The work of Montessori education from its beginning in Italy in 1907 has assumed a world-wide perspective which continues today. Dr. Montessori’s frequent international travels have resulted in the establishment of diverse communities throughout the world interested in the “new education”. This widespread international interest and development of Montessori education demonstrates the fundamental integrity of Montessori principles which transcends all cultural and political distinctions.
International Barriers
The development of Montessori world-wide requires an extension of communication and supportive relationships beyond country and culture. Such an international approach to Montessori education confronts certain unique barriers which are not normally engaged within a particular country. Language, time and distance represent barriers which have traditionally deterred effective international cooperation and communication.
Language-No Real Barrier
The diversity of languages throughout the world normally deters effective communication. However, since English is well-known in countries where Montessori education is most developed, the normal language barrier is not a major difficulty. English can be employed in many countries with significant Montessori communities including, United States, Canada, The Philippines, Australia, New Zealand, England, Ireland, India, South Africa, and Holland.
Time and Distance
Modern technology has significantly reduced the importance of time and distance as international barriers. Long distance telephone and jet air travel now readily surmount these previously awesome barriers.
Government Control
However, a significant new barrier has recently emerged to present a notable difficulty for the development of Montessori education in many societies-inappropriate government regulation and control. In countries which have institutionalized the provision of day care for children, government control tends to discourage the conditions of creativity and initiative which would favor the development of Montessori education. In such countries, Montessori education is often virtually unknown. In contrast, in the United States where government sponsorship and control of child care in minimal, over 2,000 Montessori schools exist.
If Montessori education is to develop significantly in countries where government child care has been institutionalized, opportunities for creative initiative in the non-government sector must be permitted.
Future Development
The future development of Montessori world-wide will engage new barriers as efforts are made to extend Montessori principles to countries which presently have no Montessori schools, including the poverty-ridden countries of the Third World. Such future development will require extensive foreign support and cooperation including the training of teachers outside the country. Ultimately, local teacher training must be established to assure continued successful development in such countries.
Global Purpose
International Montessori development serves a larger purpose than the extension of Montessori principles beyond country and culture. Such world-wide development serves a global purpose to create new international networks of cooperation and relationships which can contribute significantly to the resolution of the fundamental underlying conflicts and disharmony among nations and cultures.
Originally published in 1981 in Vol. 2, No. 4 issue of The Montessori Observer