Abstract:This paper theorizes that Montessori education at all levels is based on the principle of self-creation or autopoiesis. This Culminating Project considers the implications arising out of a convergence of attachment theory and recent research in neuroscience that has reversed the previously- held view that neural organization is virtually “hard-wired” during the earliest years of human development.& While recognizing the critical importance of early experience in determining which genetic potentials will be expressed, current research suggests that neural integration is supported by both interpersonal attunement (in human relationships) and intrapersonal attunement (in mindful awareness) through all stages of life.& The current study also considers Montessori principles, Roberto Assagioli’s psychosynthesis, process psychology, and phenomenological inquiry as possible sources of insight into ways of working with ourselves and one another to support ongoing self-development.& The research practicum draws upon elements from each of these approaches in an attempt to formulate a replicable model for co-creative group work in which all participants are both teachers and learners, or “co-researchers,” in a process of mutual discovery.& Traditional forms of education and socialization have not supported this kind of self-directed learning.& All of the pressing problems facing us in the world today demand that we turn around and take a different approach —one that empowers individuals to work “from the inside out” rather than “from the outside in.”& Preliminary evidence from this initial effort suggests that it may be an effective means to support authentic personal presence, enhanced intersubjectivity, and restoration of a sense ofparticipation in the dynamic unfolding of the Cosmos. Loading PreviewLifetime Montessori:
Self-Development Through the Stages
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