The aim of this article is to show how Montessori’s work is an antecedent to contemporary psychological principles on learning based upon the most recent research. More specifically, in her writings, Montessori seems to set the basis not only for a theory about learning how to learn, but more importantly for a pedagogy of learning which is focused on individual competencies, an answer to what most knowledge economies are looking for in today’s global arena.

Factors such as post-world-war-II economy, women entering the job market, mass schooling, technological advances, population migrations and ageing, the internet era and globalization have all impacted the new millennium with the quest for a school that not only reproduces the social status quo, but also develops those competencies needed to compete in the knowledge society. Primary among those competencies seems to be the capacity to learn and keep learning throughout life to be able not only to work and maintain a job, but also to engage in active citizenship (Hoskins, B. & Fredriksson, U., 2008).

Thousands of experts from the most disparate fields of knowledge come to the bedside of the ill pedagogy that delivers only empty chatterboxes. Policy makers are in need of answers to growing and more complex educational needs. But what exactly do we need in schools? What is the essence we should be teaching to young generations?

Montessori’s inductive movement from pedagogical action to psychological theory could be said revolutionary nowadays, in a world where pedagogy seems to “follow” sociology, psychology and brain research. Brain research establishes what the brain is and how it functions, while pedagogy should find ways to aid the development of what brain sciences “find”.

Montessori does not translate any psychological nor sociological theory into “pedagogical practice” and in this precise choice lies Montessori’s revolutionary pedagogic genius: an education that is truly serving human development and socialization to post-modern societies needs to be based upon accurate observation of human development. As simple as this: pedagogy should not hinder but foster human development. It also needs to focus closely not on mere rote knowledge but on combinatory logic yielding to secure competence in managing one’s learning and other key competencies. Montessori pedagogy does precisely this: it encourages the development of free and autonomous learners.

Maria Montessori’s work has long been neglected and confined to a vast yet unpopular elite of schools and followers. In spite of more than 6,500 schools operating in five continents, in Italy even educated people in the pedagogical sector ignore her basic principles on learning and have but an impressionistic vision of her work. To add to the confusion, many so-called “Montessori experts” show a very restrictive interpretation of the Pedagogist’s education, for instance rejecting any quantitative assessment of learning outcomes as not pertinent to “Montessori philosophy”. In recent years Montessori pedagogy received new attention, especially in the United States, where it is studied among pioneering school approaches, as the latest OECD publication on innovative pedagogies confirms.

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