Lifetime Learners

Montessori Life, Winter 2004 by Ast, Eileen Roper

A friend recently gave me a plaque, which sils on my desk here at AMS. On it is a quote, translated from the Latin, from the great Italian Renaissance artist Michelangelo: "I am still learning." Ancora lmparo. Aren't we all? Especially as Montessorians, we know it is not just children who learn, hutall of us: We arc lifetime learners. Almost 2years ago, I joined AMS as your executive director. I want to share with you some thoughts about what I have learned since then.

For starters, [ have learned that there is no uniform acceptance of what is meant by "the Montcssori approach." Similarly, there is diversity in attitudes, feelings, and understandings about what the American Montessori Society stands for-or should. Do these disagreements ever slow us down? Sometimes. Docs this mean we would be better off without them? Of course not! Indeed, I have found the multiformity to be not only broadening, but enlightening. As cx-Disncy executive Mike Vance (this year's Nancy McCormick Rambusch lecturer) would say, the collective thoughts and visions help us to "think out of the box"-and as a result, to approach situations with innovative ideas and solutions.

I have learned that there is no such thing as "the typical Montcssorian." In terms of culture, age, race, religion, ability/disability, sociocconomic status, and more, our constituents represent a wide spectrum. However, if the Society is toplayasignificantrolein informing contemporary education, we must develop a robust campaign to make Montessori education and teacher education relevant and accessible to even more children and adults, especially to those who are underserved, alrisk, or have diverse learning needs. This a key part of the Society's efforts-especially as we approach, in just 3 short years, the 100th anniversary of Monlessori education (a benchmark of where we have been, as well as a jumping-off point for where we want to go).

I am also committed to enhancing the AMS research agenda-for I have learned that despite our empirical beliefs in the value of Montessori education, qualitative research about the efficacy of such an education, as well as the dissemination of cutting-edge brain research that connects Montessori classroom practice to positive cognitive outcomes, are essential. This will give us the credibility to advance acceptance and support for our pedagogy and practice significantly, and allow us to contribute to the nation's education reform dialogue (for example, by shifting the educational paradigm from its current focus on test scores to a more authentic, multidimensional form of assessment; imagine what the "No Child Left Behind" program would be like, were it to be based on the principles and practices of a Montessori education!)

While results of lhc study emanating from our partnership with the Department of Teaching and Learning at New York University (measuring the impact of the Montessori model on assessment, child development, etc.) will not be published for some time, I have been thrilled to learn that the work of foremost experts in the field of cognitive science supports the Moniesson model. For example, Dr. Bob Greenleaf (at our November Leadership Conference in Fort Lauderdale) presented scientific evidence of the importance of an active role in processing learning. And at our conference in Anaheim, in October, Dr. Dee Joy Coulter used ample examples from her brain research to support her claim that the Montessori approach is "a neurological gold mine." (Of course, being the parent of a 15-year-old has also had a profound effect on my understanding of the developing brain!)

When I accepted the leadership of AMS, I impressed upon the board my belief that "the mosl truly effective leaders work on a collaborative and collegial basis." At the time, I was thinking primarily of the person who is al the helm of an organization. However, I now know that all of you are leaders-in your schools and in your communities. Thus it is up to you, up to us together, to help spread the word about the importance of an authentic Montessori educalion. Meanwhile, we need to manage our businesses, make our schools strong, and promote teaching and learning in our schools. We must slay informed, current, and involved: volunteer for committees, draft letters to legislators, write articles for school and local newspapers and for Montessori Life, attend conferences and symposia. In other words, we must let our voices be heard!

As I continue on my journey of exploration, discovery, and understanding, I am depending on you to join the dialog with me. I am still learning-and so are we all.

EILEEN ROPER AST is executive director of AMS. She can be reached at east@amshq.org.