Philosophy

The key feature of Experience Based Learning (EBL) is that the learner is central to all teaching and learning (Andresen, Boud, & Cohen, 2000). This experience can come from prior learning, lived experiences, or from participation in activities implemented by teachers and facilitators. The most well known theory of EBL is that of Kolb’s cycle of four elements (D. Kolb, 1983; D. A. Kolb, 2014)

The cycle starts with the child having an experience, followed by the child reflecting either on their own or with others about that experience. This is then followed by a period in which they begin to conceptualize the experience and draw conclusions, often starting to apply the concept they have learnt to other experiences they might have had (Carleton University, 2004). Leading to changes in behaviour through experimentation as they try out various behaviours and watch for responses (Oxendine et al., 2004).

Pedagogy

The pedagogy ofEBL has been discussed by Boud, Cohen and Walker (1993) and Ballantyne and Packer (2009). Both these sets of authors agree that there are certain beliefs or assumptions that define the way that EBL is practiced by teachers. While Boud et al. (1993) have a focus on experience being the foundation of learning and in fact providing the stimulus for the learning, Ballantyne and Packer (2009) would describe this process as simply the provision of real life learning experiences. Ballantyne and Parker (2009) also describe their learners as learning by doing, whereas Boud et al. (1993) would reword this as learners being able to actively construct their own learning experiences. Both authors agree that learning is a holistic process with Ballantyne and Parker (2009) adding that they feel that there needs to be engagement of the whole senses. Both authors also agree on the concept that learning is socially and culturally constructed and that due to this fact, concepts will be understood in different ways depending on these cultural and social bounds. Finally, while Boud et al. (1993) suggest that learning is influenced by the persons socio-economic context and the context in which it occurs. Ballantyne and Packer (2009) simply believe that the process of being in a particular environment will impact on the learning occurring there regardless of socio-economic factors.

Setting

EBL has many forms that is used across the vocational, educational and professional arenas. These include internships, work-placements and on the job training, all of which allow students and young adults to gain experience in an area of work they are interested in (Andresen et al., 2000). Excursions, adventure and wilderness trips, which are used to educate in a variety of areas including the very famous or infamous depending on your outlook Sir Edmund Hilary Outdoor Pursuit Centre which has educated generations of youth on safely navigating the wilderness we have in New Zealand and allows many a taste of an experience they wouldn’t otherwise even think of, including camping, kayaking and sleeping in ice caves in the middle of winter (Andresen et al., 2000). Medical students and trainee teachers will be very familiar with the use of laboratories, workshops, clinicals, and practicums. Along with Case studies, role plays and hypotheticals. There are also more subtle methods including simulations, models, groups discussions, written reflections, and self-directed projects (Andresen et al., 2000).

Role of the Girls

The entire point of EBL is that the child leads the learning, choosing what they wish to learn and how (Andresen et al., 2000). This is a concept that strongly underpins the guiding movement with girls as young as five being encouraged to make their own choices and lead their learning (Girl Guiding New Zealand, 2011, 2018). At all levels the girls are responsible for planning their own programmes both individually and as a group around interests and needs (Girl Guiding New Zealand, 2011). The leaders encourage the girls to test boundaries and try new skills, taking part in a range of activities that include the outdoors, conservation, caring for others and keeping themselves safe in cyber space. The girls are also encouraged to include others in their activities and to work as role models for the younger girls.

Role of the Parents

Parents can be involved in a range of roles; however, the roles are helping roles. Helping at meetings, helping provide transport, spending time watching the girls at various activities such as camping, hiking and badge examinations.

References

Andresen, L., Boud, D., & Cohen, R. (2000). Experience-based learning. Understanding adult education and training, 2, 225-239.

Ballantyne, R., & Packer, J. (2009). Introducing a fifth pedagogy: Experience‐based strategies for facilitating learning in natural environments. Environmental Education Research, 15(2), 243-262.

Carleton University. (2004). What is experience based learning Retrieved from https://serc.carleton.edu/introgeo/enviroprojects/what.html

Girl Guiding New Zealand. (2011). A Guide to Guiding. Retrieved from https://girlguidingnz.org.nz/wp-content/uploads/2018/09/A-Guide-to-Guiding.pdf

Girl Guiding New Zealand. (2018). Girl-Led Programmes. Retrieved from https://girlguidingnz.org.nz/programmes/girl-led/

Kolb, D. (1983). Experiental Learning: Experience as the source of Learning and Development.

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development: FT press.

Oxendine, C., Robinson, J. & Wilson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching & Technology. Retrieved August 4, 2019, from http://projects.coe.uga.edu/epltt/.

Philosophy

The Montessori philosophy is one that is dominated by individual self-guided activity which comes from a child-centred approach (Borrelbach, 2009). Many would say that in terms of her philosophical views Montessori was a subjective idealist. As a strong advocate of vitalism, she acknowledged the idea of an immutable life force. However, due to her medical training she was a robust advocate of the hands-on experimental method (Plekhanov, 1992). Montessori had a solid focus on the Nature of the child, but this focus could be in error as it is not nature that shapes the human personality but rather nurture, whereas nature shapes the physical child themselves (Rutter, 2006). The child’s personality is shaped by both significant adults and the social conditions in which the child finds themselves (Plekhanov, 1992). It is strongly believed that without social interaction and an opportunity for the child to assimilate social norms they will struggle to develop an individual personality and therefore be unable to become a thinking being (Plekhanov, 1992; Rutter, 2006).

This philosophical way of thinking had a profound impact on Montessori. While she was an avid advocate for children having freedom to explore their world she argued that this should not come at a cost of the child becoming neglected by the adults in their world (Montessori, 1995). She goes on to explain that to her ‘freedom’ simply means that the child is not only taught how to see both true and false, but also learns that both have a value in society. Montessori separates the outward ‘freedom’ stating that all beings are internally free regardless of the current social rights (or lack of) they might experience (Montessori, 1997).

Maria Montessori saw children as being workers who turn themselves into rational people through their shaping of personality with the help of both adults and a self-concept of self-upbringing and self-instruction (Plekhanov, 1992).

Pedagogical Experiences

There is a definite medical model to the pedagogical beliefs of Montessori. Teacher observations are based on forms of written anthropometrical data that was designed by Montessori herself. Children are weighed and height is taken at prescribed intervals to ensure they are experiencing optimal physical growth along with regular yearly medical checks to ensure the health of the child, usually on the day of the child’s birthday (Montessori, 2013).

Montessori focuses on the concepts of discipline, independence, taking away external rewards and punishments, and liberty. Discipline focuses not on punishment but rather on the ideas of good and evil and that there is order to everything (Montessori & Holmes, 1912). Children are taught to modify their behaviour in appropriate ways to become part of this order while still maintaining freedom. Montessori believed that by the age of three a child should be able to become an independent entity capable of interacting with their environment at all levels to a degree that they no longer needed adult help (Montessori, 2013). To a Montessori child engaged in their work, their work becomes its own reward, while another child who may be upset or disruptive in the environment is not punished by removal of the activities but rather moved to an area where they can observe the other children while the disruptive child works on their activities. It is believed that this observation shows the disruptive child not only how to behave in a similar manner as modelled by the children but also allows them time to calm and discipline or refocus themselves (Montessori, 1995). The pedagogical concept of Liberty in the Montessori classroom is one in which the child becomes free to develop their entire personality rather than just some aspects of their personality (Montessori, 2013).

Many of the concepts of pedagogy Montessori followed such as De Vries concept of Mutation played a part in the development of her pedagogical understanding of not just how children learn but also how teachers should teach (M. Montessori, 1966).

Setting

The setting of a Montessori classroom environment has similarities with the New Zealand Kindergarten Association. Both settings have a mix of indoor and outdoor room for children to play and both have line of sight between the two. They also both provide equipment in age appropriate sizes. They also have similar underlying philosophies however; this is where the similarities end.

In 1915 Maria Montessori was a doctor working in an Italian hospital with young children who had been given to the state by their parents due to the fact the children had underlying medical and mental issues. (Montessori, 1949; M. M. Montessori, 1966). Observing these children Montessori realised that the environment around them played a part in how the children interacted with their world and set out to change this. The school classroom the children used in the hospital was gutted completely and it was structurally modified to allow the children access to the outside environment and gardens.

The traditional classroom set up of desks and benches or wooden chairs in rows was abolished and new tables were provided that encouraged small group work in twos and threes, along with smaller tables for individual work. These were built to be both functional and light so that children could move their environment around at will (Al et al., 2012; NAMC, 2007). Armchairs and other comfortable chairs were placed around the room to give children comfortable places to visually engage in the environment from. The traditional teacher’s desk has been replaced in this environment by a help desk, teacher station, or inquiry counter (Al, Sari, & Kahya, 2012).

Child height cupboards open to provide access to materials for learning, while each classroom is provided with a handbasin at child height along with the necessary tools to carry out the activity of handwashing (NAMC, 2007).  The tops of the cupboards are adorned with plants, aquariums and free play toys. The rooms are adorned with attractive master works that encourage an interest in beauty in all its forms (Montessori, 2013).

Roles of the Children, Teachers, Parents and Community

The teacher is seen as an observer (Montessori, 1997). It is a sharing of power and responsibility with the teacher removing themselves as the centre of attention. This decentralization removes the teacher from the role of privilege. They are no longer seen as an absolute authority on everything academic but rather as a co-constructor of knowledge alongside the child (Montessori, 1995; Montessori & Holmes, 1912; Ültanır, 2012).

In the classroom children are freed to make choices, but not just any choices. Rather they are encouraged to make the right choice of activity (Rathunde, 2001). This freedom is limited in the classroom through necessity due to resources. Thus concepts such as taking turns and not disturbing others come into play along with putting things back where they belong, and the child’s readiness both cognitively and physically for some of the concepts being facilitated (Rathunde, 2001).

Parents not only take on roles as observers and caregivers but they play a large role in the wider school community (Kids Collective, 2015). These events provide the groundwork for experience and knowledge sharing, ensuring the parents are kept up to date on the achievement and efforts of the children (Kids Collective, 2015).

The role of the wider community is seen as pivotal to Montessori learning. Families come from a wide range of backgrounds and locations. Therefore, the local community is asked to become involved in activities such as fundraising, working bees, and helping in the classroom setting (Southside Montessori, 2019).

References

Al, S., Sari, R. M., & Kahya, N. C. (2012). A different perspective on education: Montessori and Montessori school architecture. Procedia-Social and Behavioral Sciences, 46, 1866-1871.

Borrelbach, S. (2009). The historical development of school buildings in Germany. R. Walden.

Kids Collective. (2015). Montessori Education: Parents Role. Retrieved from http://kids-collective.com/blog/montessori-education-parents-role/

Montessori, M. (1949). Formazione dell’uomo: Garzanti (IS).

Montessori, M. (1966). The secret ofchildhood. In: Notre Dame: Fides Publishers.

Montessori, M. (1995). The absorbent mind (Rev. ed.). Ney York: Henry Holt.

Montessori, M. (1997). Basic ideas of Montessori’s educational theory: extracts from Maria Montessori’s writings and teachings: Clio Press.

Montessori, M. (2013). The montessori method: Transaction publishers.

Montessori, M., & Holmes, H. W. (1912). The Montessori Method: Scientific Pedagogy as Applied to Child Education in” The Children’s Houses”: Frederick A. Stokes Company.

Montessori, M. M. (1966). The human tendencies and Montessori education: Association Montessori Internationale.

Murray, A. (2012). Montessori Education. Montessori Life.

NAMC. (2007). Montessori Prepared Environment: Purpose, Set-up and Classroom features.

Plekhanov, A. (1992). The pedagogical theory and practice of Maria Montessori. Russian Social Science Review, 33(4), 79-92.

Polk Lillard, P. (1972). Montessori: a modern approach. NY: Schocken Books.

Rathunde, K. (2001). Montessori education and optimal experience: A framework for new research. NAMTA JOURNAL, 26(1), 11-44.

Rutter, M. (2006). Genes and behavior: Nature-nurture interplay explained: Blackwell Publishing.

Southside Montessori. (2019). Community. Retrieved from https://www.southsidemontessori.edu.au/community.html

Stoll Lillard, A. (2005). Montessori: The science behind the genius. New York.

Ültanır, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5(2).

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