Spontaneous Activity in EducationMontessori, Maria
Science
Spontaneous Activity in Education
Montessori, Maria
Montessori method of education
"It is possible to suppose," says James, "that a God could, without
impairing his activity, simultaneously behold all the minutest
portions of the world. But if our human attention should be thus
dissipated, we should merely contemplate all things vacuously, without
ever finding occasion to do any particular act."
It is one of the marvelous phenomena of life that it is impossible to
realize anything, without determining limits; that mysterious law
which ordains that every living being has its "form" and "stature,"
unlike the minerals, which are indefinite in form and dimensions, is
repeated in the psychical life. Its development, its auto-creation, is
nothing but a determination even more precise, a progressive
"concentration"; it is thus that from the primitive chaos our internal
characteristic form is gradually shaped and chiselled.
The capacity for forming a conception of a thing, for judging and
reasoning, has always this foundation. When, after having noted the
usual qualities of a column, we abstract the general truth that the
column is a support, this synthetic idea is based upon a selected
quality. Thus in the judgment we may pronounce: columns are
cylindrical, we have abstracted one quality from among the many others
we could have adduced, as, columns are cold, they are hard, they are a
composition of carbonate of lime, etc. It is only the capacity for
such a selection which makes reasoning possible. When, for example, in
the demonstration of the theorem of Pythagoras, children handle the
various pieces of the metal insets, they should start from the point
at which they become aware that a rectangle is equal to the rhomb, and
a square is equal to the same rhomb. It is the perception of this
truth which makes it possible to go on to the following reasoning:
therefore the square and the rectangle are equal to each other. If it
had not been possible to determine this attribute, the mind could not
have arrived at any conclusion. The mind has succeeded in discovering
an attribute common to two dissimilar figures; and it is this
discovery which may lead to a series of conclusions by means of which
the theorem of Pythagoras will be finally demonstrated.
* * * * *
Now, as in the case of will, decision presupposes a methodical
exercise of the impulsive and inhibitory forces, only to be performed
by the individual himself, until habits have been established, so in
case of the intelligence, the individual must exercise himself in his
activities of association and selection, guided and aided by external
means, until he has developed, by the definitive elimination of
certain ideas and the choice of others, "mental habits" characteristic
of the individual, characteristic of the "type." Because, underlying
all the internal activities the mind can construct, there is, as the
phenomena of attention show us, the individual tendency, the "nature."
Public-domain text, read in full here on John Shaqi.
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