A Steady Sense Of Purpose

Yesterday's presentation on the AMI website by Professor Erica Moretti gave us a timely glimpse into what I consider to be one of the most precious jewels in Montessori's philosophy.

Listening to Dr. Moretti discuss Montessori's proposition of addressing the psychological impact on children of war-related trauma during World War I (a project to be known as The White Cross) by establishing stimulating learning environments in which they could experience inner calm, it naturally occurred to me that times change but humanity's predicament tends to follow a predictable cycle. Here we are in 2021 and, while some children live a peaceful existence at present, others encounter the effects of military conflict on a daily basis. Still more are impacted by trauma of a different nature, whether it be natural phenomena or the present global pandemic. So, I became particularly attentive when someone posed the following question to Dr. Moretti, using a phrase that Montessori herself had used in the context of her response to childhood trauma from war:

Just how are the (learning) materials a "veritable cure" for psychological trauma?

The answer was so beautifully delivered. Children in these post-war programs were able to overcome trauma because of the pleasure gained from repeating activities that were meaningful to them. The ever-present link between pleasure and meaning is a reminder of our calling to demonstrate profound respect for the child, by offering guidance in the form of lesson presentations but by enabling the child to exercise free will in their choice of occupation.

In free choice lies the potential to cultivate a sense of self.

In the repetition of that which is familiar and soothing lies the possibility to acquire a sense of inner calm.

Both combine to facilitate the development of the sense of purpose, which is a basic desire of all humans.

How can we support these needs in our classrooms and in our homes during these stressful times? By exhibiting patience and by enabling repetition on the part of the children. By slowing down and focusing on the children even more than we focus on the curriculum. By committing to observing the children everyday. By holding a steadfast belief in the transformation that is possible within the human mind when purposeful activity has the possibility of being part of "a veritable cure."