Why Montessori – The Synergy

Abstract: This Paper articulates fundamental connections between the Montessori Method of Education and the philosophical underpinnings of Islam, which is widely acknowledged as the most prevalent and fastest growing religion in the world. Despite the patent disparity in their relative influence upon greater humankind, the fact that there exist elemental links between the two is an assertion that is nearly impossible to refute. These crucial points of nexus serve as the principal bases upon which the AIMA^® was conceived and established. This paper presents an argument for acknowledging the relationship between Montessori and Islam, and it presents a rationale that illuminates the value inherent to this relationship. In addition, it provides compelling reasons to foster and promote this relationship, that include, most notably, its capacity for engagement in the support, advancement, and acceptance of Islam across the United States and throughout the West.

Why Montessori – The Synergy
It is impossible, of course, and certainly not the intent of this writing, to equate an educational philosophy with the teachings of Islam; there is, however, an intersection at which exists a perceptible degree of harmony, compatibility and accord. Although Montessori methodology and Islam are entirely independent and discrete “worldviews,” if you will, each of them is, individually, more expansive than the sum of its parts. Neither is simply a collection of ideas; neither is simply a theory. To the contrary, when authentically practiced, Islam and Montessori become a unified way of life, a comprehensive and all-encompassing doctrine or way of being in the world. Interestingly and importantly, both share an intrinsic core in the virtue of “respect.” Respect is so central a tenet to each, in fact, that in its absence, neither could be said to exist. Montessori methodology, like Islam, is fundamentally anchored in respect; it is a virtue intrinsic to its very essence.

This harmony, however, extends well beyond a shared reverence for the virtue of respect. Montessori and Islam appreciate process over product, insofar as value is placed in the striving – not in the achievement of perfection; a tremendous emphasis is placed on personal responsibility, personal accountability, self-regulation and the internalization of self-discipline. The perspectives share a common concern for the welfare of others, for society as a whole, for the environment, and for the greater world in which we live. We are believed to be, collectively and individually, accountable for these things, and held as fiduciaries in these regards. Both perspectives maintain that we are charged with a duty – an intrinsic responsibility, by virtue of our unique capacity – to influence, achieve and ensure the care of people and things, sentient and insentient, beyond the self.

The most distinguishing factor here, of course, is the definitively secular nature of Montessori. Although it has often been noted and opined to evoke a spiritual tone, the fact remains that Montessori’s methodology emerged from the field of science and was developed through the application of the scientific method to the study of children. Thus, Montessori, in its theory and philosophy, is unequivocally secular and indisputably science-based. However, while these facts may be used to distinguish Montessori from Islam, they in no sense denote incompatibility. To the contrary, in fact; in many ways, Montessori methodology may be more appropriately perceived as a secular adjunct to Islam. When authentically practiced, it could be maintained that the Montessori Method illustrates the secular expression of Islamic values. This understanding is of tremendous import – and incredible value – for Islam.

Because the Montessori approach to education enjoys broad-based acceptance in the United States and around the world, it has a unique capacity for influence; influence that is distinct from, and yet in exquisite harmony with, Islam. Thus, Montessori provides a secular infrastructure through which to transmit Islamic values and thought.

By “co-opting” an already well-established and embraced, secular and scientifically-based method of education (not faith) that harmonizes so fundamentally with Islam, we have opportunity to engage an oblique approach toward dialogue that effectively circumvents the defenses that are so often triggered by a more direct, faith-based introduction. In addition, because the Montessori Method is secular and science-based, it is also innately logical (like Islam), thereby appealing to persons of intelligent thought. This serves to legitimize Islam in the eyes of even the most independent of thinkers. And in fact, the philosophical parallels that clearly exist, confer just enough legitimacy – through “spillage” or the “halo effect” if you will – as to provide even would-be skeptics, reason to pause … to give Islam a brief moment of consideration. And that moment of consideration, however fleeting, could be all that is required. It could be just enough space to provide an individual the glimpse of a bridge … a bridge that, in time, might serve to carry one across, eventually winning both heart and mind to the beauty and truth of our religion.