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유혜령,윤복주 한국아동교육학회 1996 아동교육 Vol.5 No.2
It is attempted in this study to disclose the philosophical underpinnings hidden in the Montessori educational theories. Placing the Montessori educational Theories in the wide philosophical streams dominant in the 19th and 20th centuries, which are roughly the conceptual idealism, the romanticism and the positivism, the researcher tries to articulate the Montessori's basic views and thoughts on children, educational goals and educational methodology. It is discussed that Montessori's views on children are much confined to the naive and romantic beliefs on the inborn goodness of human beings and to the idealistic assumption on the dichotomized split between mind and body. Her views on the ultimate educational goals are also found as being strongly influenced by the absolute idealism, such as Hegel's, which has emphasized the nomolithic-inductive reasoning on human nature. On the contrary, her views on educational methodology are more positivistic rather than idealitic assumtions with the influence from educational psychology medical science she had learned. Her "scientic pedagogy" around her teaching materials also reveals the strong tendency to approach the issues of educating children with the positivistic methodology. As such, the conclusion is made that the philosophical underpinnings of Montessori educational theories show unintegrated, contradictory views on human beings and the world. That is, whereas there finds the rigid conceptual idealism and romanticism inherent in the Montessori's views on children and educational goals, her views on the educational emthodology shows the positivistic, scientific assumtions on the worlds Therefore, the implications of Montessori educational theories for contemporary child education seems to be very limited in their capacity not only to suggest an systematically integrated body of educational theories but also to fit into the more flexible, dynamic and deconstructive philosophical trends of our timees
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