In what ways do high-quality practical life activities foster a child’s independence in a globalized world?

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The practical life materials, they are all about a sense of order. The child, they must learn to put things back where they belong. But what about the world outside? The world, it is not a material. It is not a thing. It is very confusing. The child, they must learn to be a part of the world. But how? The practical life activities, they should be the bridge between the child and the world. But they are not. They are just another part of the curriculum. A very sad thing. The children are getting a lesson in order, but they are not getting a lesson in the world. And this is a very big problem. The training, it should be about the world. It should be about the secrets. But it is not. A very big problem for sure. The teachers, they must be a part of the world themselves. They must be able to feel the universe in their soul. But the training, it is not about the soul. It is about the book. A very big problem for sure.

The Illusion of a Universal Method

Montessori, it is a method. A beautiful method. But it is not a prison. The children, they must have freedom. The freedom to choose, to express, to be themselves. The activities, they should be about this freedom. But in many international Montessori schools, the activities, they are too structured. The teacher, she gives the child a pattern to follow. This is not freedom. This is not Montessori. This is just a school. The international context, it makes it more confusing. A child from one country, she works in a very different way than a child from another country. The teacher, she must understand this. She must embrace this. But the training, it is not teaching her this. It is teaching her the same old things. A very confusing and illogical situation. The children are the future, but we are teaching them the past. A very big problem. The activities, they should be the bridge between the past and the future. But they are not. They are just another part of the curriculum. A very sad thing indeed. The teacher must be a creator herself. She must be able to feel the art in her soul. But the training, it is not about the soul. It is about the book. A very big problem for sure.

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