The Montessori theory in the “No Schoolbag” model. Formativity of materials and of the educational environment

Abstract

The aim of this contribution is to show the “outdated” relevance of Montessori pedagogy in the “No Schoolbag” (Senza Zaino, or “SZ”) model. Adopting some fundamental elements of Montessori’s activism, this model advocates a school in the fullest meaning of Schole, as a place for dialogue, development and work, otium and negotium, commitment to study and the pleasure of knowledge, where the discipline of freedom, as applied to experience and filtered by emotions, is indispensable. In doing so, it rejects the idea of school being based on educational intellectualism. Rather it is an indirect educational path in which the experience of reality, rather than empty words, shapes the child's mind, developing an inner order that originates from its external counterpart, with the result that the child feels like an active participant, belonging to a welcoming, hospitable and motivating community. Drawing on the Montessori theory, the “No Schoolbag” model positions itself as a pedagogy of our time, but endowed with an ancient, rigorous, inclusive, and supportive heart.