Maria Montessori’s Pedagogical Legacy (1870–1952): Linguistic and Cultural Contexts

Abstract

The article analyzes the impact of Maria Montessori’s (1870–1952) pedagogical legacy on the development of global education through the lens of intercultural and linguistic diversity. Special attention is paid to how the scientist’s ideas are interpreted and implemented in educational practice across various national contexts. The analysis explores how historical circumstances, ideological frameworks and educational traditions shape different images of the pedagogue, influencing both the content and the methods of realization of her approach. In Italy, for example, Montessori has become a national symbol, embodying pedagogical innovation, feminist thought, and civic engagement. In English-speaking contexts, the focus shifts toward the practical effectiveness of her method in fostering independence, creativity and critical thinking. In German-speaking countries, Montessori pedagogy is reflected upon through the lens of philosophical heritage and compared with the concepts of J.-J. Rousseau, J.H. Pestalozzi, and F. Fröbel. Recently, the French-speaking academic community has begun exploring the less known spiritual and anthropological dimensions of her thought. In Ukraine, where Montessori’s ideas were excluded from scientific and educational discourse during the soviet era, a revival has been taking place since the 1990s – as a part of a broader process of reinterpreting the national pedagogical tradition. In Asia, Montessori pedagogy is adapted to local sociocultural conditions and state reforms, particularly in China, India, Japan and South Korea. This comparative analysis reveals that the implementation of Montessori pedagogy is highly dependent on contextual factors. It raises a broader methodological question on how universalist pedagogical concepts are transformed through processes of intercultural reception.