The Realism of Hope: Reflections on the Montessori Method

Today's blog is posted at the website for the John XXIII Montessori Children's Center, where I take the opportunity to reflect upon the work we are doing to cultivate a pedagogical environment for an integrated Catholic Montessori education. I reproduce the article below. For more information about the Center, please visit the website: http://www.john23mcc.org.

The Realism of Hope: Reflections on the Montessori Method

By John Janaro

It has been a dynamic and enlightening Fall session here at the John XXIII Montessori Children’s Center. It’s hard to believe that Advent has begun, and that Christmas break is only a few weeks away. While we all look forward to the Christmas holiday, our Montessori kids will be happy to return again for the Spring session. I always find it remarkable and encouraging that Montessori children actually like “going to school.”

Indeed, the work in the Montessori environment helps children form an attitude toward reality as a whole. One thing I have observed about my own kids is that Montessori has shaped them into "learners" all day, every day. They take interest in ordinary circumstances and things, and are often engaged in some kind of constructive or exploratory "play." They are open to discovering the good in things, and the good that develops through their engagement with things.

And this openness is a reasonable attitude, because reality is good. Created things are good. The human person, made in the image and likeness of God, is good, even though the person is wounded by original sin, burdened by limitations, and requiring guidance and discipline to remain focused on reality. The Montessori pedagogy appreciates all the various factors that are involved in the development of the child as a person who is loved by God and called to follow Him in the midst of the real world.

Montessori requires much attentive preparation and direction from its teachers, but it also has a tremendous confidence in the capacity of being to reveal truth, goodness, and beauty: to shape the minds and hearts of children who are placed in an environment that allows them to encounter the being of things.

Is this confidence well founded?

The real world—after all—is full of violence, tragedy, and ambivalence. Does this pedagogy rest on some naive ideology that ignores sin, destruction, and suffering, or that somehow proposes to change the world fundamentally by merely human educational techniques?

In fact, a genuine Montessori pedagogy—faithful to the vision of the foundress—has nothing to do with any ideology. Maria Montessori's program and all her efforts and insights were informed by her own profound Catholic faith and her experience of the life of the Church.

Here at the John XXIII Montessori Children’s Center the Montessori environment, and the activity of the teachers, are designed with an awareness that children are marked by the effects of original sin and that they must learn how to respond to the challenges of life.

But the confidence of this pedagogy is based on two factors. The first is that original sin has wounded but has not destroyed human nature and the human capacity for the good. The second, and truly the central factor, is that the world has been redeemed. The world has been redeemed.

As we approach the celebration of the birth of Jesus Christ, of His coming into the world and dwelling among us, it is good to remember His redeeming love. Christ has already won the victory. History and reality belong to Him.

The Montessori academic program at John XXIII reflects a pervasive awareness of this fact; thus it endeavors to provide a pedagogy that affirms Christ's redeeming love and fulfills Maria Montessori's own fundamental intuitions about reality and life. The Center offers children a place for an integrated Catholic Montessori learning experience. This is why the Catechesis of the Good Shepherd has an essential place in the three-morning/three-day academic program, and also why the whole academic environment is permeated with the vitality of the Gospel, the good news that Jesus has redeemed reality and bestowed upon everything a new and more profound attraction.

Thus we have reason to be confident. Jesus has won the victory. His resurrection renews thebeing of things in hope. He draws all things to Himself, and He draws children to Himself through everything that awakens within them the fascination with reality, the desire to live and learn.

Certainly, life is a trial. But it is a trial in which we conquer in Christ. The redemption is a reality that has meaning for every person. All of creation—all of the experience of truth, goodness, and beauty—has been penetrated by the victory of Christ's redeeming love and the glory of His presence as Lord of the cosmos and of history.

Christ shapes the journey of every human person, even the billions of human persons who do not yet know Him. He is present in the world as the One toward whom everything points.

He is the One who awakens our interest in existence, in the reality of things, in truth. In the words of my old theology professor, the late Msgr. Lorenzo Albacete, "This is what Christ has come to do—to revive, to give life to our interest so that we can recognize His victory, and therefore our victory."

We are speaking, of course, within the context of a recognition that the human struggle with original sin and personal sin continues in this present life: the struggle to respond in love to the invitation of His presence. But we also recognize that even this struggle has been redeemed by Christ. He has transformed it into the opportunity to remember in every moment our need for Him, to adhere to Him as the true fulfillment of life, to offer everything to Him with joy and generosity, and thereby to share in His victory.

The pedagogy at the John XXIII Montessori Children's Center is one that is infused with the realism of Christian hope, and with the confidence that those who bear this hope can generate an environment where nature and grace can fascinate a child, and lead him or her forward in the personal search for the path to their Destiny.

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John Janaro is Associate Professor Emeritus of Theology at Christendom College. He serves as Scholar in Residence and Special Resource Consultant at the John XXIII Montessori Children's Center. He also the husband of Eileen Janaro (who is the Elementary Directress of the John XXIII Center's academic program) and the father of five Montessori-educated children, three graduates of the Center and two current elementary students: Teresa Janaro and Josefina Janaro.

Josefinology

We're hanging around the table after breakfast, just her and me.

Josefina: "Jesus is powerful!"

Me: "Yes indeed."

Her: "He's like...a wizard!"

Thanks a lot, Gandalf. My little girl thinks Jesus is a wizard. At first that sounds creepy, but of course it has nothing to do with the occult. As far as the imagination is concerned, Middle Earth and Narnia pretty much rule around this house.

She's talking about a "Tolkien wizard" which is a very particular kind of entity.

All our other kids have read the books, and thanks to Peter Jackson, Gandalf is everywhere, on screen, but also on calendars and coloring books and coffee mugs and cereal boxes.

Tolkien's "wizards" play an open role in his imaginative world and its cosmic laws. Their "powers" are part of their "office" within the overall (and mysteriously providential) government of middle earth and its unfolding "history;" they belong to the ordinary structure of Tolkien's imaginary universe. And there's much more that I could say about this, but lets go back to the conversation.

So is Jesus "like" Gandalf? That's a pretty smart question, actually. Imagination and intelligence are working together.

Me: "No, its not the same, honey. The wizards in the story have some powers, but Jesus is God. Jesus can do anything, because He is God. The wizards can't create things, but Jesus is the Creator of everything."

Her: "So Jesus can't die!"

Me: [Hmmmmm....] "Well, God can't die. But God became a man, and He died for us. He died for each one of us, because He loves us; He died and He rose from the dead, so that we could live with Him forever in heaven. Remember there is only one God, but He is three Persons, the Father, the Son, and the Holy Spirit, like when you make the sign of the cross, three Persons, one God. Jesus is God the Son, and He took our human nature to be with us. Jesus is God and man."

Yes, I really said something like that. Children are not dumb. We have to tell them who Jesus is, because they're already trying to work it out. Experience, imagination, and understanding need to be integrated in everyone's life. It starts in childhood, and the Montessori Catechesis of the Good Shepherd follows an integrated method from the beginning. We started Josefina in CGS when she was not yet 3 years old.

Not long after that, she started asking questions. Once she asked me, "How does Jesus come into you and take your soul outside of your body when you die?" Gosh. I don't remember what I said then. She was 4 years old, maybe.

Sometimes when we finish grace, Josefina keeps her head down and her hands folded. She wants to say some special prayers (and she won't tell anybody what they are). The Lord must love these prayers. Another thing about the Montessori Catechesis: the children learn to pray. They learn the beauty of silence.

But let me return to this conversation. I concluded by saying...

Me: "These are mysteries we believe. We can't understand them."

Her: "Jesus is more powerful than a lion!"

Me: *puzzled* "aaah...yes!"

And we moved on to other things. It was a few minutes before I realized <facepalm> that she was talking about Aslan!

Learning New Things, and Finding New Places

Another October is passing by. It brought the bursting color to our leaves and now is taking them away. The mornings are dark, and the days are shorter.

College students are back from their Fall break, and it is time to begin to get serious about thinking about those term papers that are due at the end of next month. Of course, you'll wait till the very last possible moment to write them, and they'll arrive in your professors' boxes at 11:59.9 PM on the due date.

Then the next day in class, we shall have the sleepy, and the scruffy, and those who are begging for extensions and trying to lose as few of those precious *POINTS* as possible.

Please, write a good paper.

Seek the truth. Try to understand something. Yes, I know, the professor is obtuse and you don't know what the class is supposed to be about...but just look at what's there and find something real and grab hold of it.

Its your education. Stop blaming circumstances and other people. Roll up your mental sleeves and work with what you have. You will learn many things, and also you will begin to learn how to live. Wherever you are in life, reality is your teacher, and circumstances are the resources that are given to you so that you may grow as a person.

Circumstances can be strange and painful, but there they are, every day. So we engage them. We often do badly, but we learn from our mistakes too.

Right now, this "retired" professor spends his days in the office at the John XXIII Montessori Children's Center, where his wife directs the elementary program. One might say he's a sort of "writer in residence," although he does his own research and writing at his laptop (and he is working on developing some "new media" platforms for the Center...eventually).

He is also a kind of "resource person," who gives small lessons on religion or history, helps students with research, works with maps (he's always loved maps), reads stories to the primary level kids, answers the phone, fills in wherever an adult is needed, etc.

The most important thing he does is just be there, frequently going out of the office and into the "classroom" (oops, wrong word; the word is environment--and that's exactly what it is). He sits in a chair, reads a book, and lets the children "bother" him. They find ways to learn all sorts of things from him.

These are not the circumstances he expected for himself at this period of his life. But they are good.

The professor is learning about what it means to learn...and to teach.  He sees his own children, and others, in a learning environment, where they look at what's around them, find real things, grab hold of them, and discover paths of understanding--ways of seeking the truth.

If they want to learn about plants, they can read about them. But they can also plant something, tend it, and watch it grow. Math is involved with tangible things. Numbers are strings of beads that they can see and touch and combine. Shapes are...actual shapes! And there are spheres, and cubes, and cones of various sizes.

There are rocks, and there are jars with minerals and all kinds of things to compare and contrast tangibly, visually, engaging the senses. They learn how something smells by actually smelling it! Maps are of every sort: maps that show terrain, maps in puzzle form with pieces corresponding to country borders, and many globes that model various facets of topographic or political geography.

One thing cannot be found here. There are no grades. There are no *points* to be accumulated as external rewards. Progress is monitored according to the interests and capacities of each child. Learning is not about discovering and mastering the tricks necessary to win a prize. Learning is about reality; its about experiencing and understanding reality.

The children grapple with real projects, using their hands and their minds. They make mistakes and learn from them. All of this happens in an exquisitely organized environment in which everything has its proper place. The directress guides individuals and groups of children in the various works, gives lessons, and "keeps order"--not with a stick, but by helping the children to learn what is required of them if they are to work together.

And they also do plenty of reading and writing. They even learn handwriting, with pens and pencils, on real paper.

The Montessori environment is a rich and beautiful place, where children are guided in a learning experience that engages the senses, imagination, mind and heart. The environment is realistic for the child. This method actually works! Discipline is built into the order and the ethos of the place, and that includes a healthy awareness of fallen human nature, but not a morbid preoccupation with it.

It is a beautiful place, and there's room in it for anything interesting...

...even an old, rheumatic, "retired" professor. :)