’ of a child’s development. These are spans of time when children are uniquely attuned to a specific sensory input, set of skills, or knowledge. The most apparent example is language acquisition. There is a period of time when children are very young during which the acquisition of language is almost automatic. After this time period has lapsed, other languages can be acquired but it requires a high degree of personal motivation and effort. The same principle can be applied to almost any of the principle skills of human existence. There is a time for the effortless acquisition of gross motor skills, fine motor skills, and even eating and sleeping habits. After these periods have passed, they still may be learned or corrected, but if the proper stimulus is available at the proper time, then the acquisition will be practically effortless. The Practical Life curriculum area accommodates these sensitive periods in several ways. Each exercise in Practical Life is devoted to honing some specific skill. Later exercises build on skills developed in prior ones and create a scaffolding effect which helps children be prepared to successfully engage them. Children are free to select from a wide range of the activities and thus target the areas where they are deficient. As was pointed out before, if they have already mastered the work, it should, in principle, be uninteresting to them and thus something which they would not be engaged with for long. If it is too hard, the task would seem insurmountable. If, instead, the work represented a level of skill exactly in the range where development would be needed, it would also naturally fall in that area of works which would be engaging to the child. The self-correcting control of error present in the works would also help to discipline the child’s movements and help them focus on the tasks which drive their development. Now, especially if the child was in a period sensitive to the skills inherent in the work, they would be even more likely to be drawn to those specific works from which they could benefit the most. The reason is that they are simply more sensitive to and thereby aware of them more than others. As their sensitive period closes and they are drawn to different stimulus, they would move on to more challenging areas. So, too, once they have passed through the periods sensitive to the stimulus of Practical Life, they would be drawn out into the more challenging areas of math and language once they have acquired the basic skills necessary to preparing them to be sensitive to the more abstract works.

Practical Life helps prepare children for the study of math and language in various ways. The focus on hand manipulations in work which involve water transfer using an eye dropper or picking up beans with tongs readies them to physically hold a pencil. The focus necessary to achieving mastery of their work prepares them to focus on the salient variables of a complex problem amidst potential distraction. The social bonds formed during the exercise of their work cycle will also be a motivating influence when they see their peers and mentors investigating the more ‘academic’ works. More concretely, the organization of materials on the shelves and the order of movements in the works themselves are predominantly left to right and top to bottom—the progression in which English and most, if not all, European languages are read. Works like the jars and lids, which involve removing and replacing matching lids from their jars, teach one to one correspondence, an important pre-mathematical concept. This is also found in works which require the matching of nuts to bolts, the counting of steps, or the sorting of objects. Water and bean transfer may even be seen as a preparation for grasping concepts like Piagetian conservation of volume.

On one level, Practical Life prepares children for practical living. On another level, it prepares them cognitively, emotionally, and physically to engage their mind in productive works geared toward enhancing their own existence and apprehension of reality. This curriculum area builds self-esteem, self-awareness, and self control. It develops the child physically and cognitively to go into the world and begin to exert control over themselves and their environment. It also prepares the way for academic study, laying the concrete foundations necessary to ground abstractions in reality—a fitting beginning for an educational philosophy dedicated to unifying intellectual endeavor with physical experience.

For Part II: Sensorial, click here.

Happy Galt Day!!

November 22nd is the day when John Galt made his speech to the world. A good way to celebrate it may be to watch XCowboy2's "This is John Galt" video series. He has the first version mostly completed and is halfway through revamping his second version. As an added salute to XCowboy2 (Richard Gleaves) and his efforts to spread the word on objectivism and Ayn Rand, I recommend you read his short story "Dinner at the White House". Happy Galt Day!

Maria Montessori and Ayn Rand: A foundation for a complete model of human development

The famous although largely academically ignored Montessori method and the increasingly relevant philosophy of Objectivism have many things in common. The Montessori method provides the foundation for the formation of an integrated and individual intelligence, and Objectivism provides the philosophical explanatory framework and the model for its extrapolation into the adult formation of ethics, work, and personal life. While roaming the internet I happened to find this particularly insightful article which discusses the relationship of the two in detail. I highly recommend it. Enjoy!

http://www.expert-tennis-tips.com/maria-montessori.html

Atlas Shrugged Essay Contest 2009

Just got the word that I didn't place in this year's Atlas Shrugged essay contest. I look forward to reading the winning essays when they're posted on ARI's website. Anyways, here's my entry from this year. Hope you enjoy reading it. -- American Anti-theist

BUSINESS & PLEASURE: Vice and virtue in the life of Hank Rearden

Hank Rearden runs his business with ruthless efficiency. The standard of value by which every aspect of his foundry is decided is one simple principle: What’s best for making metal? The wage of every worker he employs is balanced against the cost that wage adds to the production process and the necessity of that worker’s labor to the creation of product. The prices of materials are balanced against the market price of steel. The market price of steel is driven up by customer demand for his steel and down by the prices offered by his competitors. The only way to survive, the only way to prosper, is to minimize costs, to increase quality, to honor contracts, to expand his production so that he can further minimize costs, increase quality, and so on. In order to accomplish this he must pay his employees wages commensurate with their value. He needs quality workers to create quality product. He must buy quality materials. He cannot satisfy his customers with defective product. He must constantly refine his production process. He must condemn waste. He must reward efficiency. The highest value, the benchmark of all these other contributing elements, is simply the extent to which it enables him to produce better, faster, cheaper steel in greater quantities and make the greatest profit while doing so. This profit is his reward for organizing the resources of his business in such a way as to generate surplus. It is his reward for creating that which would not exist were he not to have created it. In business, this reward takes the form of money, a measure of the value he has added to the lives of all those with whom he does business.

If Rearden were to live as he ran his business, he would deal with all the people around him privately the same as he would deal with them professionally. Every emotional investment would be balanced by an emotional gain. If every process and function of his professional life is to render him a greater producer of steel, then every process and function of his personal life would be geared to render him a greater producer of his life’s highest values. The virtues of business are to minimize costs, to increase quality, to honor contracts, and to expand production. The virtues of his life would thus be frugality, integrity, honesty, and ambition. Just as he cannot settle for hiring just any worker for any job at any wage, so too he cannot afford to accept just any stranger into any given role in his life as only justified by their just having shown up. Friends, lovers, wives, and even family relationships cannot be based solely on chance, on the arbitrary advent of circumstantial proximity. They must be evaluated in terms of the value they offer and the price they demand. If they demand too high a cost for the value they offer, then they are not worthy of the role. On the contrary, the significance of the meaning of the words ‘friend’, ‘lover’, ‘wife’, and ‘family’ rests on the value that the people who fill those roles contribute to one’s life. A businessman cannot afford to promote an employee to a position of importance in his organization which outweighs that employee’s worth to the company. So, too, no man can afford to promote a chance acquaintance to a disproportionate position of importance within his own life. The objective measure of the success of his business is monetary profit, the value created by the practical implementation of his business philosophy. The objective measure of the success of his personal life is happiness, the value created by the practical implementation of his personal philosophy.

Rearden does not, however, initially adhere to parallel philosophies in his business and private life. Instead, Rearden follows a diametrically opposed moral code in his private affairs. His brother Philip, his wife Lillian, his mother, his “friend” Paul Larkin…these characters all represent the philosophical opposites of who should fill those roles were Rearden’s values applied consistently in both modes of his life.

Philip is devoid of ambition and produces nothing. He lives only to beg resources off others for the sake of others. He is an empty vessel, a conduit to be used by other men. He takes no pleasure in his existence nor deserves it. He has so little integrity that he has the audacity to undermine the brother who has supported him without complaint, to accept his money but condemn his character. Rearden would not even consider him for the job of a cinder sweeper, yet he considers him worthy of the title “brother”. Rearden would not even let him inside his mills, yet he allows him into his home and supports his every endeavor.

Lillian taunts Rearden with her sex. She uses it as a weapon to disarm him and to break him with guilt. Rearden is tortured by his own sense of guilt and hypocrisy every time he succumbs to her wiles. Yet he does not recognize that the source of the guilt is not the act of sex itself, but the act of sex with someone so completely devoid of any of the values he holds dear. His relationship with Dagny is the one truly worthy of the title “wife” but he does not recognize this inversion for what it is—that he has made the whore his “wife” and the woman who should be his wife into a whore.

His mother, completely dependent on her son for subsistence can do nothing but condemn him for the virtues which enable him to support her. His childhood “friend”, Paul, is simply someone he happened to know as a child and now is still somehow a friend despite the fact that there is nothing Rearden can conceivably respect him for and that he actively works against Rearden’s interests. Among these characters who hold the highest titles of honor in his life—friend, wife, mother, brother—not a single one is deserving of any respect. If his highest ideals are indeed frugality, integrity, honesty, and ambition, then Dagny should be his wife and Francisco D’Anconia should be his best friend. Yet those who scorn everything he believes in are his most valued relationships and he must view with contempt those who most closely reflect his own values.

Rearden is guilty of a terrible sin, a gross error of judgment. As Francisco tried to warn, "You're guilty of a great sin, Mr. Rearden, much guiltier than they tell you, but not in the way they preach. The worst guilt is to accept an undeserved guilt—and that is what you have been doing all your life. You have been paying blackmail, not for your vices, but for your virtues. You have been willing to carry the load of an unearned punishment—and to let it grow the heavier the greater the virtues you practiced” (421). Rearden’s willing acceptance of blame for pursuing his highest values has chained him to a philosophical system which will mean his destruction. He has accepted that the values that make him an excellent businessman, an inventor, and an entrepreneur are values which also make him a vile and loathsome human being. He has accepted a false dichotomy which states that productive activity which supports and enriches your existence is evil and that the only good is to support the lives of others. He has accepted the rule which condemns the fulfillment of one’s own desires but praises the fulfillment of the desires held by others. To the exact proportion that Rearden excels in his work, he is evil in his life. This is Rearden’s central error, the one that turns his life upside-down, that tortures him throughout his marriage, that tortures him throughout his affair with the only woman he has ever truly loved, and that eventually forces him to turn over his life’s work and greatest achievement, Rearden Metal, to a thankless mob of thugs as impudent as they are undeserving.

Then, Rearden realizes the weakness of his enemies. That weakness is that they have no power over him except what he has conceded. His sanction is necessary for them to continue their deception. His validation of their moral code is essential to enable them to brand him immoral. Once Rearden withdraws his sanction and aligns his personal moral code with his professional one, he removes the only device by which he could be chained, his own sense of guilt. Guilt is only possible to someone who has virtues, who feels that they have betrayed those virtues and sacrificed a greater value to a lesser one. By removing his acceptance of the slanders against him, he removed the ability of his enemies to pressure him with the guilt he had willingly accepted. By refusing to allow his virtues to be branded as vice, he was at last set free to feel his full worth, to embrace the self-esteem which had been rightfully his to claim from the very first. He was free to embrace his ethical peers as friends and to truly love them selfishly. With that simple realization, he was also set free of the world of decay. For him, the doors of Atlantis were at last opened and his place in the world of the future secured. That simple realization was that one’s virtues really are virtues and that it doesn’t matter who says differently. The only true measure is in one’s own happiness, the profit of a virtuous life.

On this day...

On this day, we must honor those who have died for our country. On this day, we must honor those who fought and lived, often with lifelong ailments of both mind and body. And how best to honor them? Do the parades and flag-waving actually mean anything anymore? What are we waving the flag for? Who are we saluting? For what are we fighting?

The answer for Americans has been and can only ever be one thing...FREEDOM.

But are we still fighting for it? Or is it something we passively accept? Do we still feel the weighty responsibility of the blood that has been spilled to defend the right to rule one's own life? Or have we surrendered it for the sake of the silken promise of serenity? How can we claim to be fighting for freedom when our government continues to allow torture? How can we claim to be fighting for freedom when our government takes control of businesses? How can we claim to be fighting for freedom when we rush to surrender our property and our choice to selected officials? Have we truly forgotten the horrors of the Berlin Wall, the Killing Fields, the Third Reich, the purges and concentration camps, the barbed wire and minefields, the executions and assassinations (public and private)?

Have the young people of today never learned of the horrors that chained whole continents to a destiny of fear and oppression? Have they never learned that these chains were all forged from promises made of an easier life, promises of the right to dispose of the blessings granted others as your own, promises that the blood of today will be the prosperity of the future? But that prosperity never came...only the blood. And true prosperity vanished as a whisper on the wind chasing the fleeting phantasms of its butchered progenitors.

Have you ever wondered why it is that every single country which has tried to earnestly enact the idea of wealth redistribution has had to keep its citizens within its borders at the point of a gun? Have you ever wondered what freedoms you would have left in the world you desire?

If you still remember these things, or if you see the error of fighting for freedom and then turning it over to a populist mob, then perhaps you can honor those who died fighting for the American dream. The American dream? Isn't that supposed to be a house, a white picket fence, 2.3 kids, 1.4 cars and a dog? No. The American dream is anything you want it to be. Therein lies its power. Therein lies its majesty and mystery. If the things you would fight for are nothing more than material objects than you are a fool, destined to find yourself in a gutter lying next to all the other petty criminals and thieves.

But if you would fight for freedom, for the true legacy of the right to decide for yourself, of the right not to support the fallacies and contradictions of your neighbors if you so choose, of the right to make up your own mind and the freedom to act on that choice-if you would fight for these things, then you are truly honoring the brave men and women who lost everything that they had just for the chance, for the shimmering sliver of a dream that freedom could be a reality.

So please, rather than making empty token gestures of patriotism today, go out and protest. Howl, scream, demand, argue, rant and petition for your freedom. Talk about it with your friends, lovers, spouses, co-workers, everybody you can. Post, comment, blog, YouTube it, Facebook it, Twitter it. Today is a day for honoring freedom. Even if it is just at arm's length, go and honor freedom today and the people who died for it.

I leave you with one of the great historical speeches that many of you may have never even heard of before.



http://www.youtube.com/watch?v=5MDFX-dNtsM