MILANI-MONTESSORI COMPARATIVE REFLECTIVE ARTICLE

HARMONIZING DIFFERENCES: Dr. Maria Montessori and Don Milani’s Complementary Educational Paths

By Marco Tavanti, Elizabeth Wilp and Julie Tavanti

First published on August 31, 2023: Anniversary of Dr. Maria Montessori, born on August 31, 1870, in Chiaravalle, near Ancona, Italy.

** Reflections inspired by the Centennial Celebrations of Don Milani (1920–2023)

Photo Credits: Associazione Fondazione Don Lorenzo Milani: Don Milani with guests from Congo and with his Barbiana School students; Montessori Internazionale: Dr. Maria Montessori and her students and in the Casa dei Bambini, or Children’s House.

“The child who has never learned to work by himself, to set goals for his own acts, or to be the master of his own force of will is recognizable in the adult who lets others guide his will and feels a constant need for approval of others.” — Dr. Maria Montessori

“Often my friends ask me how I manage to run a school and how I manage to keep it full… They are asking the wrong question. They shouldn’t worry about how to run a school, but only about how to be in order to run a school. It’s not a matter of methods, but only of being and thinking.” — Don Lorenzo Milani

An Education Pioneer Through Determination and Innovation

Dr. Maria Montessori, an Italian physician and educator, emerged as a seminal figure in the early 20th century, revolutionizing educational practices with her innovative pedagogical approach. Born on August 31, 1870, in Chiaravalle, Italy, Montessori broke through the rigid societal and cultural barriers of her time, championing a method of education that emphasized self-discovery and child-centered learning. Her life and work can be viewed through three distinct yet interconnected lenses: her groundbreaking role in medicine, her educational philosophy, and her resistance against oppressive regimes.

1. Innovation — Breaking Barriers in Medicine: Montessori was filled with determination and intellectual curiosity from an early age. Despite the prevailing educational norms that restricted women’s roles, she boldly entered an all-boys technical institute at age 13, initially aiming for a career in engineering. However, her aspirations soon shifted towards medicine, a field even more dominated by men. Facing initial rejection from the University of Rome’s medical program, Montessori did not relent; she undertook further studies, eventually gaining admission and graduating in 1896, becoming one of Italy’s first female physicians. This achievement marked a personal triumph and a significant milestone in the fight for women’s educational rights.
2. Equality — Innovating Education for All Children: Montessori’s educational discoveries began with her work in psychiatry, focusing on children with intellectual and developmental disabilities. Appointed co-director of a training institute for special education teachers in 1900, she quickly identified the inadequacies of the existing educational methods, which were overly rigid and did not cater to students' individual needs. Through meticulous observation and experimentation, she developed a set of practices that encouraged what she termed “self-discovery” rather than rote learning. This approach was soon put into practice more broadly when she opened the first Casa dei Bambini in 1907 in a disadvantaged area of Rome. Here, Montessori applied her methods to a wider child population, demonstrating that her educational techniques benefitted all children, not just those with disabilities. The success of her school showcased the children’s inherent ability to learn and thrive in a supportive, freedom-giving environment, fundamentally challenging the prevailing educational models of the time.
3. Peace — Resisting Fascism and Totalitarianism: Montessori’s influence and ideas inevitably put her at odds with the fascist regimes of Mussolini in Italy and later Franco in Spain. Her commitment to individual freedom and self-directed learning clashed with the authoritarian control over education espoused by these governments. Choosing exile over compromise, Montessori continued to develop her educational methods abroad, notably in India and the Netherlands, integrating peace education into her curriculum, which she saw as essential in a world torn apart by war and conflict. Her writings, particularly “Education and Peace,” reflect a deepening of her educational philosophy from an individually attentive approach to a socially responsive paradigm. Like Don Lorenzo Milani, Montessori saw education as a powerful tool for social change, advocating for an educational system that addressed individual needs and fostered a collective spirit of tolerance and understanding.

Dr. Maria Montessori’s life as an inspiring leader for women's and children’s rights was marked by a relentless pursuit of innovation, equality, and peace. Her educational methods, developed through her pioneering work as one of the first female physicians and her bold resistance to oppressive educational and political regimes, have left a lasting legacy. Today, Montessori schools worldwide continue to empower children through her philosophy of self-discovery and respect for individual potential, echoing her belief that education is the foundation upon which a peaceful and just society can be built. In this article, we want to identify the value contributions that Dr. Maria Montessori's methods provide to the field of education and how they compare and contrast with Don Lorenzo Milani's.

Comparing Educational Philosophies and Values

“The greatest gifts we can give our children are the roots of responsibility and the wings of independence.” — Dr. Maria Montessori

“When you throw into today’s world a youth without an education, you throw into the sky a sparrow without wings.” — Don Lorenzo Milani

Dr. Maria Montessori and Don Lorenzo Milani, each pioneer in their own right, developed educational philosophies that, while sharing a deep respect for the potential of every student, diverge significantly in their methodologies, environments, and ultimate goals. Here, we explore how their distinct approaches contribute unique value to the education field, analyzing each method's core characteristics.

1. Individual vs. Collective Focus: Montessori’s child-centered learning framework emphasizes autonomous, individual-paced learning, fostering a sense of personal development and independence. Children are encouraged to explore activities of their own choosing within a carefully prepared environment tailored to facilitate self-directed learning. This contrasts with Milani’s community-focused learning, which emphasizes the collective rather than the individual. Education in the Barbiana School is oriented towards addressing community needs and challenging social injustices, thus promoting broader social engagement and collective empowerment.
2. Environmental Structuring: The prepared environment in Montessori schools is a cornerstone, designed meticulously with materials arranged to stimulate engagement through self-initiated exploration. This contrasts starkly with the Barbiana approach, which lacks a similar emphasis on sensory materials and structured environments. Milani focuses on creating a dialogical, communal learning space where students critically engage with societal issues, emphasizing collaborative learning, practical applications, and critical pedagogy.
3. Pedagogical Approaches and the Role of the Teacher: Montessori’s method also emphasizes the role of the teacher as one who observes from the sidelines, intervening only when necessary to facilitate learning. This role supports the principle of guided choice of work, where the child’s freedom to choose their educational path is paramount. In contrast, teachers in Milani’s framework act more as activists and mentors, deeply involved in the student’s learning processes. They engage actively in writing and expression, pushing students to use these skills as tools for advocacy and change.
4. Educational Goals and Outcomes: While both approaches value the development of the student, their ultimate educational goals diverge. Montessori’s method, rooted in developmental psychology, fosters holistic development and sensory-cognitive skills to nurture independent, well-rounded individuals. Conversely, Milani’s Barbiana School aims to empower marginalized students and promote social justice, focusing on transforming students into “sovereign citizens” who are prepared to challenge societal norms and advocate for equitable changes.

In comparing these two educational giants, it becomes clear that while both Montessori and Milani champion a student-centered education system, their methods cater to different aspects of student development and societal engagement. Montessori’s focus on sensory education and individual learning trajectories equips students with personal independence and cognitive skills. In contrast, Milani’s emphasis on social justice and community activism prepares students to act as change agents in their societies. Together, these methodologies provide complementary perspectives on how education can be a personal journey of self-discovery and a collective movement toward societal improvement.

The Common Good of Education is Peace

“An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.” — Dr. Maria Montessori

“I had to teach my pupils well how a citizen reacts to injustice. How he has freedom of speech and of the press. How a Christian reacts also to the priest and even the bishop who errs. How each one has to feel responsible for everyone else.” — Don Lorenzo Milani

Despite their different educational methods, Dr. Maria Montessori and Don Lorenzo Milani both envisioned education as a powerful tool for promoting peace and societal transformation. This vision aligns closely with Montessori’s belief that “establishing a lasting peace is the work of education” and Milani’s practical applications of educational principles to foster social justice and equality through intercultural dialogue. Three core characteristics unify their approaches toward education for peace:

1. Education as a Catalyst for Social Change: Both Montessori and Milani saw education as a process of imparting knowledge and a profound enabler of social change. Montessori’s approach was intrinsically linked to the individual's spiritual development, enhancing their value through personal and peaceful coexistence within a community. She integrated peace education seamlessly into the classroom, making it a natural outcome of her pedagogical practice rather than an additional subject. This was evident in her emphasis on creating environments that foster non-violent resolution of conflicts and collaborative work. Similarly, Milani emphasized the transformative power of education in elevating the underprivileged and challenging social injustices. His educational practice was deeply imbued with the values of critical pedagogy, which encouraged students to question societal norms and to advocate for changes toward more equitable social structures. Both educators understood that peace begins with respect and understanding, which can be cultivated early through thoughtful education.
2. Promoting a Deep Sense of Community and Shared Responsibility: The Montessori method fosters a sense of community within the learning environment where each child’s development contributes to the group's social cohesion. The design of her educational materials and the structured environment encourage students to respect their peers’ learning spaces and collaborate harmoniously. This emphasis on social cohesion and respect forms the foundation of a peaceful society, as envisioned by Montessori. Milani’s Barbiana School took a more overt approach to community building, focusing on collaborative learning where students taught each other and learned to take collective responsibility for their community’s welfare. This model of education underscored the importance of solidarity and shared responsibility, key elements in fostering a peaceful and just society.
3. Fostering Humanity and Hope Through Education: Montessori and Milani placed a significant emphasis on the role of education in nurturing the intrinsic humanity and hope within each student. Montessori believed that each generation of children brings renewed potential for creating a more peaceful world. This belief is reflected in her educational practices that encourage children to see conflict as an opportunity for growth and to understand their potential for leadership in promoting peace. Milani, on the other hand, approached this from a slightly different angle by focusing on empowering students to confront and challenge existing societal inequalities. His teachings encouraged students to recognize injustices and use education to advocate for their rights and those of others, fostering a sense of hope and the potential for societal improvement.

In conclusion, through their distinct yet profoundly impactful educational philosophies, Dr. Maria Montessori and Don Lorenzo Milani have left an indelible mark on how we understand and implement education. While their methods diverge, their shared vision of educating students as proactive, conscientious citizens of the world aligns closely. Their core commitment to principles of peace, humanity, and social transformation is more relevant than ever in contemporary educational settings. Montessori and Milani’s approaches offer critical insights into how education can serve as a transformative force, fostering environments that honor individuality while cultivating a spirit of collective responsibility and social justice. As we navigate the complexities of modern society, their teachings remind us that education’s ultimate goal transcends academic achievement; it is about preparing individuals to engage with and improve the world around them, advocating for a society that is not only more knowledgeable but also more equitable and peaceful. Through their legacies, Montessori and Milani continue to inspire educators and students alike to view learning as a lifelong journey toward becoming empathetic, informed, and active global citizens.

Suggested Citation: Tavanti, Marco, Elizabeth Wilp, and Julie Tavanti. “Harmonizing Differences: Dr. Maria Montessori and Don Milani’s Complementary Educational Paths.” Medium (EduVators). August 31, 2023. https://medium.com/p/c874c4bfc8df/

‌Explore More: Montessori, Maria. 2019. Citizens of the World. And also Education and Peace. Netherlands: Montessori-Pierson Publishing House. American Montessori Society. 2024. “Who Was Maria Montessori?” and “Peace & Social Justice.” Portera, Agostino. 2018. “Lorenzo Milani and Intercultural Peace Education in Italy — Pedagogia Più Didattica,” .

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About the Authors: Marco Tavanti is an Italian-born American professor who deeply appreciates Don Lorenzo Milani’s teaching methods. He learned about these methods near the Barbiana school early in his career. Marco’s work brings these impactful ideas into today’s teaching practices worldwide. Elizabeth Wilp is a researcher contributing to inclusive education, especially in curricula and classrooms with students from different cultures and backgrounds. Her research and experience provide important insights into how schools can be more effective and welcoming for all students. Julie Tavanti is a Chinese-born American student passionate about developing new ways to teach students who learn differently and helping more women get into STEM fields. Her unique background and dedication to diverse education shape her views and efforts.