Abstract
After summarizing the results from two studies the author conducted in Montessori middle schools, the chapter discusses nine characteristics of Montessori education in relation to various theoretical perspectives on education and development. The first three characteristics discussed—freedom of choice, eliminating grades, and learning by doing—are examined in relation to contemporary theories of motivation and education. Three lesser known characteristics—deep concentration, prepared environments, and habits of self-regulation—are discussed in the context of the flow theory of optimal experience. Finally, three facets of Montessori education that are perhaps the least understood and recognized—movement, aesthetic order, and the importance of nature— are considered in light of emerging perspectives on embodied knowledge. Examples of how each characteristic can be applied in the classroom are drawn from the author's observations and research in Montessori middle schools.
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