FROM HUMAN CAPITAL TO HUMAN DEVELOPMENT: THE TRANSFORMATIVE POTENTIAL OF MONTESSORI EDUCATION

<doi>10.24250/jpe/si/2025/SS/</doi>

Abstract

This paper explores the potential of Montessori education to
contribute to a transition from the dominant human capital
paradigm to a human development perspective, as
conceptualised by Amartya Sen. Drawing on the work of
Maria Montessori, it argues that true social defence does
not rely on weaponry or economic productivity, but rather
on forming individuals capable of living freely and
harmoniously with others. Montessori’s vision, which
prioritises autonomy, empathy, and social cohesion,
resonates with contemporary calls for education that
fosters not only cognitive skills but also human dignity and
interdependence.
While empirical studies confirm that Montessori students
perform equally or better in academic assessments, this
alone is insufficient. The true promise of Montessori
education lies in its potential to cultivate reflective, socially
responsible individuals. However, such potential is
contingent upon faithful implementation of Montessori
principles. Based on recent research from different
countries, the article highlights structural and cultural
obstacles to high-fidelity implementation, especially in
public education systems.
The paper concludes that quantitative growth of
Montessori schools must be accompanied by qualitative
improvement to truly impact social cohesion and peacebuilding.
Educational reform is thus essential—not only to
safeguard the Montessori legacy, but to make education a
tool for human flourishing.