Is it Time for the Montessori Movement?
Margaret J. Kelley • August 17, 2023

Montessori vs. The Conventional Model


Anyone who has seen a Montessori school understands that it is fundamentally, startlingly different from a conventional education. While students complete their experience at a Montessori school with similar academic abilities as their counterparts in conventional schools, they go about these acquisitions in a completely different way. A Montessori education is, at its core, a child-centered education. This does not mean that children do whatever they want while they are at school. It means that the approach assumes that the child is an active agent in their educational experience, and that they will construct themselves, given the right structure, guidance, and materials in their environment.


The formal schooling that is familiar to American culture today originated hundreds of years ago in monasteries. It further solidified its methodology in the late 1800s and early 1900s when industrialization was introduced to the United States, and schools began to depend upon the “factory model” to produce good workers en masse. Since then, study after study in the field of child development has confirmed that this is not the ideal way for children to learn. Yet, when universities, schools, and lawmakers propose improvements to the educational system, they simply add on to a system that is already not working well, by (for example) increasing testing, making rewards even more compelling, and dividing children into even more pronounced groups by ability and age. 


Where Do We Go From Here?


In Dr. Angeline Lillard’s new article, Why the time is ripe for an education revolution, which was published in Frontiers in Developmental Psychology, she argues that this is a cultural moment when the educational system ready for a paradigm shift - one that would move away from a fundamentally teacher-text-centered (TTC) base and towards child-environment-interplay (CEI), which recognizes that “A child develops into an adult by constructing an elaborate representation of self and world, and learning to interact with and exercise agency in that world. This development occurs in a dynamical, non-linear fashion across childhood” (Lillard, 2). The CEI model is supported by modern research and is an ideal fit with Montessori.


Lillard supports her argument by comparing today’s cultural climate to the factors at play in the 1500s when astronomers moved away from an earth-centered view of the universe to a helio-centered view of the universe. While there were recognized flaws in the previous understanding of the universe, it wasn’t until certain cultural elements were present in the 1500s that civilization as a whole was ready to transition to the realization that the sun was at the center of the universe. Just as in education, simply knowing that something isn’t working often isn’t enough. Human nature is compelled to continue to make adjustments and explanations for what already exists rather than leaping to a brand new perspective.


As it was 500 years ago, Lillard believes that the world is ready to make the leap to a new approach to schools. The time is ripe for an education revolution. And Montessori is ready for it.

A young child outside on a sunny day using a watering can to water potted herbs and flowers
By Margaret J. Kelley April 20, 2026
Forest Bluff School in Lake Bluff, IL, explores how the Montessori philosophy helps families trade "crippling empathy" and anxiety for a productive, grounded optimism.
A teacher and Montessori student at Forest Bluff School in Lake Bluff, IL, shake hands.
By Alice Davidson with contributions by Margaret J. Kelley February 25, 2026
In Montessori education, we view each child as inherently capable of developing a strong sense of right and wrong. A child’s moral compass is not something we impose upon them—it is something that grows within, guided by experiences, reflection, and consistent modeling from the adults in their lives. For that moral sense to take root, children must be allowed to experience accountability for their actions. When parents shield their children from consequences or defend behavior they know is wrong, they unintentionally undermine that process, creating confusion and instability in the child’s understanding of truth, fairness, and responsibility. Many parents defend their children out of love and protectiveness. They wish to spare their child from discomfort, embarrassment, or the feeling of failure. Yet this kind of protection, though well-intentioned, teaches the opposite of what true love demands. One of the tenets of Montessori is to put children in contact with the real world in age-appropriate ways, trusting that they have the inner capabilities to grow and adapt when they have real experiences. When parents constantly justify, minimize, or excuse poor behavior, a child misses an opportunity for feedback; they learn that honesty is flexible and that integrity can be negotiated. This erodes their moral foundation and leaves them uncertain about what is right—not because they cannot feel it, but because the adults they trust most are contradicting that inner voice. In Montessori, children learn to do work and make decisions based on intrinsic, not extrinsic motivation. We trust that they have goodness inside of them, and while they absolutely need guardrails and guidelines, we can best serve them by teaching them to distinguish between their internal drives, and to take action in accordance with their conscience. Children are perceptive. They often know when they have done something wrong—whether they spoke unkindly, acted selfishly, or disrespected another. When their parents immediately defend them or blame others, the child experiences an internal conflict. On one hand, their conscience tells them they made a mistake; on the other, the parent’s response tells them they are in the right. Over time, this mismatch between inner truth and external validation creates confusion. The child begins to question their own moral instincts and may even learn to ignore the pangs of conscience altogether, relying instead on external approval to define what is acceptable. This is one of the greatest harms of over-defending a child: it separates them from their natural moral compass. When children are consistently told they are right—even when they know they are not—they start to equate love with being defended rather than being guided. They may learn that relationships are maintained through justification and blame-shifting instead of honesty and repair. Later in life, these patterns can manifest as difficulty accepting feedback, resistance to authority, or an inability to take responsibility in personal and professional relationships. In Montessori classrooms, we see accountability as a cornerstone of growth. When a child makes a mistake—perhaps they take another’s materials without asking or speak rudely to a classmate—we respond not with shame, but with calm guidance. We help the child reflect: What happened? How did this affect others? What can you do to make it right? This process nurtures empathy and clarity. It helps children see that they can correct their mistakes, that doing wrong does not make them bad, and that making amends restores both harmony and self-respect. Accepting that your child can be wrong is not a sign of parental failure—it is a sign of courage and wisdom. When you model accountability yourself, your child learns that truth is not something to be feared. They see that mistakes are part of being human, and that integrity means facing them with grace. Ultimately, allowing your child to experience and accept the consequences of their behavior builds confidence, empathy, and moral clarity. Shielding them from accountability may protect their feelings in the short term, but it confuses their conscience and weakens their inner sense of right and wrong. By guiding them lovingly toward truth and responsibility, you empower them to grow into kind, honest, and self-aware individuals—qualities that form the true foundation of a moral life.