Human tendencies
Human tendencies
Use for the Montessori concept of universal, innate predispositions that guide human adaptation, self-construction, purposeful activity, communication, and the fulfillment of material and spiritual needs. For motivation arising from an inner vital force, use horme.
Human tendencies are innate, universal traits that are present in every human being across cultures and ages. As Mario Montessori described, human tendencies act as internal compasses, guiding individuals towards particular ends. The human tendencies include activity (also referred to as movement or work), self-preservation and self-development, orientation, exploration, order, communication, abstraction and imagination, concentration – repetition – self-perfection, and exactness and precision. Human tendencies act as intrinsic powers within individuals. The relationships between the human tendencies are dynamic, synergistic, and interdependent.Innate, universal traits that are present in every human being across cultures and ages. As Mario Montessori described, human tendencies act as internal compasses, guiding individuals towards particular ends. The human tendencies include activity (also referred to as movement or work), self-preservation and self-development, orientation, exploration, order, communication, abstraction and imagination, concentration – repetition – self-perfection, and exactness and precision. Human tendencies act as intrinsic powers within individuals. The relationships between the human tendencies are dynamic, synergistic, and interdependent.
Montessori, M. M. (1966). The human tendencies and Montessori education (Rev. ed.). Association Montessori Internationale. (Original lecture delivered in 1956 and previously published as Tendencies of man.)
Montessori, M. M., Jr. (1976). Education for human development: Understanding Montessori. Schocken Books.
Montessori, M. (2007). The absorbent mind (pp. 75-86). Montessori-Pierson Publishing Company. (Original work published 1949)
Stephenson, M. E. (2000). The human tendencies. The NAMTA Journal, 25(3), 5–22. https://archives.montessori-ami.org/do/0db228bf-accd-4c56-bb54-7ea679adca10
Barrameda, X. A. P. (2020). Human tendencies—Authentic guideposts to human characteristics across the planes. AMI Journal 2020, 106–119. Association Montessori Internationale. https://archives.montessori-ami.org/do/7669ea35-bb05-4d87-a9c4-3ea3b4226ec4
Lillard, A. S. (2005). Montessori: The science behind the genius. Oxford University Press.
L Ecuyer, C., & Murillo, J. I. (2020). Montessori’s teleological approach to education and its implications. Revista Espanola de Pedagogia, 78(277), 499–517. https://doi.org/10.22550/REP78-3-2020-06
Moore, D. S. (2026). We Are All Dynamic Systems: Unifying Psychology’s Subdisciplines With a Developmental Perspective. Review of General Psychology, 30(3), 343–359. https://doi.org/10.1177/10892680261457087
Rishi, B. A. (2026). The Vilayam Framework: A conceptual model of bidirectional human development from devolution to flourishing. Frontiers in Psychology, 17. https://doi.org/10.3389/fpsyg.2026.1916474
Non-preferred terms
Broader Terms
More specific terms
- NT2 ↓ Abstraction and imagination (human tendency)
- NT2 ↓ Activity (human tendency)
- NT2 ↓ Communication (human tendency)
- NT2 ↓ Concentration — repetition — self-perfection (human tendency)
- NT2 ↓ Exactness and precision (human tendency)
- NT2 ↓ Exploration (human tendency)
- NT2 ↓ Order (human tendency)
- NT2 ↓ Orientation (human tendency)
- NT2 ↓ Self-preservation and self-development (human tendency)
