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<?xml version="1.0" encoding="utf-8"?><!DOCTYPE Zthes SYSTEM "http://zthes.z3950.org/schema/zthes-1.0.dtd">  <Zthes><term><termId>4</termId><termName>Freedom within limits</termName><termType>PT</termType><termLanguage>en-US</termLanguage><termVocabulary>Montessori Glossary Community Project Thesaurus</termVocabulary>	<termStatus>active</termStatus>	<termApproval>approved</termApproval>	<termSortkey>Freedom within limits</termSortkey><termNote label="Definition"><![CDATA[ <p>The Montessori principle of freedom within limits recognizes that children and adolescents thrive when given autonomy within a prepared environment that provides clear expectations and boundaries. While children are free to choose their work and follow their interests, they do so with respect for others, their environment, and their community. This balance fosters independence while nurturing discipline from within and social cohesion. In the early years, prepared environments allow for freedom of movement and choice within reasonable limits, which enables children to exercise free choice while respecting classroom ground rules. As adolescents enter the third plane of development, they expand their relationship to freedom within limits by actively challenging boundaries, developing autonomy, and learning through experience. They begin to recognize that the world itself operates on a principle of freedom within bounds, shaped by legal, social, moral, and ecological responsibilities. Through this journey, they cultivate discipline, empathy, and a sense of stewardship. In Montessori education, the freedom to choose and the responsibility to engage in purposeful work are fundamental.</p> ]]></termNote><termNote label="Definition"><![CDATA[ <p>The Montessori principle of freedom within limits recognizes that children and adolescents thrive when given autonomy within a prepared environment that provides clear expectations and boundaries. While children are free to choose their work and follow their interests, they do so with respect for others, their environment, and their community. This balance fosters independence while nurturing discipline from within and social cohesion. In the early years, prepared environments allow for freedom of movement and choice within reasonable limits, which enables children to exercise free choice while respecting classroom ground rules. As adolescents enter the third plane of development, they expand their relationship to freedom within limits by actively challenging boundaries, developing autonomy, and learning through experience. They begin to recognize that the world itself operates on a principle of freedom within bounds, shaped by legal, social, moral, and ecological responsibilities. Through this journey, they cultivate discipline, empathy, and a sense of stewardship. In Montessori education, the freedom to choose and the responsibility to engage in purposeful work are fundamental.</p> ]]></termNote><termNote label="Bibliographic note (Maria Montessori Sources)"><![CDATA[ Montessori, M. (2007). From childhood to adolescence (Appendix A, “Erdkinder,” pp. 56-67). Montessori-Pierson Publishing Company. (Original work published 1948) ]]></termNote><termNote label="Bibliographic note (Maria Montessori Sources)"><![CDATA[ Montessori, M. (2012). The 1946 London lectures (Lecture 33, pp. 232-236). Montessori-Pierson Publishing Company. ]]></termNote><termNote label="Bibliographic note (Maria Montessori Sources)"><![CDATA[ Montessori, M. (2007). The absorbent mind (pp. 81–83; pp. 219–238; p. 259). Montessori-Pierson Publishing Company. (Original work published 1949) ]]></termNote><termNote label="Bibliographic note (Maria Montessori Sources)"><![CDATA[ Montessori, M. (2007). Education and peace (pp. 96-106). Montessori-Pierson Publishing Company. (Original work published 1949) ]]></termNote><termNote label="Bibliographic note (Maria Montessori Sources)"><![CDATA[ Montessori, M. (2019). The secret of childhood (pp. 124–125). Montessori-Pierson Publishing House. (Original English-language work published 1936) ]]></termNote><termNote label="Bibliographic note (Montessori Related Sources)"><![CDATA[ Frierson, P. R. (2019). Intellectual agency and virtue epistemology: A montessori perspective. In Intellectual Agency and Virtue Epistemology: A Montessori Perspect. (p. 272). Bloomsbury Publishing Plc. https://doi.org/10.5040/9781350018853 ]]></termNote><termNote label="Bibliographic note (Montessori Related Sources)"><![CDATA[ Frierson, P. R. (2022). The Moral Philosophy of Maria Montessori: Agency and Ethical Life. In The Moral Philosophy of Maria Montessori: Agency and Ethical Life (p. 262). Bloomsbury Publishing Plc. https://doi.org/10.5040/9781350176409 ]]></termNote><termNote label="Bibliographic note (Montessori Related Sources)"><![CDATA[ Portales Rosas, D. S., Rodríguez Nieto, I. M., &amp; Gaytan-Reyna, S. E. (2025). Impact of Montessori Strategies on Children’s Autonomy: A Pre-Experimental Study. LACCEI, 2(13). https://doi.org/10.18687/LEIRD2025.1.1.329 [in Spanish] ]]></termNote><termNote label="Bibliographic note (Modern Scientific Insights)"><![CDATA[ Haggard, P. (2008). Human volition: Towards a neuroscience of will. Nature Reviews Neuroscience, 9(12), 934–946. https://doi.org/10.1038/nrn2497 ]]></termNote><termNote label="Bibliographic note (Modern Scientific Insights)"><![CDATA[ Reyero, D., &amp; Gil Cantero, F. (2019). Education that limits is education that frees. Revista Espanola de Pedagogia, 77(273), 213–227. https://doi.org/10.22550/REP77-2-2019-01 ]]></termNote><termNote label="Bibliographic note (Modern Scientific Insights)"><![CDATA[ Mattos, J. C. de . (2026). The pedagogy of virtues: The occasion method: Gift, freedom, and the formation of character in children and adolescents. PhilPapers. https://doi.org/10.5281/zenodo.22335838 ]]></termNote><termNote label="Contributors"><![CDATA[ Rogér Dijk, Montessori School Community Amsterdam ]]></termNote><termCreatedDate>2023-02-02 18:36:46</termCreatedDate><termModifiedDate>2023-10-10 16:49:43</termModifiedDate><relation><relationType>BT</relationType><termId>93</termId><termName>Montessori -- Pedagogy Principles and Methodology</termName><termType>TT</termType></relation><relation><relationType>RT</relationType><termId>48</termId><termName>Freedom of choice</termName><termType>PT</termType></relation><relation><relationType>RT</relationType><termId>73</termId><termName>Uninterrupted work cycle</termName><termType>PT</termType></relation><relation><relationType>RT</relationType><termId>52</termId><termName>Independence</termName><termType>PT</termType></relation></term>  </Zthes>