We talk about longer school years and higher standards, but we don't seem to want to create schools that are intensely competitive pressure cooker environments like many other countries. We've never been able to resolve the issue of how much emphasis should be placed on the cultivation of children's curiosity, self-confidence, and spontaneous interest in learning, versus society's expectations for academic progress. Normally, Americans think of a school as a place where one generation passes down basic skills and culture to the next. From this perspective, a school only exists to cover a curriculum, not to develop character and self-esteem. But in all too many traditional and highly competitive schools, students memorize facts and concepts with little understanding, only to be quickly forgotten when exams are over.
Research shows that most bright American students are passive.
They've learned to rarely ask probing question, challenge their teacher's cherished opinions, or think for themselves. Montessori schools have a very different set of priorities, and very low regard for mindless memorization and superficial learning. Montessori students may not memorize as many facts, but they do tend to become self-confident, independent thinkers who learn because they are interested in the world and enthusiastic about life, not simply to get a good grade. Montessori schools seek to develop culturally literate children and nurture their fragile sparks of curiosity, creativity, and intelligence. D.C. His remarks define the tightrope Montessori schools walk as we attempt to establish and maintain a careful balance in both our work with the children and in communicating with parents.