III: Soft Skills in Education: Montessori Education for Life and Online Higher Education

5 Montessori Education

Montessori Education: Building Life with Soft Skills for a Better Life

Susana Silva

Education Can Act as Best Agent to Develop Soft Skills to Transform Schools and Society

It is not possible to separate education from the concept of the human being and the ideal person education intends to develop. Historically educational standards and schools have imposed a model focused only on cognitive development, which was the focal point of school life since the industrial revolution but obsolete today. Education is critically important in the Knowledge Society of the 21st century, as are continuous improvement leading to quality standards, to support organizations in all sectors and industries to attain sustainability to advance development in nations worldwide (Lepeley, 2019a, b, 2017, 2001). It is equally important to update standards and educational programs to meet the needs of students and modern societies. But unfortunately, most educational approaches emphasize instruction at the expense of the integral development of each child, undervaluing their nature and their innate talents. The most concerning effect is that obsolete approaches persist ignoring growing evidence and research in educational sciences indicating that psychology and neuroscience have made significant contributions that improve child development and brain science. There are deep gaps to bridge according to important recurrent findings and increasing concerns about the quality of educational programs (Lepeley, 2019a,b, 2001).

In the United States, most states have adopted the Common Core National Standards or CCNN. However, CCNN perpetuates Language and Math coverage setting aside other important subjects. As a result of enforcement of these standards, high expectations of school administrators and teachers for real quality (Lepeley, 2019a,b, 2001) contend with tremendous pressure when the quality of education is determined using computerized sessions and standardized tests. This reality forces teachers to focus on standards recognized for school merit programs that neglect the most critical aspects of child development and, more importantly, penalizes individuals at higher educational levels (Lepeley and Albornoz, 2013).

education, as conceived now is alienated from biological and social life. In reality those who enter educational systems tend to be cut off from the real society. In higher levels, university students are largely required to follow rules of colleges and programs of studies designed by expert of professors that commonly ignore and neglect the interests and the needs of students’ physical and social life.

(1949)

 
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