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Introduction
TraditionalUnderstandingofDiscipline
TheConceptofFreedom
TheRelationshipbetweenFreedomandDiscipline
StylesofEducation
IndependenceasAFormofSelfDiscipline
TheDevelopmentofSelfDiscipline
Work
Concentration
Fulfillment
DevelopmentoftheWillandObedience
MakingRealChoices
FreedomwithinLimits
RoleoftheAdult
Conclusion

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Throughdisciplinecomesfreedom.Aristotle

Introduction
At the time when Maria Montessori openedthefirstChildrensHouse,itwasnot
customary to offer children freedom. In traditionalschoolsthesubjects were given by
professors and teachers. Thedilemmaofbalancingfreedomanddisciplinewasandstill
remainsatask tosolvebytheadultsinthechildslife(parentsand teachers).Ifweoffer
children too much freedom, weexpose themto chaos and we restrictthepotential for
creativity. Conversely, too much discipline inhibits the childs will and becomes a
hindrance in his development. One of the essential goals of the Montessori method is
achievingthebalancebetweenthesetwoseeminglyopposingconcepts.

TraditionalUnderstandingofDiscipline
Discipline in the traditional sense is related to the teachers will, which is
imposedon the children, with little regardtotheirneeds or desires.Thechildrenmust
follow the teachers request and obey without questioning and sometimes without
understanding the reason behind that request. True discipline, however, comes from
within the child and it is a long process. This level of discipline cannot be achieved
throughimposedrequestsororders,butthroughrealfreedomgiventothechild.
Maria Montessori considered that discipline is not a concept that the teacher
applies directly onto the child with the purpose of controlling his behavior,butitisa
virtue that the child himself develops along with patience, self control, and
independence. The emphasis is put on the childs gradual development of self
discipline, which is acquired providing him with enough freedom to choose the

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activitiesand materialstoworkwithathis ownpace and byfollowingwellestablished

ruleswithintheenvironment.
One of the greatest difficulties in securing discipline lies in the fact that it
cannot be obtained simply with words. No man disciplines himself by merely
hearing another speak. Rather, he needs to go through a series of complex
preparatory actions suchas,forexample,thosethatare requiredfor the complete
carrying out of an educational programme. Discipline is therefore attained
indirectly,thatis, by developing activityin spontaneouswork.Everyone mustlearn
how to control themselves and how to engage in calm and silent activity, for no
otherpurposethanthatofkeepingalivetheinnerflameonwhichlifedepends.1

TheConceptofFreedom
Ideasand opinionshave been bothforandagainsttheconcept oftotalfreedom.
Nowadays there is still a misconception of this concept regarding the Montessori
method. On the one hand, people still believe that inthe Montessorischoolschildren
have toomuch, if nottotalfreedominchoosingtheiractivities.On theotherhand,when
childrensitquietlyandwork,,peoplethinkthereistoomuchstrictnessanddiscipline.
Rules are essential to the achievement of freedom, otherwise the concept of
freedom becomes chaos. Discipline by itself leads to either submission or rebellion
against the authority. Therefore, rules mustbe appliedinorder toacquirebalance.The
Montessori environment must have few rules, but they must be followed by all the
adults in the classroom consistently. Whenwespeakaboutdiscipline, wealso imply a
senseofresponsibility,whichisgivenbyfreedom.
Freedom is essential in the first planeofdevelopment,whenthechild feels the
need to explore, to absorb everything aroundhim,and to acquireskillsthat contribute
in the constructionof his intelligence.The Montessorimethoddoesnotfocusonsimply
teaching facts about life to children, but rather offer them the possibility to discover
those facts by themselves.Thepreparedenvironmenthelpsthemdeveloptheirinterest
1

Montessori,Maria.TheDiscoveryoftheChild,2007MontessoriPiersonPublishingCo.p.305;

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and focus their attention on experience based learning. Children feel free, as they
choosetheirworkbasedontheirneedsandcuriosities.

TheRelationshipbetweenFreedomandDiscipline
Maria Montessori saw freedom and discipline as two interrelated concepts. By
encouragingthechildrentoworkfreely,shenoticedthattheyshowedadevelopmentin
decisionmaking,independence, self esteem,and responsibility.Dr.Montessorirealized
that freedom helps the child discover his true self, bychoosingactivities based onhis
needs andinterests. Nevertheless,she did not seetheconcept offreedomastheideaof
children wandering around aimlessly and doing whatever they liked, but rather
working purposely andenjoying the process. The solution to thatkind offreedom was
establishing a clearsetof rules. One oftheessentialrules inaMontessorienvironment
is showing respect towards the materials, the people, and the environment. The
freedom to move about within these conditions lead to thedevelopment ofdiscipline.
Maria Montessori was referring to the idea of self discipline, innerdiscipline. In this
sense,thechildmusthaveinnergrowth,itdoesnotsimplyappear.
Dr. Montessori believed that freedom and discipline aremeanttobe usedwith
the purpose of finding inner balance, through the developing of self control.
Montessoris vision of self discipline was not one of a child being inert, silent, and
motionless. Thatkind ofindividualis annihilated. Her idea was to preparethechildfor
life, for society, not just for discipline within the school. The true discipline would be
seeninwhatMontessoriconsideredasagoodandproperbehaviorofthechild.
External discipline, which is used in traditional pedagogy, is perceived by the
child as a force that is opposing his will and thus creates a barrier in the process of
learning. The child is not allowed to make mistakes and discover his own solutions,
hence he willnot bemotivatedto succeed. Hefeelsthatthelearningprocessisrathera
burden than a pleasure. On the contrary, when he is given freedom within limits, he
develops asense ofself correction through repetition,he gains self respectoncehehas
found his own solutions, and gradually acquires independence and self confidence.

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External discipline annihilates the childs will, whereas inner discipline nourishes the
childs will, and ultimately builds his true character by creating a positive attitude
towardsworkandlifeitself.
Despite their easy freedom of manner, the children on the whole gave the
impression of being extraordinarily disciplined. They worked quietly, each one
intent on his own particular occupation. (...) What particularly fascinatedvisitors
was the order and discipline they managed to combine with spontaneity. The
peaceful atmosphere that pervaded the classroom as the children pursued their
work was extremely touching. No one had provoked it, and no one could have
obtaineditbyexternalmeans.2

StylesofEducation
Nowadays, psychology differentiates three styles of education: authoritarian,
permissive, and authoritative.Eachoneof thesestyles hasdifferentcharacteristics and
causesvariousreactionsinthechildrenwhichthemethodsareusedon.
Authoritarian

The authoritarian adult is strict, demanding, and puts his own will before the
childsneeds(sometimes,withoutbeingawareofit).Theauthoritarianstyleleaveslittle
space for opencommunication betweenthe adult andthechild.Thedisciplineispurely
external and childrenfollowtherulesimpliedbyitstrictlyoutof fearofbeingpunished
if they dontobey. The goalof the adult istobeincontrol.Thechildhasnofreedom,no
choice. He is expected to obey without questioning. The authoritarian style is
counterproductive and it results in children dominated by insecurities, lack of
responsibility, and often, with limited skills regarding problemsolving. Moreover, it
encourages dependency. Punishment is the central characteristic of the authoritarian
parent. The child can become either submissive,with no willof his own,orrebellious,
one who takes pleasure intreatingothersin the same way he is being treated. He will
have the tendency to victimize himself andhissense of trust(including self trust)will
Montessori,Maria.TheSecretofChildhood,1966BallantineBooks,NewYork;p.130;

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behindered. The authoritarianstyle may haveapparentresultsintheshortterm,butit

canprofoundlydamagethechildsselfesteeminthelongterm.
Permissive
The permissive style is the opposite of the authoritarian. In this case, the child
dominates the adult, he has the desire to bein control,and heis unhappy mostofthe
time. The adultlacks willand firmnessof character.Theessential characteristic ofthis
style istheuse ofrewards,rather thanpunishments. Therewardforexpectedbehavior
is yet another form of control. This method teaches the child to always expect
something in return for his efforts. It inspires a materialistic and egoistic view of the
world. The child will havethetendencytorushtowards the result of the activity, and
notenjoy the process,andhewillnotseetheintrinsicvalueofhiswork.Thepermissive
adult offers freedom without boundaries. The child is seemingly happy with doing
whateverhe likes, but heisneversatisfied.Theadultsonlygoalistoavoidconflict.The
permissive style has long term negative effects both on the child and the adult. The
adult develops a sense of helplessness and eventually becomes passive and mentally
absent, thus makingthechild feel abandoned andinsecure inthechaoscreated bytoo
muchfreedom.
Children feel safe when they have freedom within limits. They seetheadultas
their guideandhe mustimpose boundariesfortheirownsuccessful development. The
childdevelopstrustinhissafespacewithinthoseboundariesandbeginstoconcentrate
onpurposefulwork,eventuallydevelopinghisselfesteem.
Authoritative
The authoritative style is based onthebalance between freedom anddiscipline.
The authoritative adult shows respect towards the child and his needs, by providing
freedom, love and warmth, but also limits and ways towards the development of self
discipline. This style of education is based on reasonable demands, but high
responsiveness towardsthechild.Theadultisconsistentinhisactions,cooperateswith
the child,and encouragesindependence. Childrenraised by anauthoritativeadulthave
the concept of consequences, rather than punishments, and they know that the adult

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has expectations of them, as they are being treated with maturity. The success of the
authoritative style is based on the flexibility of the adult and his adaptation to the
circumstances. The adultallows the childtoexplain hisactionsand applies logicto his
ownresponse to the child.The consistent discipline isofferedin a fairway, takinginto
accountboththechildsbehaviorandthesituation.
The authoritative approachis proven tobethemosteffectivestyleofeducation.
Childrenraised inthis mannerdevelopinto calm,selfconfidentadults, with ahighself
esteem, and a positive attitude towards life. The Montessori method is similar to the
authoritativeapproach,ratherthanauthoritarianorpermissive.

IndependenceasAFormofSelfDiscipline
Independence is the secret behind self discipline. An independent individual is
abletothinkforhimselfandhecanmakegoodchoicesforhimselfandforsociety.At the
sametime, makinggooddecisions for ones wellbeingdoesnotimplybeingselfish.An
independentperson iscapable to cooperate with otherpeopleandbeusefultothem.It
is one of the Montessori teachers main tasks to make sure thatthechild reaches a
thorough understanding of independence. This outcome comes through free, but
purposeful work, concentration, and the development of the will. The adult must be
mindful when preparing the environment,sothat it doesnt become an obstacletothe
child, but on the contrary, it motivates him to work. Motivation is important when
learningsomethingnew.
According to Dr. Montessori, there are four levels of independence that the
humanbeingachievesgraduallyintheprocessofforminghisownpersonality:
1. Physicalandfunctionalindependence
Through birth, the child makes his first step towards independence. After a
while, he starts eating by himself, then he is able to speakandwalk.With a prepared
environment, heisofferedtheindependenceofknowingwhereeveryitemisplacedand
knows that is available to him. The area of practical life helps the child acquire his
functional independence. The child must acquire physical independence by being
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sufficient unto himself. Independence of will by choosing alone and freely,

independenceofthoughtbyworkingaloneanduninterrupted.3
2. Emotionalandpsychologicalindependence
The lessons ofgraceand courtesyhelpthechildadapttohissocialenvironment.
After he acquires physical and functional independence, socialrelationsbecomemore
important. In this stage, the child enters the elementary environment and becomes
more detached fromhis parents,he begins tounderstandthe difference betweenright
andwrong,andstartsaskingmoralquestions.
3. Intellectualindependence(successfuldevelopment)
It is a period manifested through a raise of self awareness in the child. He
develops critical thinking,evaluatestheconcepts heacquired so farand begins tolook
forhis place in the world, by searchinghisown social and moralvalues.It isa stage of
transition both physically and mentally. Maria Montessori thought that the concept of
ErdkinderorChildrenoftheLandwouldworkbestinthisstageofdevelopment.The
childrenwouldgetused to the idea oflife in societyby workingtogetherinafarm.Not
onlytheyoungindividualwouldgetevenmoreaccustomedto hisculturalenvironment,
but wouldexperiencethefeelingof being usefultohissociety, thus further developing
hisindependence.
4. Financialandspiritualindependence
If the independence isnotacquiredduringthesefourplanesofdevelopment,the
individual willnot reacha holistic viewof the world andwillfacedifficultiesin finding
his cosmic mission. We must understand clearly that when we give freedom and
independence to the child,we givefreedomto aworkerwho isimpelled toactand
whocannotliveexceptbyhisworkandhisactivity.4

3
4

Montessori,Maria.TheAbsorbentMind,2014SublimeBooksloc.3963;
Montessori,Maria.TheAbsorbentMind,2014SublimeBooksloc.1305;

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TheDevelopmentofSelfDiscipline
When the childbeginstoadapt to the Montessori environment, hequicklyfinds
joy in his activity, as he is able to choose his own work and decide his own daily
schedule. He works for as long as he wants, concentratesas much as hecanand heis
given the chance to exert and develop his own will. By pursuinghisowninterest and
concentrating freely on work, he eventually develops self discipline, provided that he
respectsthelimitsimposedbytheadultinthesamewaytheadultrespectshisfreedom.
Work

In orderto reachfreedom anddiscipline,thechildshouldhavemeaningfulwork

in his life, which can be found in the Montessori environment and is available to him
according to his plane of development. Most ofthematerials havea built incontrolof
error, sothechild couldworkon his own andfindhissolutionsthroughtrialanderror.
Heisfreetoworkforaslongashewantstoandheis notpunishedforbeingwrong.The
childhas the possibility to evaluatehis ownwork. Control oferrorfreesthechildfrom
the adults intervention or confirmation. The work inthepreparedenvironmenthelps
himcoordinatehismovements,which will give himthefirststageofindependencethat
will guide the child towards further development. The coordination of movement is
essential to the development of independence. When the child has freed himselffrom
uncoordinatedmovements,wecanalsonoticealiberationofthemind.
Concentration

When the child first joins a group, the adult helps himand guideshim.At first,
the guideiscentral,but asmoreandmorepresentationsaregiventothechildandthere
are more activities to choosefrom, the powerofconcentrationdevelops.Concentration
on work revealsthechildsinner poweranddeepenshisunderstandingofthematerial.
When preparing the environment, the Montessori adult must offer children the
possibility toconcentrate.Whenconcentrationhasbeenachieved,theadultwitnessesa
further development of the childs independence. The young children who join the
environmentarenotcapabletofocusandseetherealworkinthematerial,sotheytend
to abandon work in mid process, and start another activity. This is a sign that inner

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discipline has not yet been acquired. The more presentations the directressgives,the
morepossibilitiestoconcentratethechildwillhave.
The childrenscycle ofrepetition, concentration, and satisfaction (...)would
lead to a development of inner discipline, selfassurance, and preference for
purposefulactivity.5
Fulfillment

Fulfillment isreached when the childacquiresselftrust,whichisachievedwhen

he is able to focus enough to understand the process and the result, then to choose
another material. This sequence in work leads to the developmentof self esteem the
moment the childfeelsthefulfillment of success. Thus, the childreachesahigherlevel
of concentration, which in turn leads to the development of hiswill. It is a continuous
flowofworkdesignedforthechildsevolution.
DevelopmentoftheWillandObedience

Will is needed for self control to work and for increasing the level of self
discipline. A strongwill helpsthechild inhisselfmotivationtowork.IntheMontessori
environmentthere isonly onecopy of eachmaterial.Childrenmust learntobepatient,
to wait for their turns. Patience is build through the process of self control, which is
helped by the childs will. The SilenceGame isa group activitythat alsoparticipates in
thedevelopmentofthechildswill.
The will, like every other faculty, is developed and strengthened through
methodical exercises. In our schools exercises for the will are to be foundinallof
the childs intellectual exercises and hisexercisesin practicalliving. Achild seems
to be learning how to carry out his movements with grace and accuracy, how to
sharpen his sense perceptions, and how to read and count, but actually he is
becoming the master of himself and laying the foundation for a strong and ready
will.6

PolkLillard,Paula.MontessoriAModernApproach,1972SchockenBooks,p.8;

Montessori,Maria:TheDiscoveryoftheChild,2007MontessoriPiersonPublishingCo.,p.315;

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Obedienceplaysanessentialrole inthedevelopment ofthewill andinreaching

self discipline. Obedience and will are connected in as much as the will is the
foundation and obedience marks a second phase in a process of development.
Obediencehas,thus,ahighermeaningthatisgenerallyrealizedineducation.7
Therearethreelevelsofobedience:
I.

In the first stage, the child is dominated byhisimpulses(aroundtwoandahalf

three yearsold).This period isstillcharacterizedbyaninternaldisorderandthe
child is not always capable to obey. The inner urges of the child must be in
accordance withthewill of theadult. During thisphase, thechild hasneeds,not
desires.Duetotheyet undefined inner construction,thechildsbehaviorshows
inconsistence. One day he might put away the materials(ortoys)attheadults
request,anotherdayhemightnotevenreact.

II.

The second level ismanifestedthroughariseofconsciousnessinobedience.The

childscompliance canbeguidedbyhisownwill,butalsobythewilloftheadult.
Thisisaperiodwhenthechild respondstotheadultsrequestsandthetaskshe
isgivenaconsciouslevelofobedience.

III.

Inthefinalstage,everything happensundertheconsciouscontrolofthewill.The
childnow wantstoobey, heunderstandsthere is someone superiorwholistens
andunderstands him, andwhomhetrusts.Thisperiodismanifestedbyastrong
emotionalbondbetweenthechildandtheadult.
Obedience developed through successive degrees to a higher degree of

perfection, reaching finally that stage where obediencewas given withjoy.There

was, I might say, ananxiousness toobey, which mightremind usbythatshownby
membersofareligiouscommunity.8
MakingRealChoices

The childcan evaluate whathe isinterestedin,whathethinksitisgoodforhim,

or what he likes to do. At the beginning his choicesare based oncuriosity. Ashegoes

7
8

Montessori,Maria.TheAbsorbentMind,2014SublimeBooksloc.3761;
Montessori,Maria.TheFormationofMan,2007MontessoriPiersonPublishingCo.,p.28;

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deeper in obedience, the child starts choosing out of profound interest and he
understandsthattheresultsofhisdecisionscanbelongterm.
Inhumandevelopment the acquisitionofsuccessivegradesofindependence
correspondsto such experiencesasbirth,beingweaned,learningtotalk,towalk,to
reason, and so forth. No animal, however independent, can be free inthesense in
which man can achieve freedom; for true liberty of choice is bound up with the
power tothinkandreasoneveryactofchoicebeingnecessarilyprecededbyanact
ofintellect,i.e.,ajudgment.9

FreedomwithinLimits
In the Montessori environment, children have the freedom to choose the
materials, but the choice has to be within the range of materials which have already
been presented to themby the Montessori guideoranolderchild.At thebeginning,the
adult offersthechoice between twomaterials (ofthesamearea),thenthree,andsoon.
Finally,thechildchoosesbasedonhisknowledge,notcuriosity.
Thelibertyof the childshouldhave as its limitsthecollectiveinterest;asits
formwhatweusuallyconsideragoodbreeding.10
Freedom could not work unless it is conditioned by certain limits. The child is
free to work with a material, but it needs tobe free inorder tobeused, andthechild
must putitbackwhenhefinishes,inthesameconditionashefounditontheshelfthat
is hisresponsibility.Childrencanworkwithamaterialforaslongastheywant,butthey
need to do real work andnothidebehind the material. The childhas the possibility to
work alone or in groups, depending on his desire. The lessons of grace and courtesy
helpin displayingaproperbehaviorwhenworkingwithotherchildren.Thelimitinthis
sense isworkingwithoutdisturbingothers. Childrenhave thefreedomtomovearound
the environment.Movementisconnectedtolearning,to thedevelopmentofthewilland
obedience. By manipulating the objects with their hands, children build their

Standing,E.M.Montessori:HerLifeandWork,1998APlumeBook,p.282;
Standing,E.M.Montessori:HerLifeandWork,1998APlumeBook,p.285;

10

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intelligence. Again,thelimitinthisaspectismovingaroundwithout disturbing.Lessons

of grace and courtesy about how to walk in the environment are very helpful in this
sense. The freedom to communicateis limitedbythesame conditionofnotdisturbing
the other people.Communication isessential. If the directressdoesnt inspire thechild
to communicate, he will not absorb any language. We as adults are models of
communication.AnotherimportantaspectoftheMontessorimethodisthatchildrenare
free to observe, tomeditate,tothink,torest,ortojust be. But here the limitations are
difficult, andthistypeof freedomimpliesthat the adultis alsoobservingthechildrens
behavior and see if they are not hiding behind these actions, and in reality, are just
wanderingaround without apurpose,ormightbe hidingsome frustrations.Lastly,the
childrenare to join agroupactivity whichisdonewiththewholeclass,orrefuseifthey
dontfeellikeparticipating.Buttheyareconditionedbytheirbehaviorwithinthegroup.
They must not disturbed, they need to be shownalessonof grace and courtesy about
howtojoinagroupquietly(iftheyfinishworkafterthegroupactivityhasstarted).

RoleoftheAdult
Adults must aim todiminishtheiregocentricandauthoritariantowardsthe
child and adopt a passive attitude in order to aidin his [the childs]development.
They must approach children with humility, recognizing theirrole asasecondary
one.11
In orderfor thechild toacquireselfdiscipline,theadulthastheresponsibilityto
guide the child by offering him freedom within limits. The teacher shows respect
expressedthroughherlanguage,toneofvoiceandposture(sheshouldaddressthechild
byloweringherbody at hislevel). The directressmust beaware thatdisciplinecomes
from withinand itis thesecrettowardsthenormalizationofthechild.Shemustnotfeel
reluctanttointerferewhenshenoticesthatthechildisnotincontrolofhisownwilland
if his actions cross the limits andtherules set by her.Thechildswill shouldbeguided
towards purposefulworkand mustbe giventhefreedom to influencethedevelopment
of obedience and self confidence. By offering freedom to work within boundaries,the
PolkLillard,Paula.MontessoriAModernApproach,1972SchockenBooks,p.79;

11

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adult assist the child in constructing a future responsible adult. The main goal of the
teacher is to help them balance their impulses, by inhibiting some that hinder their
development, and acting on others that lead to a proper behavior. The teacher must
provide time for the child to choose, to work freely and uninterrupted, to practice
patience, repetition, and concentration. The adultmust set clearrules,providelessons
ofgraceandcourtesyregardingproperbehavior,andactasanexampleforthechildren.
The directress should prepare an environment with regards to the childs
developmentofindependence. Functionalindependence intheMontessorienvironment
is essentialand it hasbeenproventobuildthechildsintelligence.Montessoribelieved
that the adultshould prepare an environmentwhere the children would beallowedto
work individually, but should also encourage working in small groups and learn to
collaborate with one another. The adult should communicate and cooperate with the
children, without making them feel dependent on her assistance. Shemust encourage
them towardsdeveloping their conflict resolution skills,ratherthaninterferingintheir
communicationto others.Lastly, the directressshouldmake sure thatthechildrenfeel
they are an active part of the community, working for the betterment of their
environment.

Conclusion
MariaMontessorirealizedthatinordertofindhisplaceintheworldandtowork
asa part ofsociety, the childmust acquire independence andspiritualequilibrium.The
balance between freedom and discipline is an essential part in the childs conquestof
independence. By offering a prepared environment and freedom within limits, the
Montessoriguideleadsthechildtowardsthedevelopmentofself(inner)discipline,and
ultimately, the construction of his true character. Guided by inner balance, the childs
character willshapethesuccessful developmentof the adultand willhelphim find his
cosmicmission.

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Bibliography

1. Maria Montessori: The Discovery of the Child, 2007 Montessori Pierson

Publishing;
2. MariaMontessori:TheSecretofChildhood,1966BallantineBooks,NewYork;
3. MariaMontessori:TheAbsorbentMind,2014SublimeBooks;
4. Maria Montessori: The Formationof Man, 2007 Montessori Pierson Publishing
Co.;
5. E.M.Standing:Montessori:HerLifeandWork,1998APlumeBook;
6. PaulaPolkLillard:MontessoriAModernApproach,1972SchockenBooks;
7. https://my.vanderbilt.edu/developmentalpsychologyblog/2013/12/typesofpa
rentingstyles

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