FROM HUMAN CAPITAL TO HUMAN DEVELOPMENT: THE TRANSFORMATIVE POTENTIAL OF MONTESSORI EDUCATION.

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Bibliographic Details
Title:	FROM HUMAN CAPITAL TO HUMAN DEVELOPMENT: THE TRANSFORMATIVE POTENTIAL OF MONTESSORI EDUCATION.
Authors:	SCIPPO, Stefano¹ stefano.scippo@unitus.it
Source:	Journal Plus Education / Educaţia Plus. 2025 Special Issue, Vol. 38, p337-348. 12p.
Subject Terms:	Montessori method of education, Human capital, Autonomy (Psychology), Educational change, Reconciliation, Social cohesion, Human Development Index
People:	Montessori, Maria, 1870-1952, Sen, Amartya, 1933-
Abstract:	This paper explores the potential of Montessori education to contribute to a transition from the dominant human capital paradigm to a human development perspective, as conceptualised by Amartya Sen. Drawing on the work of Maria Montessori, it argues that true social defence does not rely on weaponry or economic productivity, but rather on forming individuals capable of living freely and harmoniously with others. Montessori’s vision, which prioritises autonomy, empathy, and social cohesion, resonates with contemporary calls for education that fosters not only cognitive skills but also human dignity and interdependence. While empirical studies confirm that Montessori students perform equally or better in academic assessments, this alone is insufficient. The true promise of Montessori education lies in its potential to cultivate reflective, socially responsible individuals. However, such potential is contingent upon faithful implementation of Montessori principles. Based on recent research from different countries, the article highlights structural and cultural obstacles to high-fidelity implementation, especially in public education systems. The paper concludes that quantitative growth of Montessori schools must be accompanied by qualitative improvement to truly impact social cohesion and peace-building. Educational reform is thus essential—not only to safeguard the Montessori legacy, but to make education a tool for human flourishing. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This paper explores the potential of Montessori education to contribute to a transition from the dominant human capital paradigm to a human development perspective, as conceptualised by Amartya Sen. Drawing on the work of Maria Montessori, it argues that true social defence does not rely on weaponry or economic productivity, but rather on forming individuals capable of living freely and harmoniously with others. Montessori’s vision, which prioritises autonomy, empathy, and social cohesion, resonates with contemporary calls for education that fosters not only cognitive skills but also human dignity and interdependence. While empirical studies confirm that Montessori students perform equally or better in academic assessments, this alone is insufficient. The true promise of Montessori education lies in its potential to cultivate reflective, socially responsible individuals. However, such potential is contingent upon faithful implementation of Montessori principles. Based on recent research from different countries, the article highlights structural and cultural obstacles to high-fidelity implementation, especially in public education systems. The paper concludes that quantitative growth of Montessori schools must be accompanied by qualitative improvement to truly impact social cohesion and peace-building. Educational reform is thus essential—not only to safeguard the Montessori legacy, but to make education a tool for human flourishing. [ABSTRACT FROM AUTHOR]
ISSN:	1842077X