Мария Монтессори цитаты

Мария Монтессори фото
2   4

Мария Монтессори

Дата рождения: 31. Август 1870
Дата смерти: 6. Май 1952

Реклама

Мари́я Монтессо́ри — итальянский врач, педагог, учёный, философ, гуманистка, католичка.

Одним из свидетельств международного признания Марии Монтессори стало известное решение ЮНЕСКО , касающееся всего четырёх педагогов, определивших способ педагогического мышления в ХХ веке: американца Джона Дьюи, немца Георга Кершенштейнера, итальянки Марии Монтессори и советского педагога Антона Макаренко.

В её честь назван кратер Монтессори на Венере.

Подобные авторы

Антон Семёнович Макаренко фото
Антон Семёнович Макаренко24
украинский и советский педагог и писатель
Кристина Джорджина Россетти фото
Кристина Джорджина Россетти1
британская поэтесса
Януш Корчак фото
Януш Корчак25
польский педагог, писатель, врач и общественный деятель
Сара Бернар фото
Сара Бернар14
французская актриса
Михаил Александрович Чехов фото
Михаил Александрович Чехов4
русский и американский драматический актёр, театральный р...
Мария Склодовская-Кюри фото
Мария Склодовская-Кюри19
физик и химик из Франции
Лев Дуров фото
Лев Дуров13
советский и российский актёр театра и кино, театральный р...

Цитаты Мария Монтессори

„1. Детей учит то, что их окружает.
2. Если ребенка часто критикуют — он учится осуждать.
3. Если ребенка часто хвалят — он учится оценивать.
4. Если ребенку демонстрируют враждебность — он учится драться.
5. Если с ребенком честны — он учится справедливости.
6. Если ребенка часто высмеивают — он учится быть робким.
7. Если ребенок живет с чувством безопасности — он учится верить.
8. Если ребенка часто позорят — он учится чувствовать себя виноватым.
9. Если ребенка часто одобряют — он учится хорошо к себе относиться.
10. Если к ребенку часто бывают снисходительны — он учится быть терпеливым.
11. Если ребенка часто подбадривают — он приобретает уверенность в себе.
12. Если ребенок живет в атмосфере дружбы и чувствует себя необходимым — он учится находить в этом мире любовь.
13. Не говорите плохо о ребенке — ни при нем, ни без него.
14. Концентрируйтесь на развитии хорошего в ребенке, так что в итоге плохому не будет оставаться места.
15. Будьте активны в подготовке среды. Проявляйте постоянную тщательную заботу о ней. Показывайте место каждого развивающего материала и правильные способы работы с ним.
16. Будьте готовы откликнуться на призыв ребенка, который нуждается в вас. Всегда прислушивайтесь и отвечайте ребенку, который обращается к вам.
17. Уважайте ребенка, который сделал ошибку и сможет сейчас или чуть позже исправить ее, но немедленно строго останавливайте любое некорректное использование материала и любое действие, угрожающее безопасности самого ребенка или других детей.
18. Уважайте ребенка, отдыхающего или наблюдающего за работой других, или размышляющего о том, что он сделал или собирается сделать.
19. Помогайте тем, кто хочет работать, но пока не может выбрать себе занятие по душе.
20. Будьте неустанны, разъясняя ребенку то, чего ранее он понять не мог — помогайте ребенку осваивать не освоенное ранее, преодолевать несовершенство. Делайте это, наполняя окружающий мир заботой, сдержанностью и тишиной, милосердием и любовью. Будьте готовы помочь ребенку, который находится в поиске и быть незаметным для того ребенка, который уже все нашел.
21. В обращении с ребенком всегда придерживайтесь лучших манер — предлагайте ему лучшее, что есть в вас самих.“

—  Мария Монтессори
Заповеди Марии Монтессори для родителей

Реклама

„If help and salvation are to come they can only come from the children, for the children are the makers of men.“

—  Maria Montessori
Context: If help and salvation are to come they can only come from the children, for the children are the makers of men. The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities. Part I : The Child's Part in World Reconstruction, p. 4.

„Such prizes and punishments are, if I may be allowed the expression, the bench of the soul, the instrument of slavery for the spirit.“

—  Maria Montessori, The Montessori Method Scientific Pedagogy as Applied to Child Education in 'The Children's Houses' with Additions and Revisions by the Author

„To stimulate life, leaving it free, however, to unfold itself, that is the first duty of the educator.“

—  Maria Montessori
Context: This is our mission: to cast a ray of light and pass on. I compare the effects of these first lessons the impressions of a solitary wanderer who is walking serene and happy in a shady grove, meditating; that is leaving his inner thought free to wander. Suddenly a church bell pealing out nearby recalls to himself; then he feels more keenly that peaceful bliss which had already been born, though dormant, within him. To stimulate life, leaving it free, however, to unfold itself, that is the first duty of the educator. For such a delicate mission great art is required to suggest the right moment and to limit intervention, last one should disturb or lead astray rather than help the soul which is coming to life and which will live by virtue of it's own efforts. This art must accompany the scientific method, because the simplicity of our lessons bears a great resemblance to experiments in experimental psychology. Ch. 8 : The Exercises, p. 141 Variant translation: This then is the first duty of an educator: to stir up life but leave it free to develop.

„There exists, then, the "spirit" of the scientist, a thing far above his mere "mechanical skill," and the scientist is at the height of his achievement when the spirit has triumphed over the mechanism. When he has reached this point, science will receive from him not only new revelations of nature, but philosophic syntheses of pure thought.“

—  Maria Montessori
Context: We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself. The scientist is not the clever manipulator of instruments, he is the worshipper of nature and he bears the external symbols of his passion as does the follower of some religious order. To this body of real scientists belong those who, forgetting, like the Trappists of the Middle Ages, the world about them, live only in the laboratory, careless often in matters of food and dress because they no longer think of themselves; those who, through years of unwearied use of the microscope, become blind; those who in their scientific ardour inoculate themselves with tuberculosis germs; those who handle the excrement of cholera patients in their eagerness to learn the vehicle through which the diseases are transmitted; and those who, knowing that a certain chemical preparation may be an explosive, still persist in testing their theories at the risk of their lives. This is the spirit of the men of science, to whom nature freely reveals her secrets, crowning their labours with the glory of discovery. There exists, then, the "spirit" of the scientist, a thing far above his mere "mechanical skill," and the scientist is at the height of his achievement when the spirit has triumphed over the mechanism. When he has reached this point, science will receive from him not only new revelations of nature, but philosophic syntheses of pure thought. Ch. 1 : A Critical Consideration of the New Pedagogy in its Relation to Modern Science, p. 8.

Реклама

„That which the educator must seek is to be able to see the child as Jesus saw him.“

—  Maria Montessori
Context: We have in ourselves tendencies that are not good and which flourish like weeds in a field. (Original sin). These tendencies are many; they fall into seven groups, known of old as the Seven deadly sins. All deadly sins tend to separate us from the child; for the child compared to us, is not only purer but has mysterious qualities, which we adults as a rule cannot perceive, but in which we must believe with faith, for Jesus spoke to them so clearly and insistently that all the Evangelists recorded His words: Unless ye be converted and become as little children, ye shall nor enter into the Kingdom of Heaven. That which the educator must seek is to be able to see the child as Jesus saw him. It is with this endeavour, thus defined and delimited, that we wish to deal. The Secret of Childhood, p. 108.

„We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself.“

—  Maria Montessori
Context: We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself. The scientist is not the clever manipulator of instruments, he is the worshipper of nature and he bears the external symbols of his passion as does the follower of some religious order. To this body of real scientists belong those who, forgetting, like the Trappists of the Middle Ages, the world about them, live only in the laboratory, careless often in matters of food and dress because they no longer think of themselves; those who, through years of unwearied use of the microscope, become blind; those who in their scientific ardour inoculate themselves with tuberculosis germs; those who handle the excrement of cholera patients in their eagerness to learn the vehicle through which the diseases are transmitted; and those who, knowing that a certain chemical preparation may be an explosive, still persist in testing their theories at the risk of their lives. This is the spirit of the men of science, to whom nature freely reveals her secrets, crowning their labours with the glory of discovery. There exists, then, the "spirit" of the scientist, a thing far above his mere "mechanical skill," and the scientist is at the height of his achievement when the spirit has triumphed over the mechanism. When he has reached this point, science will receive from him not only new revelations of nature, but philosophic syntheses of pure thought. Ch. 1 : A Critical Consideration of the New Pedagogy in its Relation to Modern Science, p. 8.

„One who has drunk at the fountain of spiritual happiness says good-by of his own accord to the satisfactions that come from a higher professional status“

—  Maria Montessori
Context: One who has drunk at the fountain of spiritual happiness says good-by of his own accord to the satisfactions that come from a higher professional status … What is the greatest sign of success for a teacher thus transformed? It is to be able to say, "The children are now working as if I did not exist." Ch. 27 : The Teacher's Preparation, p. 283; part of this has become paraphrased as :

„The children are now working as if I did not exist.“

—  Maria Montessori
Context: One who has drunk at the fountain of spiritual happiness says good-by of his own accord to the satisfactions that come from a higher professional status … What is the greatest sign of success for a teacher thus transformed? It is to be able to say, "The children are now working as if I did not exist." Ch. 27 : The Teacher's Preparation, p. 283; part of this has become paraphrased as :

Реклама

„The domineering habit develops side by side with helplessness.“

—  Maria Montessori
Context: The peril of servilism and dependence lies not only in that "useless consuming of life," which leads to helplessness, but in the development of individual traits which indicate all too plainly a regrettable perversion and degeneration of the normal man. I refer to the domineering and tyrannical behaviour with examples of which we are all only too familiar. The domineering habit develops side by side with helplessness. It is the outward sign of the state of feeling of him who conquers through the work of others. Thus it often happens that the master is a tyrant toward his servant. It is the spirit of the task-master toward the slave. Ch. 5 : Discipline, p. 100.

„This is our mission: to cast a ray of light and pass on.“

—  Maria Montessori
Context: This is our mission: to cast a ray of light and pass on. I compare the effects of these first lessons the impressions of a solitary wanderer who is walking serene and happy in a shady grove, meditating; that is leaving his inner thought free to wander. Suddenly a church bell pealing out nearby recalls to himself; then he feels more keenly that peaceful bliss which had already been born, though dormant, within him. To stimulate life, leaving it free, however, to unfold itself, that is the first duty of the educator. For such a delicate mission great art is required to suggest the right moment and to limit intervention, last one should disturb or lead astray rather than help the soul which is coming to life and which will live by virtue of it's own efforts. This art must accompany the scientific method, because the simplicity of our lessons bears a great resemblance to experiments in experimental psychology. Ch. 8 : The Exercises, p. 141 Variant translation: This then is the first duty of an educator: to stir up life but leave it free to develop.

„It seems as though a new epoch were in preparation, a truly human epoch“

—  Maria Montessori
Context: It seems as though a new epoch were in preparation, a truly human epoch, and as though the end had almost come of those evolutionary periods which sum up the history of the heroic struggles of humanity; an epoch in which an assured peace will promote the brotherhood of man, while morality and love will take their place as the highest form of human superiority. In such an epoch there will really be superior human beings, there will really be men strong in morality and in sentiment. Perhaps in this way the reign of woman in approaching, when the enigma of her anthropological superiority will be deciphered. Woman was always the custodian of human sentiment, morality and honour, and in these respects man always has yielded women the palm. Antropologia Pedagogica (1910), translated as Pedagogical Anthropology (1913), p. 259.

„The man who, through his own efforts, is able to perform all the actions necessary for his comfort and development in life, conquers himself, and in doing so multiplies his abilities and perfects himself as an individual.
We must make of the future generation, powerful men, and by that we mean men who are independent and free.“

—  Maria Montessori
Context: Let us picture to ourselves a clever and proficient workman, capable, not only of producing much and perfect work, but of giving advice in his workshop, because of his ability to control and direct the general activity of the environment in which he works. The man who is thus master of his environment will be able to smile before the anger of others, showing that great mastery of himself which comes from consciousness of his ability to do things. We should not, however, be in the least surprised to know that in his home this capable workman scolded his wife if the soup was not to his taste, or not ready at the appointed time. In his home, he is no longer the capable workman; the skilled workman here is the wife, who serves him and prepares his food for him. He is a serene and pleasant man where he is powerful through being efficient, but is domineering where he is served. Perhaps if he should learn how to prepare his soup he might become a perfect man! The man who, through his own efforts, is able to perform all the actions necessary for his comfort and development in life, conquers himself, and in doing so multiplies his abilities and perfects himself as an individual. We must make of the future generation, powerful men, and by that we mean men who are independent and free. Ch. 5 : Discipline, p. 100.

Далее
Сегодня годовщина
Джордж Оруэлл фото
Джордж Оруэлл74
английский писатель и публицист 1903 - 1950
Антонио Гауди фото
Антонио Гауди7
испанский и итальянский архитектор 1852 - 1926
Майкл Джексон фото
Майкл Джексон62
американский артист, актёр, автор и исполнитель песен 1958 - 2009
Жак-Ив Кусто фото
Жак-Ив Кусто25
Французский океанограф, популяризатор науки, один из созд... 1910 - 1997
Другие 52 годовщин
Подобные авторы
Антон Семёнович Макаренко фото
Антон Семёнович Макаренко24
украинский и советский педагог и писатель
Кристина Джорджина Россетти фото
Кристина Джорджина Россетти1
британская поэтесса
Василий Александрович Сухомлинский фото
Василий Александрович Сухомлинский60
украинский советский педагог