The principles of discipline and freedom in the activities of Maria Montessori

Ovaj rad bavi se pitanjem slobode i discipline u metodi Marije Montessori. Metoda Marije Montessori temelji se na tri bitne sastavnice: okolini koja je pripremljena za razvoj djeteta; odgajatelju-istraživaču čija uloga je pasivna; te istinskoj slobodi svakog djeteta. Osmišljena za razvoj djece, takva okolina u većini slučajeva ne izaziva nikakve poteškoće. Stoga ovaj rad, u svojoj suštini, izdvaja i razmatra ono što je najteže prihvatiti pitanje slobode. Naglasak ovog rada više je na tome kako je sama Maria Montessori vidjela mogućnost pružanja pune slobode djetetu u izboru vlastite aktivnosti i koje su rezultate dobili stručnjaci na polju pružanja slobode u cijelom svijetu. Rad je koncipiran u nekoliko cjelina. U prvom poglavlju dat je kraći pregled života Marije Montessori, a naglasak je na tijeku razvoja njezine pedagoške teorije i na osnovnim načelima njezine metode. U dvije osnovne cjeline razmatraju se pitanja slobode i discipline te njihovi uzajamni utjecaji i razvoj. U četvrtom dijelu nalaze se najčešće kritičke primjedbe i odgovori na njih.This paper deals with the question of freedom and discipline in the method of Maria Montessori. The Montessori Method of education is based upon three essential components: the environment which is organized for child development; a teacher-researcher whose role is passive; and a true freedom of every child. Designed for child development, such environment in most cases does not cause any difficulties. Therefore, this paper, in its essence, selects and discusses that which is hardest to accept the question of freedom. The emphasis of this paper is more on how Maria Montessori herself saw the possibility of giving full freedom to the child in choosing his/her own activity and, also, which results have been obtained by experts in the sphere of achieving freedom in the whole world. This thesis is structured in several units. In Chapter One there is a short overview of the life of Maria Montessori, with the emphasis on the course of development of her pedagogical theory and on the underlying principles of her method. In the two main units I address the questions of freedom and discipline and their mutual impacts and development. In the fourth unit I present the most frequent critical comments and the answers to those