Page 25 - NewsandViews 2023 whole publication

everyone is different with different gifts and talents and difficulties. Peace within is established and a
flexibility in attitude towards diversity. An autonomous child is more likely to become an autonomous
adult and one who comes to understandings through thinking things through themselves. As an adult
they may be less likely to be led by another’s ideology.

Facilitating self regulation and the absence of rewards and punishments

The first Montessori book I read was ‘Children who are not yet peaceful: Preventing Exclusion in the
Elementary Classroom’ by Donna Goertz. In this book, Goertz tells how her peaceful classroom
community (in Austin, Texas) is formed. She relates how ‘difficult’ children come to her school often after
other schools don’t work out. But instead of punishment and rewards and quick ‘solutions’, the children
are taught to self regulate. Time is taken to truly observe the child, consideration is given to why the child
is acting in a certain way – what are they asking for and needing? How can the adult in the classroom
model more helpful behaviour? What skills does the child need to develop? What other assistance or
therapy is needed? Meanwhile, the other children in the class are not expected to ‘other’ the difficult
child. Instead they are expected to react with compassion, to understand everyone is on a learning
journey, everyone has difficulties. How can they help this child? And what can they learn from this other
child themselves? In this way children learn how to build a peaceful community.

A prepared environment and the Inner work of the teacher

Working this way is very intentional. Montessori guides take a lot of effort in organising a beautiful, calm,
organised classroom. Our environment can affect how peaceful we feel inside. Guides are also required to
‘do the work’ as we say. As anyone who has ever spent periods of time with children knows, they can
‘push your buttons’. What if all teachers were trained to watch for their triggers and reflect on how they
were raised and educated? Is their reaction to the children really about the children or about
themselves? In particular, does their reaction come from a place of fear? In all my teacher training, this
aspect and the question of the physical environment was never addressed.

Teaching interdependence and shared responsibility. Cosmic education and tasks

Montessori education is cosmic education. Big History has recently become popular but Montessori has
been teaching this way for years. With awe and wonder, 5 Great Lessons are taught to children, starting
from the Big Bang and the formation of the Earth and solar system, through to the beginning of life, the
evolution of man and the rise of language and maths. After these Great Lessons come follow ups which
includes the Interdependence of Life and the Fundamental Needs of Man. In this way, empathy is
fostered as well as a feeling of a shared responsibility for a shared space – our Earth and our Universe.
Moving from whole to parts, a child can research a small portion of the story or even one particular life
form. How does that smaller story/one animal or plant affect everything else? After considering that, the
child may hopefully move on to thinking about their own life, their own story. How do they fit into the
whole? What could they do to influence others and the environment? What is or could be their cosmic
task?

I hope I have tried to highlight how in Montessori education, peace isn’t necessarily taught but
fostered through its practices and how these practices are very different from our traditional
education system. Much to think about.

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