Abstract
<p>Montessori claimed that love is a key concept that cannot be defined, but nevertheless treated it as central to life and education and therefore wrote a lot about its nature. Studies conducted by the Italian researcher facilitated finding the source of love, which is the child Consequently, the didactic system she developed is focused on the child Feelings and emotions are a kind of ability to reflect, an element of a wider system of information processing. Attributing emotional value to specific events is a specific process of creating meanings For research purposes, the knowledge was obtained that allowed to determine a profile of 24 feelings for school experiences as well as general and ideal feelings of Montessori class graduates, expressed as valuations. It was established whether the school as well as general and ideal experiences have a positive, negative or ambivalent value for the respondents</p>
Highlights
Montessori claimed that love is a key concept that cannot be defined, but treated it as central to life and education and wrote a lot about its nature
According to the assumptions of the pedagogy developed by Maria Montessori, the underlying principle of educational interactions should be love, treated as a gift, fundamental good, owing to which people look for contacts with others, enter into mutual relationships with respect and understanding
Montessori claimed that love was given to us as part of a great legacy of life
Summary
Maria Montessori was far from attributing a mystical or ideal dimension to love, presenting it as an illusion or unattainable value She treated love as a powerful and triggering force of human action, the central value of human life, which arises from a human’s inside, their spirit and life, which means the basic need that people strive so much to be satisfied. Montessori learned from children about human development, about the process of learning, communicating with children and showing them that they are respected and loved She was a doctor, a scientist, an educator and a master of observation. On the basis of the observations and knowledge built based on the data collected in this way, she reformulated her personal long-term task (Obuchowski, 1985), her goal in life She gave up her doctor’s practice and took to the organization and tasks of schools, established a new teachers’ training program and redefined the role of the educator. It was the careful observation of children in the Psychiatric Clinic of the University of Rome, and later in the “Casa dei Bambini” center in San Lorenzo/Rome, that led the Italian doctor to DISCOVER THE CHILD, i.e. to develop the psychology of child development
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