Montessori, an “educative method” that does not educate
… did not at all affect her vision of the world and her choices, if anything it was conditioned by other cultural and ideological references such as positivism and theosophy
… for her the divinity had cosmic and pagan characteristics
… the notion of original sin was in her opinion incompatible with the “purity” that she saw in children
… Nor did she accept that in a child’s educative path there should be an authority that rewards and punishes
… identified as an expression of momentary power: of parents, of teachers, of the state
… No masters of life to follow, no objective values with which to confront oneself
… the Montessori method does not envisage any “educating community” that unites schools, families and institutions with a common objective
… what matters is putting the spotlight on individuals and strengthening them, as if they were laboratory products
… as a proto-feminist she supported the most radical freedom of choice and self-determination
… not provide for differentiated male-female paths
… no weight is given to votes and judgments
