In What Sense Is Montessori’s Pedagogy Scientific? Historical Scientificity and the Contemporary Question of Evidence

Abstract: This article examines in what sense Montessori’s pedagogy can be considered scientific. It argues that its scientificity does not lie in controlled experimental validation, but in the construction of a ration- al, observable, transmissible and revisable pedagogical method. The pa- per distinguishes historical scientificity from contemporary evidence–in- formed, evidence–based and evidence–validated education, preparing the rationale for a scoping review of Montessori research.