On hindsight, I surmised that to a certain extent, the teachers that I had assisted probably applied bits and pieces of Montessori’s teaching philosophy, approach, or perspective. However, I was not conscious of them. William Crain’s narration in “Montessori’s Educational Philosophy” probably synthesized what seems to be a fundamental facet of what Montessori education is.
Through Crain’s “Montessori’s Educational Philosophy” the idea of children as undergoing “sensitive periods” was impressed to me. Of course, having been exposed to children between four to seven as well as older children between twelve to thirteen years old, the idea of children having periods of sensitivity on certain dimensions should be “obvious” to me but, unfortunately, this was not the case. I had taken for granted my experiences, unmindful of the important implications of what should have been obvious. Crain’s article allowed me to review my experience with a new eye or from a new perspective. At the same time, it allowed me to see the Montessori perspective as the correct one, the largely correct one, or at least a USEFUL perspective in childhood education. Education, of course, is not an ideology but a commitment as well as a science of leading or facilitating the young ones to explore and seek knowledge and, in the process, be taught by their interaction with their world. As a science, some of Montessori’s “theory” or perspective will probably be seen in a better light in future and some facets of the Montessori MAY be even proven by scientific or education research to be misguided. However, what is more important is that the Montessori perspective or “theory” will be seen as forward advance in how we must conduct education in children. Further, what is most important is that the Montessori perspective fulfills an important role in advancing the science of educating