Normalisation
Normalisation
The process of normalisation is a natural journey.
Maria Montessori observed that when children are allowed freedom in an environment suited to their needs they blossom. After a period of intense concentration and working with materials that fully engage their interest children appear to be refreshed and contented. Through continued concentrated work of their own choice children grow in inner discipline and peace. She called this process "normalisation" and cited it as "the most important single result of our whole work." (Maria Montessori, The Absorbent Mind). She went on to write in her book, The Absorbent Mind:
Only "normalised" children, aided by their environment, show in their subsequent development those wonderful powers that we describe: spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others. [...] An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery. [...] One is tempted to say that the children are performing spiritual exercises, having found the path of self-perfectionment and of ascent to the inner heights of the soul.
Her observation, especially on the spiritual dimension of normalized children, is supported by other philosophers and educators such as Pestalozzi (1746-1827), his student Froebel (1782-1852), and later Rudolph Steiner (1861-1925), all of who had similar revolutionary views on modern education. They were pioneers in the holistic education movement believing that education should contribute to the spiritual development of children. Like Montessori, they viewed the young child as more than just a growing body and mind. They saw a spiritual dimension to human development as well.
Pestalozzi’s motto was "Learning by head, hand and heart". His philosophy of education was based on a four-sphere concept of life and the premise that human
The process of normalisation is a natural journey.
Maria Montessori observed that when children are allowed freedom in an environment suited to their needs they blossom. After a period of intense concentration and working with materials that fully engage their interest children appear to be refreshed and contented. Through continued concentrated work of their own choice children grow in inner discipline and peace. She called this process "normalisation" and cited it as "the most important single result of our whole work." (Maria Montessori, The Absorbent Mind). She went on to write in her book, The Absorbent Mind:
Only "normalised" children, aided by their environment, show in their subsequent development those wonderful powers that we describe: spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others. [...] An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery. [...] One is tempted to say that the children are performing spiritual exercises, having found the path of self-perfectionment and of ascent to the inner heights of the soul.
Her observation, especially on the spiritual dimension of normalized children, is supported by other philosophers and educators such as Pestalozzi (1746-1827), his student Froebel (1782-1852), and later Rudolph Steiner (1861-1925), all of who had similar revolutionary views on modern education. They were pioneers in the holistic education movement believing that education should contribute to the spiritual development of children. Like Montessori, they viewed the young child as more than just a growing body and mind. They saw a spiritual dimension to human development as well.
Pestalozzi’s motto was "Learning by head, hand and heart". His philosophy of education was based on a four-sphere concept of life and the premise that human