Individual Liberty-one of the three fundamental Montessori principles appears to be widely recognized but little practiced in society. However, Dr. Montessori recognized that this ancient principle of “liberty” (i.e., “freedom of choice”) is vital to the effective development of self-discipline and independence in children.
Conflict
Conflict can easily arise in the application of “individual liberty” if such principle is taken in isolation from the other two Montessori principles-“Preparation of the Environment” and “Observation”. Faced with the need to deter disruptive and harmful behavior in the classroom, frustrated teachers readily sacrifice the individual child’s “freedom of choice” to achieve a presumed higher goal of classroom stability. However, without a commitment to “individual liberty”, underlying conflict will inevitably persist throughout the classroom.
Interplay Vital
The effective resolution of underlying conflict in the classroom is found uniquely in the harmonious interplay of all the Montessori principles applied together. In effect, any slight deviation from a complete commitment to “individual liberty” or from the other two Montessori principles will inevitably perpetuate detrimental classroom behavior.
Social Conditions
“Individual liberty” appears particularly difficult for teachers to master in view of the normal control and manipulation of the individual so widespread and deeply rooted in society. Such conditions seem to readily justify denial of individual liberty in children; e.g., “I must deny freedom to a child when life is threatened or when some overriding harm may result to the classroom as a whole”. While such rationale appears reasonable, the erroneous underlying notion of such justification is that children have within them an inherent self-destructive urge to damage themselves and others.
Survival Instinct
“To survive” is a self-evident human tendency. Therefore, the child’s apparently self-destructive efforts in the classroom are actually opportunities to confront and realize the effective application of Montessori principles by the teacher. The effective Montessori teacher is able to employ intentional wrong-doing (for example, standing on a table or leaving the classroom without permission) to realize her purpose in the classroom through a commitment to Montessori principles.
Permit Mistakes
Some teachers unconsciously prohibit complete “individual liberty” in children on the mistaken belief that suffering and errors can be prevented through a certain amount of control. However, the effective Montessori teacher realizes that “individual liberty” is vital and includes the freedom of a child to suffer and err.
Abandon Control
To abandon control of the child in the classroom is not to abandon classroom responsibility. While permitting individual liberty, the effective teacher is active in controlling misbehavior through careful and diligent application of “Observation” and “Preparation of the Environment”
Impact on Society
Montessori teachers readily discover that their commitment to “individual liberty” extends beyond the classroom to include parents, administrators, government officials and other adults. Since a commitment to “individual liberty” challenges deeply help customs and attitudes in society, the committed teacher faces confrontation with issues such as threat of loss of employment, enrollment or necessary government licenses.
Do Nothing
The beginning of a commitment to “individual liberty” can be found in the process of “doing nothing” when challenged by intentionally harmfui or disruptive behavior in a child. However, such a beginning must continue to resolve the disruptive behavior through the teacher’s active application of “observation” and “preparation of the environment”.
Support in Society
In countries which acknowledge “individual liberty” among the protected values and rights in society, the teacher can find significant support in the legal institutions of society. IMS contributes to such support through its participation in legal and regulatory confrontation. However, the fundamental commitment to “individual liberty” can only be created within an individual-independent of all outside circumstances. The expression of a commitment to “individual liberty” in the Montessori classroom is a vital expression of the creation of the new education.
Originally published in 1981 in Vol. 2, No. 8 issue of The Montessori Observer