“…a child knows that reality is his to shape as he wishes… the adult cannot see beyond the limitations of the standard conceptions of reality.”
Brad Steiger From Mysteries of Time and Space
Dr. Montessori’s “new education”— a universal commitment to the principles of observation, individual liberty and preparation of the environment-envisions a new reality in fundamental opposition to the existing “agreed-to” conditions in society. Thus the individual committed to Montessori principles is engaged in a conflict of realities-the “new” with the “existing”. Such a conflict of realities lies at the heart of the mystery surrounding one’s participation in the process of creating the “new education”.
Reality as Concept
Society’s view of “reality” is as a permanent state of certain conditions within which all human experience occurs. However, such a view of “reality” is challenged by the evidence of fundamental changes in social conditions throughout history.
“Reality” is Alterable
History teaches that society’s conceptions of “reality” are alterable-subject to the individual’s unique creative powers. For example, the concepts of “the world is flat” and “man cannot fly” have forever lost their permanence by the well-known achievements of Christopher Columbus and the Wright brothers. Thus society’s view of “reality” is actually an array of conceptions held in place by mutual agreement. Each individual experiences this “reality” according to one’s own point of view.
Adult Reality
The adult experiences reality as a fundamental conflict between society’s conception of reality and one’s own concrete experiences in the present moment. Such conflict presents a continual paradox which can only ultimately be resolved by recognizing the true nature of reality.
True Reality
“Reality”, in essence, is one’s own conscious state of being. Thus true reality is not inherently “permanent” but rather changes in time as a function of one’s conscious awareness. The young child most clearly reflects this true experience of reality.
The Child’s Reality
The young child experiences reality essentially as its own concrete awareess in the present moment. Certain concepts and abstractions common in adult society-such as government and social institutions-are inconceivable and nonexistent in the child’s reality. This true experience of reality-awareness in the present moment-is the aim of Montessori education and emerges naturally from the adult’s commitment to Montessori principles.
The Montessori Reality
The single individual committed to Montessori principles expresses the new “Montessori reality”-alien to the existing conditions in society. This inner state of being-committed to certain principles-gradually grows in strength and power through the individual’s communication and participation with others. This process of creating a new reality in society is evident in the Yoga idea of the “tulpa”-the thought form which can appear to assume life independent of the individual’s psyche.
Tulpa
A “tulpa”-the externalization of an inner reality-manifests the power of an individual’s will and intention. Futurist Brad Steiger in his book Mysteries of Time and Space states that such a “tulpa” is created and enlarged through its shared communication and engagement with others.” …similar thoughts, emotions, and mental emanations can add to the strength of the tulpa enabling it to acquire power and grow.” Thus a new reality in society can be created from within individuals-whether recognized or not.Â
Reality Created
In sum, all reality is created from within the individual. A “new” reality-e.g., universal commitment to Montessori principles—is possible when an individual becomes consciously aware of such reality within one’s self. Thus the expression of one’s commitment to Montessori principles creates the “new education” in society.
Originally published in 1982 in Vol. 3, No. 5 issue of The Montessori Observer