Where does this leave Montessori education over 100 years after its introduction to the world and over 60 years after the passing of its maker?

As others have noted, Montessori was a researcher who genuinely esteemed the logical technique and would not have anticipated that her educational strategy should remain static. Yet Montessori instructors regularly feel fear or vulnerability about having the option to apply Montessori's hypotheses in new and creative manners while as yet holding fast to her fundamental philosophical standards.

At last, just observational research, embraced by educators and specialists cooperating, can be our guide, on the grounds that the inquiries that need noting are experimental in nature. Neuroscience — utilizing neuroimaging techniques which were not accessible in Montessori's day — may likewise play a directing job. For instance, Montessori was insightful in her perspectives that youth was an exceptional time being developed where the individual required a uniquely structured type of education to address their necessities. Ongoing neuroimaging proof focuses on youthfulness as to be sure to be a significant period for neural improvement, especially for territories associated with official capacities and social insight.

Montessori didn't completely build up her thoughts for the education of 12–18 year olds during her lifetime, yet it is a zone where current Montessorians may have the option to assume control over the reins. Albeit some Montessori schools take understudies up to the age of 18, they are rare, and as far as anyone is concerned, there are no distributed assessments of their viability. Building up a Montessori education for this age bunch related to the best of our present information on subjective developmental neuroscience can possibly make an exceptionally positive commitment.