The key to unlock this mystery is revealed here as a distinctive individual child framework and comprehensive practical guidance, a ‘technology”, for conducting scientific education in an objective, reliable manner that was never possible before.

Using this framework and technology, anyone can now create the unique “true natural” reality, committed to laws of nature, that allows the true nature of the child to emerge of itself, just like a seed growing in good soil. And ultimately, this type of scientific teaching with children will therefore bring about a whole new “true natural” humanity as a stable and enduring reality in the world.

In substance, the Technology consists of 10 techniques, 20 protocols, 3 lesson presentations, and a number of “safe words”. In this text, these powerful, practical tools for scientific teaching are presented in a clear, readable manner that anyone can understand and start using right away in practice with children. The text also includes many practical examples for the reader to work out and then compare with a model solution.

Viewed within the lens of a unique “individual child framework”, parents, teachers, and other educators will easily see the value of this technology to bring about amazing, positive results with young children.

Practitioners and others acquainted with the “Montessori Method” will especially appreciate the clarity it brings to the writings and ideas of Dr. Montessori on the subject of this well-known approach to the care and education of young children.

The Story Behind the Technology
The story of this Technology begins with two French physicians, Itard and Seguin, who in the1800’s used the term “scientific education” to describe their study and observation of deficient children given freedom for self-directed activity. Later, in 1907, the Italian physician, Dr. Maria Montessori, employed this approach with preschool aged children, which brought about a totally unexpected transformation of each child to a new stable state of perfect peace, order, and harmony, which she eventually recognized as the child’s true nature.

After 1907, however, attempting to duplicate this result was inconsistent and limited at best, due to lack of complete understanding of her original experiment, as well as the lack of precise practical tools for its objective, scientific practice.

In 1979, Lee Havis, while training Montessori teachers, discovered the secret of scientific education as a unique framework for observing each individual child. Based on this breakthrough discovery, he founded the International Montessori Society to represent, develop, and support the practice of this unique knowledge and insight with children. In this work, he conducted over 150 workshops on the subject to teachers and parents all over the world.

In 2003, Lee’s research eventually led to his consolidation of a comprehensive body of practical guidance in this field — a “technology” consisting of specific techniques, protocols, safe words, and lesson presentations. After 2003, he field-tested and further refined the use of this technology to assure its complete functional integrity and effect in practice.

The end result of this exhaustive journey of discovery, research, and practical experience is now all presented here as the “Technology of Scientific Education.”