Dr. Montessori’s original experiment and research with children offered hope for a whole new education, and the emergence of a new humanity of perfect peace, order, and harmony in the world — all of this based on Montessori’s breakthrough discovery of the child’s true nature in 1907.
Discovery the Child’s True Nature
Dr. Montessori discovered the child’s true nature by accident while observing young children in their free, self-directed activity according to an approach described before as scientific education by Dr. Eduard Seguin. Using the Seguin approach and materials he developed for this approach, Dr. Montessori found that young children came to acquire surprising new outward qualities of spontaneous self-discipline, love of order, and a perfect harmony with others. After 1907, she sought to instruct others in her approach, which in time came to be known as Montessori teaching.
Unfortunately, since Dr. Montessori’s writings and lectures offered little practical guidance for conducting this approach, teachers were unable to fully understand to practice it to bring about its original effects. By the time of her death in 1952, Montessori teaching had significantly deviated far from its original experiment, vision and purpose. Now, Montessori practitioners limited her approach to their own ideas or those of the surrounding culture. Many therefore came to believe that her original idea of a scientific “new education” was hopelessly idealistic and impractical.
Further Discovery and Research
In 1969, Lee Havis began studying Montessori teaching, first as a classroom teacher, and then later through training teachers. In this way, in 1979, he discovered and came to understand how Montessori teaching actually brought about true natural being in children. Based on this discovery, he founded the International Montessori Society (IMS) to support and disseminate this exciting new knowledge to others.
IMS presents Montessori teaching as a scientific way of being committed to laws of nature with children. In 1986, he started conducting a series of workshops entitled “Creating the New Education” to provide specific practical guidance for this type of Montessori teaching, which he calls “true natural” to distinguish it from conventional types, committed to personality or culture, which have deviated from Dr. Montessori’s original experiment.
The personality type of Montessori teaching follows the authority, dictates and parameters of one single person on the subject, such as Dr. Montessori herself. Today, this philosophy is commonly represented by Montessori’s biological heirs and those she directly trained or authorized as her official representatives. This personality type philosophy is also carried out by those who view truth and reality from their own individual perspective, based on their formative experiences from childhood.
The culture type of Montessori teaching views the child’s true nature as determined only by the dominant beliefs, values and understanding in the surrounding culture. In this philosophy, the child is limited and defined by popular opinion in that particular culture. Here, for example, the child in America is viewed as fundamentally different from the child in India.
True Natural Type
True natural Montessori teaching, represented by IMS, is the scientific way of being that consistently leads to the child’s true nature that Dr. Montessori discovered in 1907. This true natural type is committed to infinite, eternal, and absolute laws of nature, rather personality or culture. For simplicity, IMS uses the term “Montessori teaching” to refer only to the true natural type, since this is the only kind that fully duplicates Dr. Montessori’s original experiment and results in 1907.
In this context, the child is an unknown spiritual being and the environment is everything that surrounds this single hub child, consisting of other children, physical objects and the adult personality. By following laws of nature, your function is to remove detrimental influences around the child by controlling this environment, not the child, which then ultimately leads to the emergence of the child’s true nature.
In 2003, Lee discovered a comprehensive technology for Montessori teaching, consisting of 10 techniques, 20 protocols, 3 lesson presentations and various safe words. Taken together, this technology allows you to scientifically conduct Montessori teaching with great skill, precision and efficiency. Using this knowledge, therefore, anyone can now bring about the child’s true nature in an objective, reliable manner that was never possible before.