Principal’s Blog

 

Saturday 21st September was the United Nations ‘World Peace Day’. Maria Montessori’s dedication to peace education is one of the most profound aspects of her philosophy. Rooted in her belief that education can be a powerful tool for social change, Montessori’s approach to peace emphasizes not only conflict resolution but also the nurturing of inner peace, empathy, and respect for others. Her work in peace education was deeply influenced by her historical experiences and travels.

 

Having lived through the horrors of two world wars, Montessori believed that to build a peaceful world, we had to start with children. She argued that children are naturally inclined toward peace, and by fostering empathy, independence, and self-discipline, educators could help create a future generation capable of resolving conflict without violence.

 

Montessori’s commitment to peace was further strengthened by her time in India.

During World War II, Montessori and her son Mario were living in India, where they were forced to stay under house arrest due to Italy’s role in the war. This period of isolation allowed Montessori to focus deeply on the philosophical underpinnings of her method, including the idea of “Education for Peace.” She gave a series of lectures in India about the role of education in fostering global peace and argued that children should be taught not only academic skills but also the values of compassion, cooperation, and social responsibility.

 

One of the practical tools Montessori classrooms use to support peace education is the peace table. This concept provides children with a physical and symbolic space to resolve conflicts and practice peaceful communication. In a Montessori classroom, the peace table is typically a small, inviting area where children can go to discuss their differences or work through emotions in a calm and respectful manner. When a disagreement arises, children are encouraged to use the peace table as a neutral zone where they can sit together and talk about the issue. The process often begins with one child using a “talking object” (such as a small stone or flower) that signifies who ‘has the floor’. The other child listens and waits for their turn to speak. Initially the teacher may facilitate these discussions, but the goal is for children to take ownership of the process and practice self-regulation and conflict resolution independently. This approach is reflected in how we speak with children when disputes arise, the aim is resolution and empowerment for children to manage their emotions and decisions themselves in a socially appropriate way.

 

The peace table is not just a tool for settling disputes but also a space for reflection and mindfulness. Children may choose to visit the peace table on their own to regain emotional balance, calm down after feeling upset, or simply take a moment of quiet reflection. In this way, it serves as a tool for inner peace as much as for social harmony. Being at peace with yourself is the first step towards supporting and encouraging others to do the same. By nurturing empathy, cooperation, and a sense of global citizenship, Montessori believed that children could grow into adults who value peaceful coexistence over conflict.

 

Peace education in Montessori classrooms is woven into every aspect of the curriculum—from collaborative learning experiences to lessons about different cultures and environments. It is also embedded into the philosophical approach we have here – giving children space and time, moving at their pace, encouraging without forcing, and giving every child respect.

 

In today’s world, Montessori’s ideas about peace education remain as relevant as ever, offering a pathway toward building a more compassionate and harmonious global community. As Montessori herself expressed: “Establishing lasting peace is the work of education; all politics can do is keep us out of war.”