Universal Education for Peace

The concepts of principles of Montessori stand out. Among those that are truly distinctive are the drive for total child education and cosmic awareness. One other educational thrust that is truly commendable is education for peace. Both the educator and the child become whole individuals who encourage lasting peace. This is a prime concept that has earned Montessori the admiration of the world for which she became a nominee for the Nobel Prize. Apparently though, teaching the promotion of peace may not always be the uncomplicated.

Basic Needs

There are many activities, ways and means to push towards peace education. One important component however is the fundamental needs of humans. Montessori believed that all humans share common basic needs which, when met, help open the doors for human freedom, respect, cooperation and environmental accountability which are crucial for genuine peace.

There are two categories for human basic needs. The obvious primary need is the material or physical need. All humans have to meet their basic requirements for survival such as food, clothing, shelter, security and all other components that promote a safe and comfortable life. Aside from this basic category, humans also have spiritual needs. This covers more than just religion and inner awareness. This also encompasses art, culture and intellectual pursuits.

Teachers of Montessori

All learning theories involve teachers. Montessori however assigns a different responsibility to the teacher. In Montessori schools the teacher is known as the director or directress. She is ultimately accountable for providing an environment that is conducive to learning. Moreover, a teacher also has the major role of being a good example and living model of crucial concepts and values. In short, a teacher must first learn to integrate the principles that are necessary for teaching and promoting the path to peace.

Children as Learners

The teacher as directress can only go so far. Much of the learning experience relies on the learners themselves. Teachers decrease putting their finger into the learning experience as the learner matures. In the end a teacher ultimately becomes an observer. The reason for this is that children are believed to have their own inner resources for learning. Learners are capable of choosing the situations and conditions which promote their interest to learn.

As mentioned, the fundamental needs of humans and other Montessori principles cannot be learned instantly. By going through this brief primer, however, you have begun understanding what Montessori stood for.