#5 Reality-Orientation & the Control of Error
Innovative Premises and Practices
From the previous articles, we now have a definition for “Educational Innovation”; which is, pedagogical innovation within a ‘freedom-through-structure’ model.
Now it’s time for the first premise which makes up the mental framework of an educational innovator AND the practical implementation of this premise.
Premise #1: Reality-orientation
The child’s task is to grasp reality. There is one, true reality out there that the child is seeking to grasp, and can grasp. Reality is finite and absolute. It is what it is; and nothing else.
Reality is not whatever the child wants it to be. It is not whatever current social trends say it is. Reality does not bend to a child’s wishes or desires. It is what it is.
The primary faculty of the child is his mind (or, what Montessori called “the intelligence”); and the primary function of the mind is to perceive reality. Therefore, education is not primarily about creativity, or socializing, or building character–rather, education is primarily about grasping reality.
Education is about grasping the reality of the decimal system, or the reality of the zodiac constellations, or of chemical reactions, or of plant reproduction. Education is about helping children to build an ever expanding grasp of reality.
This premise comes from Ayn Rand’s philosophy of Objectivism. However, there are counterparts in Montessori’s philosophy:
“Man must grow up and consciously strive to know reality” (1946 London Lectures)
“We are concerned with bringing him liberty and independence while interesting him in an activity through which he will subsequently discover reality.” (From Childhood to Adolescence)
“When a child’s interest is aroused on the basis of reality, the desire to know more on the subject is born at the same time.” (From Childhood to Adolescence)
“If normalization comes about through a determined and single fact, especially the concentration on some activity of movement, which brings the child into relation with external reality, we must suppose that a single fact lies at the source of all deviation.” (Secret of Childhood)
Maria Montessori follows up this “reality-orientation” premise with its practical implementation: The Control of Error
Practice #1: Control of Error
Every educational experience must have a “right answer”. This is because there is one, true reality which it's the child’s task to grasp.
Every math problem has a right answer, every sentence has a correct way to diagram it, every planet follows certain definite laws of motion.
As part of every educational activity, children must be informed of the ‘right answer’ so that they can correct their mistakes.
The Control of Error is that aspect of an educational activity which informs children that they have made a mistake; that they have not yet grasped reality correctly.
The Control of Error could be that the Pink Tower falls down, demonstrating that the child has not perceived their size and/or orientation correctly.
Or it could be that water spills onto the table, demonstrating that the child has not poured it correctly.
Or it could be that the final puzzle piece does not fit, demonstrating that the child has made a mistake somewhere.
Or it could be that the sentence diagram does not match the answer key; or that the math answer doesn’t match the answer key; or that the geometric construction doesn’t match the answer key.
At the elementary stage, the control of error often simply takes the form of answer keys, which the children have independent access to for checking their work.
This is how the child ensures that he is grasping (not inventing) reality.
The control of error gives the child independent access to reality; allowing him to build his own reality-orientation.