DISCIPLINE AND OBEDIENCE

Discipline and Obedience

Discipline and Obedience



Maria Montessori (1870 - 1952) in these pages describes the psychic development of the child as "creation", "construction" due to the activity exerted by the subject on the environment. The child is described as "spiritual embryo" to emphasize that nothing is already preformed in him, but there are potential (nebula), which can only develop from the assimilating the information needed for the construction of psychological functions. The Montessori calls "absorbent mind" this tendency of the child in the early years of unconscious absorption data of its environment, emphasizing the specificity of children's mental processes than those of adults. (Lott, Nelson, 2000, 77)

Dr. Maria Montessori believed that no human being could be educated by another person. The individual must act it or it never will. A truly educated individual continues learning long after the hours and years spent in a classroom because it is motivated by a natural curiosity and love of knowledge. Thus Dr. Montessori felt that the goal of early childhood education was not to fill the child made from preschool but rather to cultivate his own desire to learn. (Glenn, Nelsen, 2009, 95)

In a Montessori classroom this objective is approached in two ways:

First, allowing each child to experience the excitement of learning by her own choice rather than obligation, second, by helping to develop its natural learning tools and its maximum capacity will be in future learning situations. The Montessori materials have this dual long-term goal in addition to the immediate purpose of giving specific information to the child. (Van Bockern, Brendtro, 2000, 105)

"There are several forms of discipline but discipline usually is a behaviour human, which is behaviour as a kind of freedom that governs certain laws or rules in a way. In a school discipline can be expressed as a behaviour in which the student is governed by the laws of respect towards the teacher and peers and the classroom. (Nelson, Sugai, Smith, 2005, 7)

Taking into consideration the above stated in the texts we have, as an abstract discipline in the course is the way in which the student in some way "delivery" respect for the teacher and peers, but more is given to the teacher if and that discipline makes the entire course and therefore we have that indiscipline is the lack of discipline by which leads to violation of the rule of gold that is to respect and care educator at the institution. The discipline is given by different factors such as the environment and the pressure faced by educated and well as the discipline and indiscipline are the exclusive properties of the educated and they are supposed to discipline and discipline is a fact that "favours "the teacher. (Lewis, Sugai, 1999)

A person may lack discipline when under some form of license, take into account that one's freedom ends when it starts the other and that is why both the educator and the educated deserve respect and that is why there discipline sometimes because sometimes ...