Author: David

Forbidden education is a documentary that addresses modern education, as well as the way in which we understand it, visualizing different educational experiences, non-conventional, that pose a need for a new educational model.

“Schooling has reached 200 years of existence and it is still considered to be the main portal to an education. Nowadays, schooling and education are widely discussed among academic forums, politically, in institutions, the media and in society. Since it began, the teaching institution has been characterized by structures and practices that in the present-day are considered primarily outdated and archaic. Let´s say that they do not support the needs of the 21st century. Its main flaw is in the way in which it does not consider the natural development of learning, the freedom of choice or the importance of love and human bonds in individual and collective development.

Over the years, these critical observations have made way for recommendations and practices looking at education in a different way. Forbidden Education is a documentary that proposes recovering some of these, exploring their ideas and visualizing those experiences that have defied the educational methods of a traditional model.

More than 90 interviewed teachers (among which is our Imagine Montessori School consultant, Betzabe Lillo), academics, professionals, authors, mothers and fathers; a tour of 8 Latin American countries experiencing 45 non-conventional educational methods; more than half a million followers in social networks and a total of 704 co-producers that participated in its collective financing, have all turned Forbidden Education into a unique phenomenon.

An altogether independent project of an unprecedented magnitude, that reveals the inherent need for expansion and innovation in the education system.

If you are not one of the 12 million people that have seen the documentary “ Forbidden Education” we invite you to take some time out to see it..

https://www.youtube.com/watch?v=ByO41gE3dPQ

To encourage the creativity of children, their desire to learn and to do things on their own, are some of the pillars of Imagine Montessori School.
For some time we’ve wanted to show you this video that reinforces the idea that another education is possible and it’s needed.

by Marco Zagal

During the last 30 years Neuroscience has become the area of knowledge with greater contributions to education. Several relevant discoveries, such as neuroplasticity, synaptogenesis, glial cells, the cerebral hemispheres, the triune brain and the total brain, among many other concepts, give us new clues about how the brain works and the way human beings learn. Thus, they show the emergence of a new paradigm on the functioning of the school and teaching-learning models to be implemented in educational systems. The brain has a great capacity to adapt to the various sensory environments that surround us, so it is not a static or fixed organ.

According to the latest research on neuroscience and neuropsychobiology, among other areas, there is a coherence in the comprehensive development of students with Dr. Montessori’s approach. In this sense, the Montessori education coincides, from its deepest approaches, with such scientific advances in relation to how the school of the new century has to be and the kind of knowledge and skills required by our current society. There’s probably a new educational paradigm taking place, as there seems to be the need to begin a transition from a primarily transmissive educational model of knowledge to another that is more active and holistic, from a socio-constructivist perspective.

There is a misconception about the Montessori education as an approach belonging to the past. Nevertheless, current research in education differs by showing the need to incorporate changes in the educational model, changes which aren’t outside the Montessori philosophy, as they have been applied in its model for more than a century. If we compare this pedagogical proposal with current approaches about school learning in detail, metacognition, process evaluation, peer learning, where the teacher is a facilitator rather than an expert, the education of free-thinking, autonomous, entrepreneurial and creative individuals who see mistakes as opportunities, in short, happy people, we can realize that all or most of them are part of the Montessori approach.

Our pedagogical approach focuses the attention on various elements that have a significant effect on self-esteem, learning and the possibilities for improvement that everyone can experience, especially children and young people in their social and personal development. For these reasons, we have an academic, familiar, ethical and professional responsibility because we know that Education can transform society.

 

The Montessori classes are divided into areas of knowledge. In the following video we can see a brief explanation of how it works. The practice area is sometimes shocking because children perform common tasks in any home. This allows them to gain autonomy, independence and confidence, as well as to collaborate with students of different ages, thus leading them to explore roles as leadership and learning from their own mistakes.

The senses are also relevant here because exploration through sight, hearing, touch, etc. is part of the learning experience.

The Montessori materials combine all these areas to make students discover knowledge through the sensory experience of touching, handling and ultimately do, rather than listening.

 

Video de Secret Garden Montessori, Frenchtown NJ. Secretgardenmontessori.org