The Absorbent Mind, by Maria Montessori, is an in-depth explanation of Montessori’s discoveries related to child development in the first six years of life. Montessori was astounded by the almost effortless quality of children’s learning at this age—as though they could ‘absorb’ knowledge from the surrounding environment: “There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life” (62). Using her own research, Montessori builds the case for a specific framework for education of young children, a particular lens through which to view the young learners in an early childhood classroom.
The book begins by identifying the two major components of learning: the individual (both ‘body’ and ‘soul’) and the environment. Montessori builds a particular view of the individual in order to inform her later argument about the importance of the environment. Montessori writes of the individual learner as fully engaged with the world—not an empty vessel in need of a factory-style education, but an active explorer beginning on an innate trajectory, in need of wisdom and guidance from a more knowledgeable other. She states, “we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being…We as teachers can only help the work going on, as servants wait upon a master” (p. 8-9). Montessori saw the role of the teacher as that of an active observer and careful experimenter, intervening with the child’s actions only in ways that furthered the development of independence. Determining when to intervene depended on certain sensitive periods in development—in other words, the child needs to be prepared for the next step in instruction. Montessori even goes so far as to say that for the student, “It matters much more to have a prepared mind than a good teacher” (184). Montessori held deep respect for the independent nature of an actively learning child. She felt that, with a prepared environment, the child could be free to learn at his or her own choosing.
Throughout her book are exclamations at the curiosity and ingenuity of the child. Her enthusiasm in writing made for a very enthusiastic reader. I felt that my mind was expanded by all of the detail she included in her writing—every statement and reflection was supported by an account of previous experiences or observations. Montessori was particularly amazed by the ability of the child to focus, to the exclusion of all outside stimuli, on a task of interest. For this reason, she strongly asserts that in education, “the essential thing is for the task to arouse such an interest that it engages the child’s whole personality” (206). That, in Montessori’s opinion, was the aim and final goal of education—to allow the child to develop his or her unique personality, in order to live as an independent, productive member of society.
While this book is filled with flowery language, and at times was highly repetitive, I found my eyes opened to the kind of teacher I personally strive to be and to a new way of observing and considering the actions of young children. It has changed my views on many aspects of education, and I am left with a deep and abiding respect for the life and accomplishments of Maria Montessori. I have found in her view of education a philosophy very similar and compatible with my own background as a psychology major-turned-educator. I would recommend this book highly to any aspiring teacher.
The book begins by identifying the two major components of learning: the individual (both ‘body’ and ‘soul’) and the environment. Montessori builds a particular view of the individual in order to inform her later argument about the importance of the environment. Montessori writes of the individual learner as fully engaged with the world—not an empty vessel in need of a factory-style education, but an active explorer beginning on an innate trajectory, in need of wisdom and guidance from a more knowledgeable other. She states, “we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being…We as teachers can only help the work going on, as servants wait upon a master” (p. 8-9). Montessori saw the role of the teacher as that of an active observer and careful experimenter, intervening with the child’s actions only in ways that furthered the development of independence. Determining when to intervene depended on certain sensitive periods in development—in other words, the child needs to be prepared for the next step in instruction. Montessori even goes so far as to say that for the student, “It matters much more to have a prepared mind than a good teacher” (184). Montessori held deep respect for the independent nature of an actively learning child. She felt that, with a prepared environment, the child could be free to learn at his or her own choosing.
Throughout her book are exclamations at the curiosity and ingenuity of the child. Her enthusiasm in writing made for a very enthusiastic reader. I felt that my mind was expanded by all of the detail she included in her writing—every statement and reflection was supported by an account of previous experiences or observations. Montessori was particularly amazed by the ability of the child to focus, to the exclusion of all outside stimuli, on a task of interest. For this reason, she strongly asserts that in education, “the essential thing is for the task to arouse such an interest that it engages the child’s whole personality” (206). That, in Montessori’s opinion, was the aim and final goal of education—to allow the child to develop his or her unique personality, in order to live as an independent, productive member of society.
While this book is filled with flowery language, and at times was highly repetitive, I found my eyes opened to the kind of teacher I personally strive to be and to a new way of observing and considering the actions of young children. It has changed my views on many aspects of education, and I am left with a deep and abiding respect for the life and accomplishments of Maria Montessori. I have found in her view of education a philosophy very similar and compatible with my own background as a psychology major-turned-educator. I would recommend this book highly to any aspiring teacher.
