Social Responsibility from the Perspective of Merleau-Ponty and Montessori: A Qualitative Comparative Analysis

Abstract

This study examines a comparative analysis of Merleau-Ponty’s theory of embodiment and Montessori education, with an emphasis on social responsibility in children. The aim of this study is to analyze and compare the two theories regarding how sensory experiences and bodily interactions influence social development and responsibility. This research employs a descriptive–analytical method with a comparative approach to examine the relationship between these theories in the context of social responsibility. The study was conducted based on purposive sampling of authoritative library sources and scientific articles relevant to the research topic. Research data were collected through qualitative content analysis and analyzed from texts and sources related to the theories of Merleau-Ponty and Montessori. The findings of this study indicate that both theories emphasize the importance of sensory and bodily interactions in social development and the cultivation of children’s social responsibility. Merleau-Ponty emphasizes the role of bodily experience in the formation of ethics and responsibility, whereas Montessori fosters independence and responsibility through structured educational environments and practical activities. The integration of these two theoretical perspectives in the design of educational programs can contribute to more comprehensive social development in children. For the successful implementation of these approaches, attention to children’s individual differences and the creation of appropriate learning environments in educational settings are essential.