Montessoriańska koncepcja wychowania do niezależności – próba współczesnej interpretacji
Montessori’s concept of education for independence – contemporary interpretation

Summary/Abstract: Article presents a theoretical analysis of Montessori’s concept of education for cognitive and socio-emotional autonomy. The main aim is prove a unique contemporary validity of theoretical and methodological aspects of this educational philosophy. First, the cycle of self-discipline development, as observed by Maria Montessori, has been described with reference to different forms of pedagogical actions, helping children to transform from perceiving classroom rules of behavior as external to self-direction, deeply grounded in internal needs for autonomy and selfrealization. Then, deep analogies between Montessori pedagogy and contemporary theories of self-regulation by B. Zimmerman has been shown. As a summary, “Decalogue of Montessori Teacher” has been reminded, as a set of rules for everyday educational work based on the principle of “desired non-interference”.

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