YES! When we look at the research, the philosophy, and the practices of Inclusive education and pair that with what Dr. Montessori actually observed and taught, we have the model to bust the paradigm. In my humble (but experienced) opinion, the Montessori community could change by integrating current knowledge on inclusive education (and sped in 2025), revising to integrate this knowledge in Montessori teacher education programs, and providing current and accurate knowledge of "neurodiversity" could go a long way to the goal of giving educators the tools to think, not just comply because "my trainer said..." and with thinking that results in problem solving comes confidence in one's abilities- trust in oneself. Thanks so much Andrew.
I’m a PrimaryMontessori guide. We recently (two years ago) began a Montessori forest school just so we Could give children more freedoms. I had experienced at a charter school that the children’s play was incredibly different in the woods than on the playground. It was much more creative and allowed for more social cohesion. We ended up rearranging our schedules, all four early Ed studios, to spend in the woods for the afternoons. But I agree the ridiculous pressure still seeped in from admin to do more structure out there. 🙂↕️ It is utterly frustrating and sad to watch our school system stuck in such a destructive culture.
I am thrilled to read your writings and become hopeful that we can move this forward for the sake of humankind.
Respectfully (I mean this—I really love following your work!) I don't think this piece is an accurate portrayal of what is happening in your average American school—or even that close to it.
For example, you write, "we tell young people from the earliest ages that they’ll do well only when others are not doing well and that it’s devious to collaborate with others"—and I think this is most generously characterized as hyperbolic. Gone are the days of the bell curve, and almost every teacher I know wants students to work with each other positively (they just often need more help in making it happen).
Do American schools need to do much better at fostering and centering collaboration and agency? Of course! And there are without question examples (see: charter schools) that have doubled-down on restrictive and limiting mindsets and practices—we should without question call those out. A vision of student agency is one I can 100% sign on for.
But especially with this new venture (which I think is ridiculously cool and I'm excited to see progress!) I think it's important to recognize that complex solutions get solved with complexity and nuance, not oversimplification or exaggeration—and that's what this post reads like, at least to me.
Hi Marcus, thanks for your comment and thoughts. I definitely agree that complexity and nuance are important- and hear your critique. While it's true that the bell curve isn't common in K-12 anymore (though it is still in parts of higher ed especially- law school is a notorious one for the bell curve), we are still socializing students away from collaboration with others and sewing a rugged individualism which I believe is a core problem in the US. Just think about all the discourse we see online about AI making "cheating" more accessible and it will make it impossible for teachers to assess based on what students know "on their own." Even if they're not directly competing for a grade spot on a curve, they're taught that the only real success must be achieved "on their own" without "outside help," despite no one doing anything on their own (in actuality). Furthermore, they are typically incentivized (via grades- also a problematic system) to spend their time enhancing their own work, not helping others- which I have heard from students coming out of a public system- "why would I help my peer?"
Admittedly, much of my personal view on this topic comes from my lived experience as both a student and a teacher in a variety of schools. I still remember when a good friend of mine refused to tell me which colleges they were applying to- or even let me see their essay- because they were worried I would somehow use that knowledge to my own gain. This was at a prep school that generally encouraged collaboration and a global outlook- but when it came down to it, the implicit takeaway was that working together for collective aims could be detrimental to the individual. While in grad school in Philadelphia, I worked in public and charter schools where I saw some of the worst forms of American schooling- literally the school to prison pipeline- which demanded compliance and obedience at all costs.
So are all schools like the ones I saw in Philadelphia? Certainly not. And in no way am I blaming teachers for this- they are caught in a system that works against any desire they have to create collaborative, ethically minded citizens. But the traditional system, even in its watered down form, does not prepare students to live in a democracy (at least from my vantage point) because in a system where the school dictates the schedule, assignments, class times, assessment criteria, dress code, etc, young people lack the opportunity to build the skills needed to actually make those meaningful decisions for themselves.
I'll leave you with one final anecdote which surfaced while writing this comment. I had friends in college (at a top tier research university) who were some of the smartest people I knew. Yet, they focused all of their intelligence on themselves and their own personal gain- ultimately doing some nefarious things in the process. They went to some of the best public K-12 schools in New England, yet had no sense of human interdependence. So I guess I'm hoping that this piece is less of a full picture of American education, but rather a point of reflection for educators, wherever they are in this system- because I don't believe we got here by accident (and education is not the only system responsible), but I do believe that systems transformation in education is needed to actually prepare our young people to live in democracy
Appreciate this response! And especially think since we're aligned directionally as far as values, I pretty much co-sign everything here. Aspirations aside, without question we fail at times to realize the values we are striving towards. (Though, I'd add, schools are a part of the broader water that is society and I think it is very hard for the tide to perfectly swim against itself, to stretch the analogy, which you yourself note here.)
I do think there is some nuance within these points, such as around AI—teachers in my experience, for example, wanting students to do something "on their own" is driven by a desire for authenticity rather than control—but overall we more or less see eye-to-eye across this, I think.
YES! When we look at the research, the philosophy, and the practices of Inclusive education and pair that with what Dr. Montessori actually observed and taught, we have the model to bust the paradigm. In my humble (but experienced) opinion, the Montessori community could change by integrating current knowledge on inclusive education (and sped in 2025), revising to integrate this knowledge in Montessori teacher education programs, and providing current and accurate knowledge of "neurodiversity" could go a long way to the goal of giving educators the tools to think, not just comply because "my trainer said..." and with thinking that results in problem solving comes confidence in one's abilities- trust in oneself. Thanks so much Andrew.
I love this. Thank you for your work.
I’m a PrimaryMontessori guide. We recently (two years ago) began a Montessori forest school just so we Could give children more freedoms. I had experienced at a charter school that the children’s play was incredibly different in the woods than on the playground. It was much more creative and allowed for more social cohesion. We ended up rearranging our schedules, all four early Ed studios, to spend in the woods for the afternoons. But I agree the ridiculous pressure still seeped in from admin to do more structure out there. 🙂↕️ It is utterly frustrating and sad to watch our school system stuck in such a destructive culture.
I am thrilled to read your writings and become hopeful that we can move this forward for the sake of humankind.
Respectfully (I mean this—I really love following your work!) I don't think this piece is an accurate portrayal of what is happening in your average American school—or even that close to it.
For example, you write, "we tell young people from the earliest ages that they’ll do well only when others are not doing well and that it’s devious to collaborate with others"—and I think this is most generously characterized as hyperbolic. Gone are the days of the bell curve, and almost every teacher I know wants students to work with each other positively (they just often need more help in making it happen).
Do American schools need to do much better at fostering and centering collaboration and agency? Of course! And there are without question examples (see: charter schools) that have doubled-down on restrictive and limiting mindsets and practices—we should without question call those out. A vision of student agency is one I can 100% sign on for.
But especially with this new venture (which I think is ridiculously cool and I'm excited to see progress!) I think it's important to recognize that complex solutions get solved with complexity and nuance, not oversimplification or exaggeration—and that's what this post reads like, at least to me.
Hi Marcus, thanks for your comment and thoughts. I definitely agree that complexity and nuance are important- and hear your critique. While it's true that the bell curve isn't common in K-12 anymore (though it is still in parts of higher ed especially- law school is a notorious one for the bell curve), we are still socializing students away from collaboration with others and sewing a rugged individualism which I believe is a core problem in the US. Just think about all the discourse we see online about AI making "cheating" more accessible and it will make it impossible for teachers to assess based on what students know "on their own." Even if they're not directly competing for a grade spot on a curve, they're taught that the only real success must be achieved "on their own" without "outside help," despite no one doing anything on their own (in actuality). Furthermore, they are typically incentivized (via grades- also a problematic system) to spend their time enhancing their own work, not helping others- which I have heard from students coming out of a public system- "why would I help my peer?"
Admittedly, much of my personal view on this topic comes from my lived experience as both a student and a teacher in a variety of schools. I still remember when a good friend of mine refused to tell me which colleges they were applying to- or even let me see their essay- because they were worried I would somehow use that knowledge to my own gain. This was at a prep school that generally encouraged collaboration and a global outlook- but when it came down to it, the implicit takeaway was that working together for collective aims could be detrimental to the individual. While in grad school in Philadelphia, I worked in public and charter schools where I saw some of the worst forms of American schooling- literally the school to prison pipeline- which demanded compliance and obedience at all costs.
So are all schools like the ones I saw in Philadelphia? Certainly not. And in no way am I blaming teachers for this- they are caught in a system that works against any desire they have to create collaborative, ethically minded citizens. But the traditional system, even in its watered down form, does not prepare students to live in a democracy (at least from my vantage point) because in a system where the school dictates the schedule, assignments, class times, assessment criteria, dress code, etc, young people lack the opportunity to build the skills needed to actually make those meaningful decisions for themselves.
I'll leave you with one final anecdote which surfaced while writing this comment. I had friends in college (at a top tier research university) who were some of the smartest people I knew. Yet, they focused all of their intelligence on themselves and their own personal gain- ultimately doing some nefarious things in the process. They went to some of the best public K-12 schools in New England, yet had no sense of human interdependence. So I guess I'm hoping that this piece is less of a full picture of American education, but rather a point of reflection for educators, wherever they are in this system- because I don't believe we got here by accident (and education is not the only system responsible), but I do believe that systems transformation in education is needed to actually prepare our young people to live in democracy
Appreciate this response! And especially think since we're aligned directionally as far as values, I pretty much co-sign everything here. Aspirations aside, without question we fail at times to realize the values we are striving towards. (Though, I'd add, schools are a part of the broader water that is society and I think it is very hard for the tide to perfectly swim against itself, to stretch the analogy, which you yourself note here.)
I do think there is some nuance within these points, such as around AI—teachers in my experience, for example, wanting students to do something "on their own" is driven by a desire for authenticity rather than control—but overall we more or less see eye-to-eye across this, I think.