Pedagogy based on child development psychology leads to misconceptions about education.

Aminata SARR, Founder

# 1

Maria Montessori’s Absorbent Mind

“The child has a different relation to his environment from ours… the child absorbs it.”

The Absorbent Mind, p.56

Linguistic perspective

Whether you are a child or an adult, the ” absorbent mind ” as described by Maria Montessori is the first step in any learning journey. Humans of all ages who are immersed in a new environment absorb the information around them and make connections between signs and their meanings in context.

Madrasa Pedagogy’s insight

Regardless of the discipline taught or the age, all humans follow the same path and follow the same steps to learn.

Madrasa Pedagogy Principle

# 2

Maria Montessori’s levels of education

“Successive levels of education must correspond to the successive personalities of the child. Our methods are oriented not to any pre-established principles but rather to the inherent characteristics of the different ages. It follows that these characteristics themselves include several levels.”

From Childhood to Adolescence, p. 1

Linguistic perspective

The description of the structure of signs and the classification of signs provided by semiotics are solid evidence on which we can build learning levels.
Similarly, the process of building metapragmatic competence as described by language acquisition specialists allows us to define successive stages of learning.
Successive levels of learning do not depend on the personalities of the learners but on the nature of the sign, the object of learning and on the way we learn it.

Madrasa Pedagogy’s insight

According to Peirce’s semiotics, and in line with the stages of construction of metapragmatic competence of cognitive scientists, our pedagogy distinguishes three different paths to competence, each with three successive phases. Each phase has three successive steps.

Madrasa Pedagogy levels of education