《吸收性心智》原文摘录

The importance of movement in general development

It is high time that movement came to be regarded from a new point of view in educational theory. Especially in childhood we misunderstand its nature, and a number of mistaken ideas make us think of it as something less noble than it actually is. As a part of school life, which gives priority to the intellect, the role of movement has always been sadly neglected. When accepted there at all, it has only been under the heading of “exercise,” “physical education” or “games.” But this is to overlook its close connection with the developing mind. For in-detail overview, please take a look at figure 8 at the end of this e-book, in section Additional charts.

Let us review man’s nervous system in all its amazing complexity. In the first place, we have the brain (or “centre”). Then there are the various sense organs, which collect impressions and pass them on to the brain. Thirdly, there are the muscles. And nerves, what do they do? These are like cables for transmitting nervous energy to the muscles. And this energy is what controls the movements of the muscles. So the organization has three main parts, brain, senses and muscles. Movement is the final result to which the working of all these delicate mechanisms leads up. In fact, it is only by movement that the personality can express itself. The greatest of philosophers must use speech or writing to convey his ideas, and this involves muscular movement. What would be the value of his thoughts if he gave them no expression? And this he can only do by making use of his muscles.

If we take up animal observation, the first thing that strikes us is that animals can only express themselves through their movements. So it hardly seems logical, in the case of man, to ignore the whole of this side of his existence.

Physiologists regard the muscles as a part of the central nervous system, saying that this works as a whole to put man in relationship with his surroundings. In fact, this whole apparatus of brain, senses and muscles, is often called the system of relationship, meaning that it puts man in touch with his world, living and nonliving, and therefore with other people. Without its help a man could have no contact with his surroundings or his fellows.

Compared with this, all the other arrangements of the human body are – so to speak – selfish, because they serve only the person himself. They enable him to keep alive, or (as we say) to “vegetate,” and therefore they are called “organs and systems of the vegetative life.” The vegetative systems only help their owner to grow and exist. It is the system of relationship, which puts him into contact with the world.

Montessori, Maria. The Absorbent Mind: From the original paper archives by M. Montessori, in partnership with AMI - ASSOCIATION MONTESSORI INTERNATIONALE (The Montessori Series Book 1) . Montessori-Pierson Publishing House. Kindle Edition.