Abstract
The classroom structure of traditional education has been modeled on the defining characteristics of the mechanical worldview, including linearity, hierarchy, reductionism, objectivity, outcomes, and empiricism. The advent of a participatory worldview has brought a new set of priorities including non-linearity, interdependence, process, relationship, and ecology. A Montessori classroom structure embodies these emerging characteristics. The Montessori approach is based on a non-linear developmental model. It provides a form of education that is not limited to mechanistic cognitive development, but integrally involves all aspects of human development, and is thus well-aligned with the qualities of the emerging worldview.
Recommended Citation
Lide, Allison
(2018)
"Montessori Education: What Is Its Relationship with the Emerging Worldview?,"
Journal of Conscious Evolution: Iss. 8, Article 5.
Available at:
https://digitalcommons.ciis.edu/cejournal/vol8/iss8/5
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