Montessori Leadership Magazine - April 2022

VOLUME 24, ISSUE 2 / 2022

Creativity, Ecological Intelligence and Cultivating the Cosmic Task at Home and at School

The 2022

Montessori Conference:

Montessori Mindfully: Living, Working, Playing with Passion and Purpose 3-6 November 2022 | The Vinoy | St Petersburg, Florida We are delighted to share with you some of our most exciting updates for our 2022 MF/IMC Montessori Foundation Conference. We hope you have already marked the dates in your calendar and are making plans with friends and colleagues to catch up and reignite your Montessori passion this November.

Keeping you up to date with our latest developments, we plan to have Pre-Conference Intensives on Thursday, November 3rd. Jonathan Wolff and Fred Luskin have already confirmed the first topic, “Forgive for Good... It’s Time to Let Go of the Hurt, Improve Communication, and Create Better Boundaries“; Cindy Acker has also confirmed a Social Justice Topic, and we’re currently exploring a third (and maybe even a fourth option!) that would be of interest to our attendees.

Stay tuned with all our conference updates, and remember, if you were not able to attend last year’s conference, we have recordings that can be purchased, watched at your own pace, and offer 15 hours of Professional Development.

Learn more at www.montessori.org.

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©MONTESSORI LEADERSHIP | WWW.MONTESSORI.ORG/IMC | VOLUME 24 ISSUE 2 • 2022

VO LU M E 24 , I S S U E 2 / 2 0 2 2

OUR IMC MISSION:

Montessori Leadership is the official magazine of the International Montessori Council, a non-profit organization. The opinions expressed in Montessori Leadership editorials, columns, and features are those of the authors and do not necessarily represent the position of the magazine or the IMC. Acceptance of advertising does not represent endorsement of any product or service.

The International Montessori Council does NOT grant permission to reprint material from Montessori Leadership in any other form (e.g., book, newsletter, journal). Copies of this issue or back issues are available for purchase by emailing imc@montessori.org for $8 US per issue (includes postage inside US).

Copyright 2022 © by The International Montessori Council. All rights reserved.

IMC Chair Tim Seldin, M.Ed. TimSeldin@montessori.org IMC Executive Director Kathy Leitch KathyLeitch@montessori.org IMC Membership and Customer Service Kristi Antczak imc@montessori.org Editorial Review, Article Submission, Classified & Display Advertising Maly Pena MalyPena@montessori.org Conference Coordinator George Markham GeorgeMarkham@montessori.org IMC Director of Accreditation Sheila Linville SheilaLinville@montessori.org Bookkeeping Don Dinsmore (800) 655-5843 / (941) 729-9565 DonDinsmore@montessori.org

Unifying a worldwide network of Montessorians dedicated to nurturing the human spirit of those seeking a peaceful world through the education of children using the Montessori Method.

MF | IMC Montessori Conference Notes ................................................................................................................................................................

Letter from the IMC Executive Director

By Kathy Leitch .................................................................................................................................

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NewGate Peeks: The Lab School of the Montessori Foundation

By Tanya Ryskind ...............................................................................................................................

Flip Your Organizational Chart

By Charlie Biggs ...............................................................................................................................

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Implementing Servant-Leadership in a Montessori School

By Christine M. A. Lapierre PhD and Bonnie Caldwell M.Ed. ...........................................

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MACTE Update

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By Carolyn Pinkerton .................................................................................................................................

Creativity, Ecological Intelligence, and Cultivating the Cosmic Task at Home and School

By Kelly Johnson.........................................................................................................................

TEC/TEP Updates: Congratulations VMAT Graduates!

By VMAT Staff .........................................................................................................................................

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Layout & Design Valerie Wegener La Madeleine Graphic Design Studio LaMadeleineDesign@gmail.com

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Dear IMC Members...

As you receive this issue of Montessori Leadership, many of you will be preparing for and looking forward to spring break. Spring in the northern hemisphere represents new life and an opportunity for fresh perspectives. This is the time to consider how we, our staff, students, and families are doing.

It is a season of commitment and recommitment. Re-enrollment and staff contract renewals represent families and staff members’ commitment to continue with our schools. Commitment is a living partnership.

Tim Seldin (President Montessori foundation), Kathy Leitch (ED IMC) and Munir Shivji(ED AMS)

Kelly Johnson provides a philosophical and practical roadmap for developing Creativity, Ecological Intelligence, and Cultivating the Cosmic Task at Home and School. In her article, Johnson reminds us that Montessori is essentially “systemsbased and ecologically literate.” She provides us with practical steps for nurturing Ecological Intelligence and Cognitive Creativity through Montessori’s interdisciplinary cosmic curriculum. Montessori illuminated our understanding of children’s imagination and curiosity; Johnson helps us make the connections necessary to expand our students’ understanding of the world in which they live.

As I write this letter, Andrew Kutt, IMC Board Secretary, and I are attending AMIUSA’s “The Montessori Experience” Conference in Orlando, FL. I thank Dr. Ayize Sabater for inviting IMC to celebrate AMIUSA’s 50th anniversary. I was honored to attend and appreciated the sessions on climate change, creative expression, and working with parents. I enjoyed the many conversations, connections, and happyto-be-together opportunities throughout the weekend.

Now is the time to re-evaluate our leadership practices and priorities, our commitment to renewal, and to continued professional development. In this issue, you will find thought-provoking articles that inspire our commitment, purpose, and passion. Noteworthy is Charlie Biggs’ article which challenges us to Flip our organizational charts! What does our current hierarchy reflect about our values? As we say at IMC, we “a circle of equals”. Reading Christine Lapierre’s and Bonnie Caldwell’s thoughts on Implementing Servant-Leadership in a Montessori School enhances understanding of our own “inner teacher.” Both of these articles may encourage a new perspective on aligning your leadership practices with your Montessori values.

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©MONTESSORI LEADERSHIP | WWW.MONTESSORI.ORG/IMC | VOLUME 24 ISSUE 2 • 2022

Andrew Kutt (IMC Board member), Dr Ayize Sabater (AMI ED), Kathy Leitch (IMC ED)

By joining AMS’ “The Montessori Event” Conference in Nashville, TN, the Montessori Foundation was happy to exhibit and support Montessorians around the country. We were honored to sponsor the Springtime Fancy.

In the spirit of collaboration and unity, many Montessori Organizations are working together to create a soon-to-bereleased statement, An Open Address and Collective Position Statement on Critical Race Theory. We intend to make clear our values and provide support to schools and educators so that “Teaching with Historial Integrity” (Acker, 2021) becomes the norm.

In closing, I extend our heartfelt congratulations to the first group of graduates with the International Montessori Council (IMC), Vietnam Montessori Advisory Training (VMAT), and Montessori Accreditation Council for Teacher Education (MACTE) Early Childhood Credential. The adult learners’ and instructors’ persistence throughout the pandemic challenges is inspiring! Congratulations to all!

I invite you to share your thoughts and insights about the articles in this issue.

Please feel free to email me at kathyleitch@ montessori.org.

In service to the Montessori community,

Kathy Leitch, Executive Director International Montessori Council

Where in the World

Practical Life

NewGate Peeks: The Lab School of the Montessori Foundation NewGate School is an independent, non-profit, international, college-preparatory Montessori school for students from infants through high school. As the Lab School for The Montessori Founda-

tion, NewGate has access to tremendous resources to implement learning methodologies developed and cultivated by some of the foremost international experts in the authentic Montessori way.

Mathematical Minds

Elementary Studies

Toddlers see, touch and look

MIddle School students working with Lower Elementary students

Fractions

Wildlife studies (High School)

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Leading Your School the Montessori Way: Flip Your Organizational Chart!

BY CHARLIE BIGGS Would you like to lead your school in a way that’s more consistent with Montessori values?

If you would, I have a simple suggestion that can help you move in that direction:

Flip your organizational chart!

Doing this will give you a different perspective on your role as a school leader and your relationship with others at your school.

It will also encourage you to think about how you might change some or all of your operating procedures – personally and organizationally – to match this new perspective.

To give you a sense of what flipping your organizational chart would mean and why it’s more consistent with Montessori values, I thought it might be most helpful to share images of two different organizational charts – a traditional version and a “flipped” version – together with a brief discussion of the values and assumptions implicit in each.

Traditional Organizational Chart The traditional organizational chart in Figure 1 reflects a non-

These traditional models – for schools or classrooms – are

profit school with a Board of Trustees. If you are the Head of an

based on early 20th-century – or older – ideas about the impor-

owner-operated school, you could put yourself where the Board

tance of hierarchy and the efficiency of top-down, command-driven

and the Head of School are – perhaps with a parent-teacher orga-

organizations.

nization (PTO) off to the side in an advisory and fundraising role.

From a Montessori perspective, the most important thing to notice here is how much this organizational chart resembles the structure of a traditional classroom. The teacher – or in this case the Head of School – is the “sage on the stage,” dispensing wisdom

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The whole point of these models is that only certain people are supposed to have ideas and authority. Everyone else is just part of the chain.

As a result, the most important leaders – the Board (or owner) and the Head of School – are at the top of the chart.

from the front of the class – or the top of the hierarchy. And the

Everyone else is below and is expected to follow orders from

students – or staff – are “below” them and are expected to listen

above – though they may have limited autonomy in their own

and follow directions.

spheres.

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Most striking, from a Montessori perspective, the students

• The idea that everyone – children and adults

are near the bottom of the traditional chart – below the Board,

– should be free to pursue their own learning and

the Head of School and other administrators, and the teachers –

growth, within the limits of a supportive “prepared

suggesting that their role is essentially passive and that they are

environment.”

supposed to follow the directions of everyone “above” them.

The traditional top-down model is also inconsistent with

In this chart too, parents are at the bottom – even below

more recent ideas about how decentralized, non-hierarchical

students – reflecting what I’m afraid is a not-uncommon attitude

approaches can foster creativity and innovation at all levels in

among many Montessorians that parents are the least important

an organization. Due to lack of space, I won’t discuss this further

people at a school (except for paying bills) and that they should be

here. But I hope to say more about it in a future article.

kept out of school business as much as possible.

In my view, this traditional top-down approach is fundamentally at odds with at least two key Montessori principles:

• The idea that everyone – children and adults –

should be respected for who they are and what they bring to the community – whether that community is a classroom or a school. Individuals have different gifts

and different strengths, but no one should ever be “subordinate” to anyone else.

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“Flipped” Organizational Chart The “flipped” organizational chart in Figure 2 also reflects a nonprofit school with a Board and a Head of School. But as you can see, the traditional structure has been inverted.

Instead of the Board and the Head of School being at the top of the chart, they are at the bottom – suggesting that their role is to support the school’s staff and students, not dictate to them.

And instead of the students being near the bottom of the chart, they are at the top – suggesting that their learning and growth are paramount and that the school’s main goal is to help and support them.

In addition, instead of parents being represented by a box at the very bottom of the chart, they are now represented by the blue oval that surrounds the chart, reflecting the fact that they interact with everyone at the school in one way or another and that they – and the broader community beyond them – are literally the environment in which the school operates.

Figure 2 – “Flipped” Organizational Chart 8

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This “flipped” structure makes the entire school much more like

• It would increase engagement and commitment

by your staff and parents.

a Montessori classroom.

In this model, the Head of School functions more like a

• It would foster the kind of open, respectful envi-

Montessori teacher – a “guide on the side”, whose primary respon-

ronment that supports efforts toward diversity, equity,

sibility is to make the whole school a supportive “prepared envi-

and inclusion.

ronment” in which students, staff, and parents can learn and grow.

Again, I won’t say more about any of this here due

This inverted structure also suggests some fundamental

to lack of space, but I hope to explore these issues more

changes in how the Head of School – and, in fact, the whole

fully in future articles.

school – should operate. Instead of being command-driven and

I will also be offering a six-session course on Appreciative

emphasizing the importance of “following orders,” for example,

Inquiry and Appreciative Leadership for Montessori school leaders

this model invites mutual respect, dialogue, and collaboration,

through the IMC in March-April 2022.

and it prioritizes learning and growth for everyone at the school.

Finally, thinking about schools in this way also means that we need to consider alternative ways to train Montessori school

So, if you’re curious to learn more, stay tuned to Montessori Leadership and check out my class when information about it appears on the IMC website!

leaders. Instead of asking school leaders to follow traditional business or nonprofit models, we need to encourage them to think creatively about how they and their schools can adapt new, nonhierarchical approaches based on respect and collaboration.

One possible approach that might guide our thinking here, for example, is Positive Discipline, which many Montessori schools already use in their classrooms (https://www.positivediscipline. com).

Another possible model is Appreciative Inquiry, a collaborative, strength-based approach to planning and leadership that has been used effectively by many businesses, nonprofit organizations, and

schools

(https://appreciativeinquiry.champlain.edu/learn/

appreciative-inquiry-introduction/).

A third approach would be to adapt elements of “shared leadership” or “shared power,” as advocated by groups like Compassionate Atlanta and outlined in “The Power of Shared Power: Co-Directing Nonprofits Through Compassion,” which appeared recently in the online nonprofit magazine Blue Avocado (https:// blueavocado.org/leadership-and-management/the-power-ofshared-power-co-directing-nonprofits-through-compassion/).

Flipping your organizational chart and adopting a leadership approach like one of these would take work, but it would also have a number of clear benefits, including the following:

• It would make your whole school a consistent

expression of Montessori values.

• It would indicate clearly that your students are

the most important people at your school, helping you and everyone else keep them at the center of all your discussions and decisions.

Charlie Biggs is an Appreciative Inquiry facilitator, writer, and leadership coach/consultant for nonprofit organizations and independent schools. He has over 30 years of experience in nonprofit and school leadership, and he is in the final stages of receiving certification as an Appreciative Inquiry Facilitator from the Center for Appreciative Inquiry. Charlie was Director of the Knoxville Montessori School from 2009-2017, and he currently serves as a Board member and Chair of the Education Committee for the Montessori Alliance of Tennessee. He is also a Board member of the Association of Infant Mental Health of Tennessee and a member of the Coaching and Consulting Team for the Alliance for Better Nonprofits in Knoxville, TN.

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Implementing Servant-Leadership in a Montessori School Part I

By Christine M. A. Lapierre Ph.D. and Bonnie Caldwell M.Ed.

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This is the first of a two-part article that introduces

the Montessori philosophy. We will then elaborate on the

you to the servant-leadership philosophy, which is com-

Montessori philosophy spirituality, since it is how Maria

patible with the Montessori philosophy. Bonnie is living it

Montessori approached her educational approach. The

as a natural servant-leader Montessori principal. As a for-

following section will focus on the servant-leadership

mer Montessori guide and consultant, Christine expands

philosophy, whose founder is Robert Greenleaf. He also

it to all parts of her life with the Montessori philosophy.

emphasized the spiritual aspect of the servant-leader.

Servant-leadership guides the leader in creating a car-

We will draw out the similarities between the two. Then

ing, calm school community, particularly in these times.

we will end with a preview of the second article, where

Moreover, implementing this philosophy also benefits the

we will detail how to integrate servant-leadership in your

whole child. To establish a foundation for our discussions,

school. This article includes a reference to Mariann, an ar-

we will first examine the Montessori concept of the “in-

chetypal Montessori school leader, who has discovered

ner teacher,” a concept that forms the groundwork of

servant-leadership and is implementing it in her school.

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The Inner Teacher Mariann was a conscientious school director. She highly valued her staff and, above all, the child. Maintaining that Montessori leadership is grounded in serving the whole child’s needs, Mariann encouraged her staff to see the child in the same way.

She maintained that the child’s physical, emotional, mental, and spiritual needs were at the core of every decision a Montessori leader makes. As the leader, she had learned from her colleagues that Montessori had emphasized the significant role of the “inner teacher,” (Montessori, 1989). This spiritual aspect guided the child towards when to walk, talk, read, and use the pincer grip, to name a few milestones. Every child is born with an inner teacher, so Mariann realized that we all also have an inner teacher as adults. It is sometimes referred to as the voice of conscience or the higher self.

In reading Montessori’s book, The Formation of Man, Mariann discovered Montessori’s (1989) profound thinking about this concept of the child: he has a teacher within himself and that this inner teacher also follows a program and a technique of education, and that we adults, by acknowledging this unknown teacher, may enjoy the privilege and good for tune of becoming its assistants and faithful servants by helping it with our cooperation (p. 46).

Mariann recognized that when she and her staff connected to their inner teacher, through their heart, they were serene and peaceful, regardless of what they were facing together. In turn, their harmonious interactions took place, progressing further into

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deep, rewarding conversations. The inner teacher, being essentially

on her inner self to become more effective as a leader through-

spiritual in nature, supported the guides in respecting the child

out the day. She comprehended that to be a learner continually,

and listening to the inner voice that prompted them when to speak,

she would need to accept that she possessed specific strong tal-

when to be silent, when to intervene and when to observe, when

ents and that others complimented hers. Staying focused on the

to help and when to let the guide or the child to do it. Addition-

result and the child’s benefits, Mariann invited input from oth-

ally, everyone was tranquil with the children, and they felt safe and

ers on the process to develop a loving, comforting school com-

self-confident in their midst. Trust in each other increased.

munity. This approach cultivated trust, and the staff were more able to meet the needs of the children. The following quote

Spirituality in the Montessori Philosophy

applies to all staff, including the leader. “She must study how to purify her heart and render it burning with charity towards the child.

Mariann understood that spirituality was central to Mon-

She must ‘put on humility’;’ and, above all, learn how to serve”

tessori’s work. She was cognizant that Montessori elaborat-

(Standing, 1984, p. 298). Service is the way to meet Montessori’s

ed on the spiritual preparation of the teacher in her admired

goals for each school.

book, The Secret of Childhood, as well as other publications.

Montessori’s thoughts are also applicable to the Montes-

Servant-Leadership

sori leader. For example, the leader needs to find meaning

Servant-leadership has inspired people for almost fifty years.

and purpose in life. She must desire to connect to something

Greenleaf, (1991) contended that “the servant-leader is servant

beyond

to

first…It begins with the natural feeling that one wants to serve,

behave in a certain way rather than another. The leader must also

to serve first (P. 7). Thus, it is very compatible with the Montessori

support everybody in having a sense of belongingness and feeling

philosophy that states that the adult’s role is to serve the “spirit

secure, loved, and respected. As a guide meets the child’s needs,

of the child” (Montessori, ( ). The servant-leadership philosophy

so too does the leader observe her staff to know their spiritual,

also has as its foundation the “spirit” (Greenleaf, 1991) of the

mental, emotional, and physical needs (Wolf, 1996).

leader. Greenleaf contended, “Spirit can be said to be the driving

herself

and

understand

why

it

is

better

Applying Montessori’s concepts to herself, as a Montessori leader, Mariann took to heart that she needed to focus on developing humility and patience in her interactions with children, staff, and parents. Encouraging the staff to develop “flow” (Csikszentmihalyi, 2003), Mariann did her best to facilitate it for them also. Flow is a mental state sometimes referred to as “in the zone.” It occurs within a person when 1) goals are clear, 2) feedback is immediate, 3) there is a balance between opportunity and capacity, 4) concentration deepens, 5) the present is what matters, 6) control is no problem, 7) the sense of time is altered and 8) there is a loss of ego (p. 42-50). This is a profound concept that research has shown to be present among students in the Montessori classroom. It is always rewarding and leads to happiness and satisfaction in

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the children. As Montessori would suggest, courageously asking

force behind the motive to serve” (p. 316). It is the cornerstone

for feedback from her staff, Mariann accepted their ideas on how

of life and work. Therefore, all people could bring spirit to their

to improve her relationships with each part of the school com-

experiences in a practical manner. His leadership principles focused

munity. In other words, she saw herself in the way others saw her.

on developing the whole person, as did the Montessori philosophy

To follow in the way the Montessori guide is constantly looking

(Greenleaf, 1991). He began to “see things whole” (Frick, 2004,

for a child who is not yet there (Montessori, 1995, p. 276), so did

p. 100) and recommended that the leader keep moving forward,

Mariann keep the vision of each staff member. She knew that they

believing that the goal would become apparent with time.

would show her their real self when treated with kindness and re-

Referring to the state of wholeness, Greenleaf stated that

spect, continuously improving their connections with the school

it was for followers and servant-leaders alike. Montessori

community. Being a purposeful role model, Mariann focused

would agree with his contention.

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As a servant-leader, he listened first and cultivated the skill of asking questions that demonstrated curiosity Being

and

discovery.

aware

Mariann,

as

servant-leader,

of a

this, natural

believed

that she needed to take notice of her thoughts when she was observing staff. She wanted to be a “spirit carrier,” for her school community, a term coined by Robert Greenleaf (Frick, 2004, p.

11). It meant that she would “nurture the human spirit” (p. 11) and connect her blossoming servant-leaders with a vision that truly transforms them. To do this, Mariann would

Looking Ahead

need to be in contact with her own beliefs and assumptions and

Now that we have introduced the Montessori philosophy with

acknowledge them to be better able to listen to their sugges-

the servant-leadership philosophy, we will present what comes

tions and feedback. She declared that it was alright not to know

next in the second article. Using the qualities from a classic book

everything. There were other leaders in the school with whom she

on servant-leadership, Seven Pillars of servant-Leadership, as well

was nurturing and sharing leadership. Greenleaf would also concur

as others, we will provide a detailed plan on how to implement this

that a servant-leader requires self-awareness and reflection to shift

leadership philosophy in your school. Research has shown that it

her leadership to being intentional.

is the most effective leadership approach for all kinds of organiza-

Montessori leadership is not about one’s own needs and

tions, including schools. It benefits the whole community.

timeframe. It is more about slowing down the pace, observing, and

There are seven pillars to servant-leadership, according to

listening to the needs of teachers and students. A Montessori

Sipe and Frick (2015). These are: person of character; puts people

leader prioritizes the well-being of staff and students and under-

first; skilled communicator; compassionate collaborator; foresight;

stands the importance of being responsive to the emergent needs

systems thinker; and moral authority. Exploring these qualities

of others. Like Greenleaf’s philosophy, patience is a key value

within the Montessori school, we will describe how the co-author,

within a Montessori leader and so is acceptance of not being

Bonnie, a Montessori principal, cultivated the culture of her school

always in control of all things. Being a leader with a strong sense of

to be peaceful and harmonious the Montessori way, with the

self, a clear vision for the school, honoring voices when possible,

servant-leadership philosophy.

and creating a culture of care are ways that a Montessori leader becomes more of a servant-leader.

Bonnie Caldwell is a school-based principal in a public Montessori school and an EdD graduate student. Bonnie’s interests include leadership professional learning and collaborative experiences in education. As an experienced educator, published author, and engaging presenter, Bonnie continues to share her perspective of leadership and all things Montessori. Bonnie’s contact information is: bonnie.caldwell@ucalgary.ca

Christine M. A. Lapierre PhD is passionate about integrating servant leadership principles with the Montessori philosophy in Montessori schools. Enquiring into servant leadership for a number of years, she is a dedicated Montessorian, a skilled educator and a dynamic consultant in these fields. She can be reached at clapierr@ucalgary.ca.

References Csikszentmihalyi, M. (2003). Good Business. Penguin Putnam Inc. Frick, D. M. (2003). Robert K. Greenleaf. Berrett-Koehler Publishers, Inc. Greenleaf, R. K. (1991). The servant as leader. The Robert K. Greenleaf Center.

Montessori, M. (1989). The formation of man. The Clio Press.

Montessori, M. (1995). The absorbent mind. Holt Paperbacks.

Sipe, J. J. & Frick, D. M. (2015). Seven Pillars of Servant Leadership. Paulist Press Standing, E. M. (1984). Maria Montessori her life and work. New American Library.

Wolf, A. (1996). Nurturing the spirit. Parent-child Press.

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tion for the ultimate purpose of advancing

the case and motion with their recommen-

Montessori student learning.” While they

dation to the rest of the board. After the

may operate a bit more behind the scenes,

presentation and discussion, the board

their work plays a vital role in MACTE’s

votes to accept the motion for accredita-

operations.

tion or revise the motion. After the mo-

The MACTE board is composed of

tion is agreed upon there is a final vote on

fourteen professionals, which include a

the accreditation decision. MACTE staff is

board member emeritus.* Each individual

there during the board meetings to answer

brings with them a wealth of experience as

any clarifying questions a board member

Montessori teachers, program directors of teacher education programs, and accredi-

UPDATE

BY DR. CAROLYN PINKERTON

A Closer Look: The Workings of MACTE’s Staff and Board

tation professionals working in higher education. The board is composed to represent all Montessori levels, from infant-toddler through secondary, and represent MACTE’s recognized Montessori organizations.** This team of qualified individuals provides their vision and leadership in governing MACTE as the accreditor of Montessori educator preparation programs.

The staff of the Montessori Accredi-

One of the largest undertakings of the

tation Council for Teacher Education

MACTE board is making accreditation deci-

(MACTE) is small yet mighty; we are a team

sions. At least five times a year, the board

of seven working primarily from our homes

works to review a compilation of documen-

these days to support our programs and

tation for each program; this documenta-

keep the accreditation process for educa-

tion includes the program’s Self-Study,

may have. If there is an identified area of

tor preparation programs informed. There

their on-site verification visit report, the

concern, the board will discuss and may

is an additional team that is also a part of

Program Director’s response, and any other

generate stipulations a program needs to

MACTE and has been since the beginning:

necessary supporting details. They vote

address in order to improve. It is also pos-

the MACTE board of directors. The board

for all accreditation decisions, from initial

sible that the board may vote to not grant

of directors help support MACTE to strive

programs to renewals and all the substan-

or to revoke a program’s accreditation if

to meet its mission “to recognize, assure,

tive changes a program is required to com-

they are not in compliance with MACTE’s

and promote the high quality of that prep-

plete. Board members work in teams of two

Quality Principles and other administrative

aration through its system of accredita-

to review the documentation and present

matters.

The board of directors also provides governance and counsel to MACTE for policy considerations. After voting on accreditation decisions at each board meeting, there is time for discussion items to be addressed. The board represents MACTE to the Montessori community, so there is frequent conversation between MACTE staff and board members to provide updates and explanations about what is currently taking place.

To be accredited by MACTE means a program is dedicated to continuous improvement.

Likewise,

MACTE

is

dedicated to continuously improving as an organization. We are currently in the

14

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process of reviewing the MACTE By-laws, including information on how the board is selected, composed, and functions as the

The Montessori Leadership Institute

governing body. There are efforts underway to ensure the MACTE board represents the diverse Montessori community. We know there is always room for improvement and much work to be done. We are so pleased to have the MACTE board as a team to

support the efforts to actualize our vision of all children throughout the world having the opportunity to access quality Montessori education. * To learn about the individuals who comprise MACTE’s board of directors, please visit https:// www.macte.org/board-of-directors/ ** For a list of MACTE’s recognized Montessori organizations, please visit https://www.macte. org/affiliates/

Dr. Carolyn Pinkerton is the Director of Communications & State Relations at the Montessori Accreditation Council for Teacher Education (MACTE). Carolyn shares vital information with accredited programs as well as connects others in the Montessori teacher education community. She has been involved in all parts of the accreditation process, including the review of Self-Studies, onsite visits, and trainings. Prior to her tenure with MACTE, Carolyn worked with children teaching English as a second language and creating an elementary reading program. Carolyn received her doctorate in the Social Foundations of Education from the University of Virginia.

Montessori Leadership Courses Online An excellent and convenient way to gain new leadership skills and understanding, no matter what your current level of experience and Montessori background happens to be.

For more information visit www.montessori.org

Customized Live / Online Staff Workshops / Professional Development n

Special focus short courses for Montessori guides

n

Board leadership development

n

Financial and strategic planning

n

Montessori school consulting

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Personalized Montessori school leadership coaching

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Small cohort Montessori school leadership coaching

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Marketing, enrollment, family relationships, and retention

n

Recruiting, hiring, and building a strong Montessori faculty team

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15

Creativity, Ecological Intelligence, and Cultivating the Cosmic Task at Home and School

BY KELLY JOHNSON

PART 1:

Creativity and Cultivation of the Cosmic Task

16

the ways of Einstein, Maya Angelou, Yayoi

Are the mechanics or doctors who think

Kusama, or Maria Montessori (and that is

outside the box to solve complex problems

okay), we all deserve the benefits of being

with cars or human bodies, or the physi-

creative in our day to day lives.1

cists who envisioned the Hadron Collider,

Creativity — and being a creative thinker

Isn’t the Montessori Method already cre-

based on particle theories any less creative

— is elusive and inherent all at once. As

ative? Yes, of course, the method inherent-

than the eccentric author, award-winning

humans, we all have immense potential for

ly supports creative cognition. Why would

composer, or genre-defining visual artist?

creativity across all fields of life and learn-

developing stronger foundations for cre-

Of course not, because each of these tasks

ing — from art to science, to social and

ative cognition be important then? It is too

and many more like them across fields

educational contributions, and beyond.

easy to forget to make space for the fluid

require immense amounts of interdisci-

Though few of us will ever be Creative in

transitions that creative cognition requires.

plinary creative cognition. Fortunately, as

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Montessori teachers and families, we are already on this cross-curricular learning path; we just need a few more supplies for our journey!

As the adults guiding children in Montessori’s education of peace, how do we help cultivate these tools and skills for abundant creative cognition in developing brains? (And in ourselves, for that matter?)

We accentuate the bountiful interdisciplinary opportunities presented to us by Maria Montessori herself in Cosmic Education!

Maria Montessori grasped the importance of creative cognition skills for the 6-12-yearold child and highlighted them in her instruction of guiding the child toward their Cosmic Task. Our children live in a global culture and face solving immense climate challenges. For this task, creativity/Creativity and ecological intelligence go hand in hand to build a healthy, biodiverse future.

Developing strong creative cognition skills and ecological intelligence are keys to preparing children for their world, which we aim to be one living in harmony with planet Earth.

“Just this should be the task of history: to reveal this other aspect of the life of man, to illustrate his cosmic task, to throw light on the action he unconsciously performs on the planet where he spends the brief years of his life.” Maria Montessori

It’s easy to get tangled in jargon - Montessori, academic, scientific, or otherwise. Establishing a common language facilitates effective communication.

Cosmic Task - In essence, Maria Montessori held this as an individual human’s contribution to the universe. This is a lifelong evolving quest. Ages 6-12 is not the time to answer these questions 1. Who am I? (as an individual and a species), 2. Where do I come from, and 3. Why am I here? The 2nd plane is the time to prepare the soil and plant the seeds of these questions. It is time to introduce this lifelong journey of discovery, get the children comfortable with these questions, and stock their tool belts for the Cosmic Task quest.

Cosmic Education - This is the vehicle intended and crafted to prepare the children in their search for their Cosmic Tasks. It is the soil for planting the seeds of the Cosmic Task. Cosmic Education is the philosophy, and the Cultural Curriculum subjects are the method.

Creativity aka Creative Cognition - This includes imagination, innovation, and generating new ways of thinking about things in every area of life. Creativity is a series of whole-brain processes, habits, and cognitive behaviors that span across every subject area — from art to math to practical life. Creativity is the personal process of discovering questions and finding solutions that make everyday life more vivid, enjoyable, and rewarding.

Ecological Intelligence (Eco-Intelligence) - This applies social and emotional intelligence abilities to an understanding of systems thinking. It melds a long-term outlook, embracing empathy for all life. It’s living and acting in a balance of head and heart (or science & sentiment, as the historic Nature-Study advocates said).

Systems Thinking - A holistic approach to life and learning focused on the interdisciplinary nature of systems — aka a cohesive group of interrelated and interdependent parts which can be natural or human-made. A systems approach helps young people understand the complexity of the world around them and encourages them to think in terms of relationships, connectedness, and context.

Ecological Literacy (Ecoliteracy) - This is the process of fostering inspiring education that genuinely prepares young people for life’s challenges by developing strength, hope, resiliency, and systems-thinking through meaningful connections with the natural world.

(1973, p. 22)

1 Notice the difference in the referencing of Creative (capital C) and creative (lowercase c). With a capital C, Creative refers to those whose contributions to society have shifted cultural paradigms. With a lower case c, creative describes the everyday acts and thought processes that contribute to personal discovery and daily life applications. Both types of creativity involve crossing the boundaries of domains. These definitions of creativity and ways of being both creative and Creative are presented by Mihaly Csikszentmihalyi in his classic book on the process: Creativity: The Psychology of Discovery and Invention.

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17

Cosmic Education helps children of the second developmental plane begin to un-

inherently systems-based and ecologically

the process for building creativity. So it

literate.

seems fair to surmise that if the process of

derstand themselves as human beings by

Montessori instructs us to guide the stu-

normalization is considered by Montessori

using embedded systems-thinking skills to

dents into an area of study by stimulating

to be the “most important single result of

visualize the web of relationships within

their imagination and interest. In Elementa-

our whole work” (Montessori, 1991), then

their universe, and how they fit into that

ry, we do this in a beautiful way — through

so is helping the child become a creative

web. Therefore, the Cosmic Curriculum uses

the Great Lesson stories and lots of hands-

thinker (Zener, 1994)! We emphasize the

an approach that builds ecological intelli-

on experimental work. Montessori’s nor-

value of normalization, and the journey

gence and creativity naturally.

malization process is actually the same as

toward the Cosmic Task, by helping the

Cosmic Education is like a collection of nesting dolls, or a series of concentric circles, with the child at the center (Duffy, 2002). As children develop, they mature in a non-linear way, looping back and forward through learning and development. They build new skills on the foundation of the Montessori environment’s materials, curriculum, and supportive human community.

Students apply their understanding of these nested systems to relationships within themselves (their inner dialogues), their families, classroom, school, community, and wider natural and human ecosystems.

“…for all are linked and have their place in the universe.”

Maria Montessori (1991, p. 14)

Practically integrated within a conceptual framework of wonder-sparking stories, Cosmic Education constantly relates all parts of the elementary Cultural Curriculum back to the universal whole. It uses the whole to better understand the parts, because our personal lives, and our personal Cosmic Tasks, are all parts of the holistic evolution of the universe. Our educational system of using the entire awe-striking universe as a context for multiple subjects of study helps avoid any pitfalls of students gathering isolated fragments of knowledge and random facts with no way of relating them. Through cosmic education, it becomes clear how the Montessori Method is

18

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children embrace a love of lifelong learning.

In common culture, it’s often assumed that learning stops once a person leaves school, but research shows in the most creative and joyful people, that is the farthest thing from the truth (Kaufman, 2013, p. 264). And a lifelong love of learning is part of what a Montessori education aims to instill! Having a secure tool box of creative systems-based cognitive skills helps young humans effectively navigate both the calm and stormy seas of both childhood and adult life.

Humans can discover, and evolve, their Cosmic Tasks at any point in their lives. As elementary guides and parents, our commitment to the 6-12-year-old child is to prepare the soil and plant the seeds. But how do we prepare the soil and nurture the seeds in the creative, self-constructive process of Normalization and Cosmic Task seeking? We accomplish this work by en-

In our classrooms and homeschool

Cultivate nurturing community-fo-

hancing the aspects of Creative Cognition

rooms, we must encourage fluid transition-

cused environments - This seems like a

and Ecological Intelligence already within

ing between the Generation and Selection

given in Montessori education; still, it isn’t

the Cosmic Curriculum!

stages of creative cognition by curating an

always the norm in modern society, so we

environment that fosters: Academic risk-

continually work to manifest community

taking, originality, autonomy of how to cre-

by diminishing competition in all areas,

There are two stages of the creative pro-

ate, time for reflection and inner explora-

increasing grace and courtesy, and collab-

cess; both are equally important:

tion. It’s easy to say, but how do we further

orative practical life opportunities, and of

Generation - In this stage, we use

curate an environment that encourages

course, conducting classroom our manage-

divergent thinking. New ideas are

fluid, creative thinking in our students and

ment and parental discipline in an authori-

produced, and originality is sought.

ourselves? The freedom comes from within

tative (not authoritarian) nurturing manner.

This type of thinking is observed in

the structure, of course!

Model a love of one’s work and

children when they daydream and in

Create specific boundaries of space

learning

free play. It is process-oriented.

and time for focused work - Bound-

each day with a sense of wonder and val-

Selection - In this stage, we use

aries of space and time manifest in how:

ue preparation of the self. We all know

convergent thinking. The new ideas are

our work cycles and curriculum areas

the importance of teacher preparation

worked out and if they hold up, are

are geared to convergent thinking, our

in Maria Montessori’s eyes, so make the

manifested into valuable contributions

peace areas and reading/daydream nooks

time for it however that looks for you. The

to self (or to society as adults). This

are conducive for divergent thinking, we

“vibe” of the adults in the home and school

type of thinking is observed in children

offer outdoor classrooms and free play/

environments sets the tone and energy for

when they are deeply engaged in

recess time in all weather, we prevent over-

the children.

product-

scheduling by defending blocks of open-

Montessori stressed the preparation

oriented as there is an end goal of

ended free time, and as guides and role

of the teacher’s spirit as a vital part of the

completion (Kaufman, 2015, p.xxv).

models our own valuing and modeling

method. She said, “A teacher must be con-

This

making space for personal reflection time.

secrated to the bettering of humanity…

styles happens so naturally it often goes

This can be particularly tricky in the home-

the teacher must be dedicated to the fire

unnoticed, but if we train ourselves to

school environment but even more critical

of the inner life of the child” ( 2014, p.56).

notice it in our students, creative learning

than in a school classroom.

She likened her guides to the Vestals of

Cultivating Creative Cognition

purposeful

work.

shifting

It

is

between

thinking

- Do your best to approach

opportunities abound.

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Ancient Rome, whose task was to keep alive

Curate

nonconfor-

Encourage curiosity - Hone your own,

the sacred fire and see it never went out.

mity - Explore how even things that are

a

spirit

of

and then model curious observation to

Equating those fires to the fire of the child’s

the “same” are different and that the dif-

the children. Make space for your creative

interest, She said, “This is our mission, to

ferentness is what is most interesting —

hobbies outside of school preparation and

keep alive this fire in the child.” As parents

“Same same, but different” as the saying

share stories about them with the children.

and teachers, we are bestowed with this im-

goes. Celebrate all the differences! The

Nature journaling, gardening, “Wonder &

portant task (Montessori, 2017 v. 2, p. 308).

Timelines of Life and Humans, Botany, and

Wander” walks, and of course the Great

Self-care and personal preparation are just

Zoology lessons are great for this. For ex-

Lessons are awesome examples for engag-

as key as arranging a room or presenting a

ample, when presenting these threads, ex-

ing curiosity. We all know from experience,

lesson. Taking care of you is taking care of

plore how the Zoology lessons clearly show

if our wonder is sparked on a subject, the

the children too!

how the animal kingdoms are the same but

students and children will likely be too.

also different.

Share your wonder and in turn, be inspired by their endless supply!

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Initiate ease with ambiguity – This

cally emphasize when you don’t know the

one can be tough for adults and for chil-

answer to a question, or if you feel uneasy

dren still with a foot in the sensitive period

about something, and then verbalize your

for order. Practice becoming okay with not

thought process on how you feel about that

knowing. Model comfort in not having to

and how you could go about finding the

have all the answers, as well as confidence

solution (Kaufman, 2015, p. xxxii).

John Cleese (2020, p.46)

in an ability to discover solutions. Having the socio-emotional tools to stay easeful while feeling uncertain or uncomfortable builds resilience. Grace and courtesy is super for practicing and modeling ease with ambiguity. Appropriately dramati-

“The greatest killer of creativity is interruption.”

“When you are being creative, there is no such thing as a mistake.”

John Cleese (2020, p. 48)

Consider the old saying, “sleep on it.”

Have you ever been working with a problem or challenge and slept on it, (or stepped away from it for a while) and then, Voila! The solution comes to you out of the blue. That is creative incubation at work. How does it happen? Both quantitative and qualitative research proves time and again that inspiration favors the prepared mind…and is

In my personal experience as both a

associated with having a greater well-being

teacher, an artist/author, and an aunt to

and purpose in life (Kaufman, 2015, p. 23-

thirteen children, I believe the most pivotal

25; Csikszentmihalyi, 2013, p. 83).

structure to developing creativity is the boundary of space and time. We live in a

Let’s explore further. Suppose you are trying to figure something out:

culture of distraction and over-scheduling,

First, you laid the groundwork by gath-

where a person’s value is often equated

ering the data on the problem. You research

and quantified with their level of busy-

and discover the landscape surrounding

ness and productivity. This hectic lifestyle

your problem — that’s the Selection stage,

erodes our empathy and compassion. The

convergent thinking.

time of both children and adults is taken up

Then, you stepped away to do other

with passive consumption (and consuming

things, shifting the problem to the back

culture is never as rewarding as producing

burner of your mind. That’s when divergent

it) (Csikszentmihalyi, 2013, p.342). Cre-

thinking gets to work behind the scenes

ative thinking requires incubation time…

in your brain while you go about other as-

divergent thinking time…and this happens

pects of your daily life — that’s the genera-

during blocks of free time — for children

tion stage.

and adults (Montessori, 1973, p. 56; Cleese,

Later that day or week, a solution idea

2020, p. 49-50). Value this free time and

popped into your conscious mind while

protect it fiercely; always remembering

you were say…folding laundry.

doing “nothing” is incredibly valuable. So

Once you had the solution idea to your

just stare out the window for a bit; your

problem, your brain excitedly switched back

brain needs divergent thinking creative

to the convergent thinking (selection stage)

incubation time!

to work out the practical logistics of implementing the steps needed to achieve the goal and solve the issue.

Inspiration and effort are a positive reinforcing feedback loop (Kaufman, 2015, p.

24), and we the adults must schedule firm boundaries of time and space for focused

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21

work as we curate an environment that

ment, and presenting a Montessori lesson,

sharing and assimilation time supports

encourages creative thinking.

is a work of art and beauty. In the Montes-

and models the value of open-ended di-

sori homeschool environment, this goes

vergent thinking mind-wandering free time

for the entire home. Value beauty in your

experiences (Kaufman, 2015, p 3-13, 2013, p

home, classroom, and in yourself. Add

138-140; Goleman, 2013, p. 245).

“…you can teach people how to create circumstances in which they will become creative…”

John Cleese (2020, p.6)

Encourage daydream and discus-

sori’s urging of the guide being the most

sion class times - Allot a daydream chair

important aspect of the prepared environ-

near a window (with a timer) for children

ment (Zener, 1994, p.26). What self care rit-

to take a brain break. Use it yourself to

uals prepare you to feel calm, creative, and

model how to sit and “be” just gazing qui-

confident from the inside out?

etly out the window watching the clouds

Assign

screen

uled free-play time

free,

unsched-

roll by for a bit. Mealtime tables are also

as “homework” -

great open discussion areas. At school, as-

Children’s enormous capacity for creativity

sign monthly rotating lunch seats and sug-

emerges in free play, but they just don’t get

gest interesting discussion topics based

cul-

as many opportunities for deeply engaged

on student interests that you’ve observed,

in

free play as they developmentally need. As-

thereby offering students opportunities to

sign this “homework” to the children and

practice conversing with a variety of class-

-

yourself! Then, allot time to share experi-

mates — particularly ones they don’t know

Everything about the prepared environ-

ences and discoveries made. Designated

as well. Plus, designating lunch as a speci-

Practical tivating

applications creative

for

cognition

Elementary Environments: Beauty

22

tokens of beauty as reminders of Montes-

in

the

environment

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fied social time block is excellent for curb-

“Open Garden Time” with invitations to join

nitive Control is growing the capacity for

ing excessive socializing during the work

in basic maintenance tasks like weed pull-

holding attention where we want it — and

cycle. Remind chatty students that they can

ing, watering, compost turning, and nature

that is something we all need more of in

continue that conversation at lunch or re-

journaling. Practical Life is, of course, ex-

this age of digital distraction! Call the time

cess, and morning is the time for focused

cellent for this, so keep those little hands

whatever you like: “Mindfulness Minutes,”

work. At home mealtimes, present topics of

busy washing dishes, folding laundry, and

“Sensory Observations,” “Tune-In Time,”

conversation that get children considering

involved in all manner of home-economic

“Head and Heart Stretching.” Mindfulness

and articulating their thoughts (think like

skills. Keep peace corners fresh and ready

and relaxation are critical tools for increas-

Model UN and debate team skills and dis-

with natural sensorial elements, and con-

ing cognitive control, socio-emotional

cussions). (Kaufman, 2015, p. 30-34).

sider designating a floor table as an always

intelligence, and divergent thinking skills

Allot “Wonder and Wander” time, at

available “Doodle Desk” where children can

throughout life. (Kaufman, 2015, p. 9-121;

least once a week - This is a time where

draw out their daydreams. Perhaps feature

Csikszentmihalyi, 2013, p 353-354; Gole-

the hands or feet are engaged in an easy

headphones and a record player to listen

man and Senge P.,, 2014, p. 15-23).

task, but the brain can wander. It’s mind-

to a short audio story or song record as a

Plan a “Free Cycle” - Schedule an af-

fulness and mind-wandering at the same

unique type of timer (Kaufman, 2015, p. 41-

ternoon work period once a month where

time. Perhaps the class goes for a walking

42).

the students can work on any (non-digital)

meditation around the schoolyard during

Schedule Weekly “Relaxation Time” -

project they like. They can work with a ma-

the school day — call it “Thinker Walking”

Do gentle stretching and guided deep re-

terial they haven’t been able to get to in the

like Thoreau did. This is basically the Walk-

laxation or mindfulness meditation. “Mind-

regular work cycle; they can write a story,

ing on the Line lesson, just outdoors and

fulness” is a buzzword for the process of

read a book, stare out the window, garden,

no line, so the children will understand the

actively observing what’s around us. An

do practical life work, anything. You can

process. Walking in nature physiologically

observational awareness practice creates

even offer a table of various open-ended art

changes the brain, as proven in the studies

a platform in the child’s mind to weigh

supplies. This is not a child horse around,

on Shirin Yoku, Japanese Forest Bathing.

their thoughts, feelings, and impulses be-

nor a make-up lesson / guided instruction

(Abookire, 2020) Have a school garden? Try

fore acting on them. The essence of Cog-

time. Let them “be bored” and, in turn, gift

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23

them the opportunity to figure out how to

for achieving academic requirements and

a more universal setting, a concentric circle

get “un-bored” on their own. This space is

expectations.

of narrowing in toward the child.” (Duffy,

But life isn’t efficient, and children are

fluidity. It’s a time for them to experience

process-oriented, not product-oriented.

Facilitating Normalization and Cosmic

the joy of exploration in an academic envi-

Keep in mind, when redirecting a child for

Task journeys through creative extensions

ronment (Cleese, 2020, p.49).

the 10th time in an hour, or praising the

to existing Cultural Curriculum lessons

These six themes allot free, yet struc-

pleaser sibling — most children deep down

partially supports our greater Montessori-

tured, blocks of time for exploration, dis-

are natural non-conformists regardless

an purpose of “preparing the child for their

covery, concentration, daydreaming, mind-

of how they may outwardly express them-

world.” Learning how to find and solve the

wandering, and actualization of ideas. In

selves. Children’s drive to think creatively is

21st century’s complex problems, from the

practice, they also cultivate wonder, awe,

one of the keys to them discovering their

physical repercussions of the climate crisis

and curiosity. Each of the listed skills con-

Cosmic task (Kaufman, 2015, p.172-174).

to navigating an increasingly virtual land-

tributes to brain plasticity and is necessary

Don’t misunderstand, this does not mean

scape, requires a strong skill set of creative

for developing the skill of fluid transition-

the children rule the roost or that rude, dis-

qualities that can be applied to the sys-

ing between generation and selection

ordered and disruptive, or inappropriate

tems in which these problems arise. This is

thinking states. This fluid transitioning is a

behavior is tolerated as “creative.” Set clear

where using creative cognition to develop

trait of highly creative humans and it actu-

expectations, firm limits, and consistent

Ecological Intelligence enters (Goleman,

ally supports long-term academic learning

(appropriate) consequences. Then, allow

2012, p 2; Kaufman, 2015, p. xxxii).

outcomes (Kaufman, 2015, p. 85-86; 2013,

questioning and creativity to appropriately

p. 249-251).

flourish within these limits — and it will.

Research shows creative students are not favored by teachers because unconventional students are more of a challenge to teach. (Kaufman, 2015, p.175)

Constraints are shown to actually increase creativity (May, 1975).

Children who are encouraged to question are more likely to develop creative out-

How does that research finding sit with

looks and initiative. And however trying the

you? If I had a nickel for every time “cre-

questioning may be when we just need to

ative” was used as a passive insult to de-

get something accomplished, encouraging

scribe me, I’d have a nice little savings

questioning is imperative to developing the

account! What about you? Have you been

first half of creative problem-solving. Ques-

disdainfully labeled creative, or used the

tioning and problem finding is proactive,

label in that way?

while problem-solving alone is the reactive

As a child, I learned quickly that my

second half of the equation — but together

creative thinking was something to hide

they become the essence of creative think-

from some of my peers and especially

ing across subjects and life (Csikszentmih-

adults, so I conformed and obeyed on the

alyi, 2013, p. 328, 365-368).

outside to meet imposed expectations. I “played the game.” By the time I was a teenager I wasn’t going to play that game, and I set my creative ways free — regardless of what anyone else thought about it. It wasn’t the easy path at home or school by any means, but I wouldn’t change a thing. Even coming to the classroom with my personal experience, I am still guilty of being impa-

24

2002, p. 32, 34, 36)

for encouraging convergent and divergent

PART 2:

How does embellishing the cosmic curriculum with creativity building lead to Ecological literacy?

tient with a “creative” student, and favoring

“Story comes first — then study…in-

“pleaser” type behavior. I know firsthand

spire the children to further study…[in] the

that as a teacher with an overflowing plate,

Cosmic approach to education, each story is

compliant behavior is just more efficient

a nesting doll placed within the context of

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Unfortunately, there are no inherent neu-

What does Montessori mean by “Normalization”

ral systems in the human brain dedicated

The Four Characteristics of Normalization are still very important in 6-12 age children:

to understanding distant larger systems

Love of Work

man brains have only evolved enough to

Concentration Self-Discipline Sociability These characteristics allow children to express themselves, find inner interests, and experience happiness (Montessori , 2017, v. 2, p.303). Montessori instructs us to guide the students into an area of study by stimulating their imagination & interest. “To create in him admiration and wonder” AND to keep our own interests sparked as well! (Montessori, 1991; 2017, v. 2, p. 300). Montessori’s Normalization process is actually the same as the process for building creativity. So it seems fair to surmise that if the process of normalization is considered by Montessori to be the “most important single result of our whole work” (Zener, 1994), then so is helping the child become a creative thinker! The homeschool environment is fantastic for emphasizing the value of normalization, and the journey toward the Cosmic Task, because it so intentionally empowers children to embrace a love of lifelong learning.

occurring within the Universe (yet). Our humake us alert to immediate systems — like a rustling in the bushes to save ourselves from being eaten by a lion. Evolutionary biology has yet to adapt us to easily alert to events that we aren’t experiencing first hand — like dangers outside of our immediate physical environments. (Hence issues surrounding climate crisis denial.)

Harvard Psychologist Howard Gardner’s eighth of his Multiple Intelligences, the Naturalist Intelligence, is as close as we humans get to excelling in systems thinking, and he advises that the sensitive period for the naturalist intelligence is childhood, especially early childhood, so that works in the favor of our students — for ourselves, we have to work extra hard (Goleman, 2012, p. 5, 2014, p 35; Checkley, 1997, p. 8)!

The

systems-aware

neural

pathways

and thinking processes must be taught, built, and strengthened through practice.

Fortunately the Cosmic Curriculum’s Cultural subjects do just that! Just like the six year Cosmic Curriculum cycle, when carried out together over time, practices of ecoliteracy manifest a whole greater than the sum of their parts. Educators who cultivate practices of engaged ecoliteracy have the capacity to help create and sustain healthier relationships between people and planet. This equitable peace promoting education is the name of the Montessori game!

“Without an understanding of who we are and how we got here, it is impossible to understand what our task in the universe is.” (Duffy, 2012, p.35) Practices

of

ecological

literacy

which build ecological intelligence and how they relate to Cosmic Education Developing empathy for all forms of life - This boils down to cultivating

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compassion. It is the essence of peace

term common good, not just immediate

tions of most of our actions. Take garbage,

education. As Montessori said, “establish-

individual interest. This is a great focus

for example. The can goes out on the curb,

ing lasting peace is the work of education”

for helping nurture impulse control in our

and it “disappears,” right? Tidy disengaged

(1972, p.viii), and without environmental

instantly gratified culture (Goleman, 2013,

blinders shield us from the far-reaching im-

peace, we will never have global social

p 59-89; Kaufman, 2015, p. 133-136). How?

plications of garbage disposal — from en-

peace (Montessori, 1972). By helping chil-

When teaching the Great Lessons and

vironmental racism to micro-plastics in the

dren recognize the common needs that all

threads like Fundamental Human Needs,

ocean. The ability to systems think is im-

life forms on Earth share, we shift our per-

Timelines of Humans, and Economic and

portant for making the invisible visible, to

spectives about who we are relative to other

Political Geography, engage in discussions

stay aware so we can develop ways of living

species and life forms to a more authentic

on ways we could change how we go about

that are both modern and also life-affirming

outlook where humans are members, not

daily routines in order to reduce the nega-

for Planet Earth (Goleman, 2012, p. 14-15).

rulers, of the natural world (Goleman 2014,

tive impacts on people, non-human beings,

How? Field trips are awesome for this. Take

p. 26-36). How? Nurture inclusive class-

and the planet (Montessori, 1973, p. 12-13).

field trips to the recycling center, to the

rooms by emphasizing lessons showcas-

These concepts are particularly great to get

wastewater treatment plant, to the electric

ing the roles that plants and animals play

into with upper elementary age students

company, to local farms, food banks, and

in sustaining the web of life in the botany,

who could focus research projects on di-

animal shelters. Build relationships with

biology, and history curricula.

verse community perspectives, networks of

local NPOs and discover what kind of sup-

Embracing sustainability as a com-

relationships, and resiliency by examining

port they actually need (not what we may

munity practice - This means running

how communities provisions themselves

think they need). Have students develop an

the home, classroom, and wider school

(Goleman, 2014, p. 37-41).

appropriate project that supports a need.

cultures within the context of community.

Making the invisible visible - Out of

Take virtual field trips abroad with organi-

It’s considering our actions systematically

sight, out of mind. It’s so easy in modern

zations like Rainforest Alliance or Heifer In-

and behaving with high regard for the long-

life to not see the far-reaching implica-

ternational. Get involved with a TerraCycle

©MONTESSORI LEADERSHIP | WWW.MONTESSORI.ORG/IMC | VOLUME 24 ISSUE 2 • 2022

program. Cultivate meaningful pen pal re-

senting environmental

lationships with children of different global

issues, always consider

cultures through Montessori organizations

the age of the students

or other programs.

and remember David

Anticipating

unintended

conse-

Sobel’s

wise

words,

quences - Creativity really plays the lead

“No tragedies before

in this one. It’s both problem-finding and

4th grade! We must

solving. It aids in developing children’s

let them love nature

skills for Risk/Benefit Analysis via impulse

before we ask them to

control using two strategies: 1. The precau-

save it.” (1996, p. 4)

tionary principle - When an activity threat-

When dealing with

ens to have a damaging impact, precau-

greater and abstract

tionary actions should be taken. 2. Systems

social

Thinking perspective - When analyzing is-

Grace

sues, shift from reducing a problem into

lessons to play out sce-

parts to instead exploring the connections

narios where unintend-

and relationships among the components.

ed consequences are

It’s seeing the forest, the trees, and all life

discovered by thinking

housed within (Goleman, 2012, p. 15-16).

through

How? Try mind-mapping and reinforcing

loop. Help the children

positive feedback loops. Literally, draw out

connect their feelings

big problems on big paper or chalkboards.

with names and take

Make mind maps of a problem and its parts

advantage of the im-

— whether it’s ongoing disagreements be-

pulse control growth

tween students or the wider issues on kids’

spurt in 5-8-year-old brains by practicing

the Cosmic Curriculum lessons of com-

minds. Seeing a problem and its possible

emotional self-awareness. This naming

munity engagement, how members of a

causes, effects, and solutions laid out visu-

helps children begin to predict how their

healthy ecosystem do not abuse resources

ally, helps children learn to systems-think.

emotional responses will affect the system

that the entire ecosystem needs to survive

It also encourages the discovery of the in-

they are in (Goleman, 2014, p. 15, 23, 35;

and how when they do, collapse happens

tended and unintended consequences that

Focus, 2013, p. 76-78). Use mindfulness

(as is learned in the Timelines when spe-

small changes make to a system’s parts. Vi-

practices to boost the attention networks of

cies and civilizations went extinct). Once

sual illustrations of potential consequenc-

the brain that say “No” to impulse and “Yes”

internalized, the students can apply their

es more concretely show how all changes

to cognitive control and focus. A fun way to

understanding of systems to their daily

affect a larger system, for better, worse, or

practice delayed gratification and stopping

life and relationships (Goleman, 2014, p.

both. Within the maps, be sure to include

on cue is with freeze dance games. Add the

15, 23, 35, 2012, p. 16). How? Our existing

images of reinforcing feedback loops (neg-

Finnish habit of Sisu to Grace and Courtesy

Zoology, Botany, Functional Geography,

ative and positive) to help illustrate on-

lessons to bring awareness to the children’s

and History curricula support this learning

going causes and effects (Goleman, 2014,

inherent strength and developing resiliency

perfectly! The Timelines, Long Black Line,

p. 48-49).

(Goleman, 2014, p. 18; Kaufman, 2015, 27,

Tectonic Plates, and other time-based les-

154, 2013, p. 133-144).

sons are perfect vehicles for magnifying

For example, currently, anticipating un-

issues, and

a

use

Courtesy

feedback

intended consequences could be done in

Understanding how nature sustains

systems thinking skills. Simply look to na-

developmentally appropriate ways with

life - Foster an understanding of Earth’s

ture to teach and learn systems thinking.

systemic environmental racism or the

web of life by consistently reinforcing that

Nature is always around (even in the most

pandemic. More generally, explore broad

we are all members of this diverse web of

dense cities there is a houseplant, a tomato

causes like recycling or endangered ani-

relationships. Whenever applicable, relate

in the fridge, or simply the sky above). Na-

mals. Locally, explore issues specific to

topics back to the bigger Cosmic view of

ture is infinitely engaging and embodies

children’s nearby nature experiences and

life on Planet Earth. We must teach the

“the wild.” The natural world provides op-

interests. Remember, when it comes to pre-

children (and remind ourselves), through

portunities for convergent and divergent

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27

thinking, mindfulness, flow, creativity, the

what things are like and how they work.

riculum is inherently ecologically intelli-

cultivation of wonder, and the opportunity

They encourage a question finding and an-

gent — we just need to encourage creative

to assimilate experiences through savor-

swering attitude, trial and error experimen-

ecoliterate conversations while we present

ing and creative expression. These les-

tation, the confidence to make mistakes,

the Cultural lessons, offer the traditional

sons show that each part of Earth’s human,

and inspiration to generate new ideas and

follow-up work, and include a few creativity

plant, and animal cultures support and

solutions — all of which we now know are

and nature community-focused extension

sustain each other. And when one is dis-

also great for creativity building! Creativity

experiences. Creativity and Ecoliteracy are

turbed or suffers, all are impacted. Ecologi-

and ecological intelligence lead to the ever

embedded in what we do as Montessorians.

cal intelligence is a collective practice of a

coveted ability to detect and map the pat-

We only need to support and magnify these

way of living that fulfills the present human

terns and order that lie hidden within the

inherent aspects of our Method and Envi-

needs while supporting nature’s ability to

natural world. That is Cosmic Education!

ronments. This systematic long view is at

sustain life on Earth into the future.

These practices of socially and emotion-

28

Teaching for ecoliteracy involves the guides,

family,

the heart of Cosmic Education.

homeschool/classroom,

We may not reach every child with ev-

ally engaged ecological intelligence also

and, ideally, a child’s wider community.

ery aspect of Cosmic Education, present

cultivate curiosity, wonder, and interest in

Our Montessori elementary Cultural Cur-

every element of Ecological Intelligence, or

©MONTESSORI LEADERSHIP | WWW.MONTESSORI.ORG/IMC | VOLUME 24 ISSUE 2 • 2022

inspire widespread creativity, with a C or c.

Classroom guides will likely never see most of these seeds they plant even sprout. But that is okay. We embrace our task to nourish the soil, so those seeds will sprout, at their own pace. When we assume the honor to cultivate and teach the Cosmic Curriculum - with creative cognition and ecological intelligence at the fronts of our minds, we are truly Cosmic Educators. We are fulfilling Montessori’s ambition to prepare the

“We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity.”

Maria Montessori ()(1991, p. 6)

child for their Comic Task and in the process, we are working for world peace. Here and now, this is our Cosmic Task.

Kelly Johnson (BFA, MA, AMS 6-9, she/her) seeks to guide humans of all ages to reconnect with their natural world. An artist, author, nature journaling guide, Montessorian, and children’s garden facilitator, Kelly brings a lifetime of artistic expression, academic exploration, and hands-on gardening experience to each of her endeavors. Visit @wingswormsandwonder & wingswormsandwonder.com, for Kelly’s books, blog, workshops, nature journaling courses, and outdoor learning integration consultations!

Further reading on building Creative Cognition and Ecological Intelligence PRINT RESOURCES: Creativity: A Short and Cheerful Guide. John Cleese

REFERENCES Abookire, S. (2020, May 29). Can forest therapy enhance health and well-being?

Harvard Health Publishing, https://www.health.harvard.edu/blog/can-foresttherapy-enhance-health-and-well-being-2020052919948 Checkley, K. (1997). The first seven...and the eight. Educational Leadership 55(1) 8.

Wired to Create: Unraveling the Mysteries of the Creative Mind.

Scott Barry Kauffman and Carolyn Gregoire The Triple Focus: A New Approach to Education. Daniel Goleman and Peter Senge Ecoliterate: How Educators are Cultivating Emotional, Social and Ecological Intelligence. Daniel Goleman, Lisa Bennet, Zenobia Barlow Beyond Ecophobia: Reclaiming the Heart in Nature Education. David Sobel Smart By Nature: Schooling for Sustainability. Michael K. Stone and Zenobia Barlow ONLINE RESOURCES: Integral Yoga Walking Meditation for Kids https://integralyogamagazine.org/walking-meditation-for-kids/ Guided Deep Relaxation Video: https://www.wingswormsandwonder.com/wonder-wed-91-deep-relaxation/ Savoring: https://www.wingswormsandwonder.com/laurie-santos-savoring/ Sisu: https://www.wingswormsandwonder.com/push-through-challenges-sisu/ Guided Nature Inspired Yoga Class Video: https://www.wingswormsandwonder.com/wonder-wed-99-nature-inspired- yoga/ Tapping in to Creative Flow: https://www.wingswormsandwonder.com/5-steps-to-creative-flow/ Sensory Observation: https://www.wingswormsandwonder.com/observation/ Mindfulness Drawing & Doodling: https://www.wingswormsandwonder.com/drawing-mindfully-fun-exercise/ Teaching Feedback Loops for Ecological Intelligence: https://www.wingswormsandwonder.com/feedback-loops-life-nature/

Cleese, J. (2020). Creativity: A short and cheerful guide. Crown Publishing.

Csikszentmihalyi, M. (2013) Creativity: The psychology of discovery and invention.

Harper Perennial.

Duffy, M. and Duffy, D. (2002) Children of the universe: cosmic education in the Montessori elementary classroom. Parent Child Press.

Goleman, D. Bennett, L., and Barlow, Z. (2012) Eco literate: How educators are cultivating emotional, social, and ecologicalintelligence. Jossey-Bass Books.

Goleman, D. (2013) Focus: The hidden driver of excellence. Harper Collins.

Goleman, D. & Senge, P. (2014) The triplefocus: A new approach to education.

Key Step Media.

Kaufman, SB. (2013) Ungifted: Intelligence redefined. Perseus.

Kaufman, S B and Gregoire, C. (2015) Wired to create: Discover the 10 things great artists, writers and innovators do differently. Vermillion.

May, R. (1975) The courage to create. Essay 6. Bantam Montessori, M. (1972) Education and peace. Kalakshetra Press.

Montessori, M. (1973) From childhood to adolescence. Kalakshetra Press.

Montessori, M. (1991) To educate the human potential. Kalakshetra Press.

Montessori, M. (1994) The child in the family. Kalakshetra Press.

Montessori, M. (2017) Creative development in the child: The Montessori approach, Vol. 1. Kalakshetra Press.

Montessori, M. (2017) Creative development in the child: The Montessori approach, Vol. 2. Kalakshetra Press.

Montessori, M. Nature, cosmos and history. Montessori talks to parents: The child in nature. The North American Montessori Teachers’ Association Journal, 2(2).

Zener, R S,. (1994) Montessori talks to parents: Nurturing the creative personality.

The North American Montessori Teachers’ Association Journal, 2(3).

Sobel, D. (1996) Beyond ecophobia: Reclaiming the heart in nature education.

Orion Society.

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We want to Congratulate

the first batch of VMAT graduates!

Vietnam Montessori Advisory & Training Centre was established in 2015 with the motto “Education For Peace.” All activities that we do are aimed at developing knowledge for preschool teachers and improving the quality of education for Vietnamese children. By the end of 2021, VMAT has organized six Early Childhood International Montessori Teacher training courses and one B-3 International Montessori Teacher training course, and a lot of workshop programs, seminars for the school owners and teachers in Vietnam. VMAT is very proud to be the only representative center of IMC in Vietnam providing the Internationally certified Montessori Teacher training course by MACTE. We always try to improve the quality of the training course to bring the best value to students.

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