Dr. Montessori considered obedience to be a natural human characteristic that develops over time through three different stages.  Many adults during Dr. Montessori’s time thought that children were born naturally disobedient, but she argued that “confusion springs from the belief that children’s natural actions are bound to be disorderly and even violent” (Montessori, 2007a, p. 230).  In contrast to this belief, Dr. Montessori discovered that young children disobeyed for very specific reasons related directly to the laws of nature and must acquire the ability to obey in association with the development of the will. 

Aspects of Obedience

There are three aspects to the development of obedience: hormic impulse, consciousness and the development of the will.  The first aspect, horme, is considered to be an impulse that calls the child to action.  The child acts unconsciously and impulsively according to the laws of nature.  Dr. Montessori (2007a) wrote that the will “proceeds from a great universal power (horme), and that this universal force is not physical, but is the force of life itself in the process of evolution” (p. 230). 

Dr. Montessori believed that the development of the mental organs is linked to physical development.  She categorized the physical body into three parts: the brain, senses and muscles and emphasized that there is a connection between the mind, body and spirit.  Dr. Montessori called this a “system of relationships.”  Because of this connection, she believed that educators have the responsibility to view the child’s development in a holistic way. “Watching a child makes it obvious that the development of his mind comes about through his movements” (Montessori, 2007, p. 126).

Dr. Montessori believed that movement is essential to learning because physical and sensorial exploration connects directly to the brain.  The physical and sensorial exploration of a child sends information to the brain, which supports the development of neural networks.  After the brain receives the information from the sensory organs, it processes that information and communicates back to the child the different ways his movement can serve a purpose. 

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The Hand is the Instrument of the Mind

Montessori viewed the hand as special and unique to humans and believed that it is the connection to the mind.  Opposable thumbs allow humans to use hands in unique ways that differ from the animal world.  Because of this, humans can use hands to create, invent and express what is in the mind.  Humans walk on two feet with both hands free so that they can work with their hands.  This gives a special purpose to human life.  “The hand is in direct connection with the man’s soul, and not only with the individual’s soul, but also with the different ways of life that men have adopted on the earth in different places and at different times” (Montessori, 2007, p. 134). 

The Prepared Adult

            Dr. Montessori believed the guide plays a different role in the world of education than the traditional teacher.  “Not words, but virtues, are her main qualifications” (Montessori, 2017, p. 160).  These virtues are acquired through a transformation of spirit.  The greatest evidence of success for a transformed teacher is to say, “The children are now working as if I did not exist” (Montessori, 2007, p. 257).  The Montessori educator transforms into a guide who nurtures the child according to his or her inner teacher and makes way for the laws of nature to communicate directly to the child. 

Spiritual Preparation

            In order to be transformed, Montessori guides need to understand their limits and abilities, be conscious of what they do and how they do it and have knowledge of child development.  “The basis of this preparation consists in going through a fundamental change of outlook” (Standing, 1957, p. 298).  This requires self-examination. Self-examination is a key element to becoming a transformed Montessori guide because the biggest obstacle to a child’s development is the adult.  This happens because the adult often lacks the patience and knowledge that is necessary to respond appropriately to the needs of the developing child.  In order to discern the situation, the adult must learn to be a scientific observer.  The adult must also understand that the child is unique and that the environment is the key to revealing the authentic personality and potentialities of each child. “Ability to do this can only be attained through a genuine inner effort towards self-perfection” (Standing, 1957, p. 298).