The Tao of Management - 2. Receptive K'un

"Receptive is the nature of the man who serves.  It is the station of second place.  Thusly, should all managers describe themselves.  The manager becomes receptive, yielding, devoted, moderate, and correct.  The receptive mind is obedient to natural principles and is able to develop understanding from confusion.  The manager makes things right, strives for fulfillment of his duty, and completes his tasks without fabrication." - Bob Messing

     The successful and fulfilled Montessori guide and parent or the guide and parent striving for success and fulfillment practice receptive.  It seems to me that receptive in the Tao relates to Montessori's observing, and Buddhism's deep listening.  The manager, the guide, or the adult must be receptive (open-minded throughout communication).  There must be a yielding or willingness to be silent.  A genuine inner devotion to resolution leads to a greater possibility towards peace.  Utilize the ability to moderate the given situation.  Doing all of these things and having the mindfulness of correctness leads to the experience of receptive.

    How can we or how do we inspire receptive in the classroom or for the parent?  Do you have any examples of how receptive has been experienced in your classroom or school?  \

With gratitude I look forward to your comments and contributions!!!

"The Tao of Management" The Creative - Ch'ien

    I found this book "The Tao of Management," by Bob Messing in Ocean City, New Jersey.  After looking through it I thought to myself what it would be like to apply the wisdom from the "Tao Te Ching" into the perspectives of the Montessori Classroom and possibly home life too.  In all fairness, there is already a wonderful book called "The Tao of Montessori".  Then I came to the conclusion that I am going to take on a little experiment this summer.  I am going to read the sixty-four passages in this book "The Tao of Management," reflect on each one, and then see and write about how it can be applied.  I think and hope that we will both find some value in this experiment.  


Bob Messing writes for his first passage, The Creative - Ch'ien


    "The creative represents the strength of Tao, you, and your organization.  Strength is born, expanded, fulfilled, and consolidated.  if any of these aspects of strength are lacking, the creative quality of strength is not complete.  The manager must never confuse strength with force.  They are not the same.  The manager concentrates on the accomplishment of his task(s), and is minimally visible.  Arrogance is the extreme of knowing something about winning but nothing about losing.  Arrogance blocks a manager by diminishing his creative strength."  


    Without the creative, the child will be lost both in the classroom and at home.  The adult must be creative in their capacity to inspire.  Remember, inspiration is different then motivation.  Anyone can be motivated to do something.  It is using something external to get someone to do something that you want them to do.  Inspiration is getting the person to light their own spark and to take off.  That is what we want to do for the child in the classroom and hopefully what the adult wants for their child at home.  One must be creative to inspire.  The more creative is exercised, the more strength there is.

    Strength is internal just like inspiration.  It seems to me that the frustration of not being able to or even understand that they must inspire causes the adult to use their force and they become misguided thinking that they have strength.  The adult must focus on what they wish the outcome to be, especially upon failure.  It is necessary for the adult to focus on what the goal is for the child, give them the tools and then be visible as little as possible during their process.  Each failure of the child is truly another opportunity for the adult to express more creatively and find a different way to inspire.  In realty we always hear, "location, location, location," but in learning it should be, "presentation, presentation, presentation."  Presentation is how learning and teaching can be successful with all of its components, variances, and ability to provide and accept idiosyncrasies.  

   If we allow ourselves to remove the internal obstacles, and be careful to not confuse or misuse force for strength then the child keeps us humble.  An important thing to note is that when you are aware of arrogance as you are trying to present something or too comfortable with successfully presenting, it is then that the adult's creative strength is blocked and the trust in the presentation is temporarily disconnected.  We have the opportunity to be humbled by the child.  The problem here is not in having confidence, but in not being able to adapt to the child and be creative because of arrogance or force.

   Well, this was the first of sixty - four passages.  I look forward to your observations, thoughts and insights.  Maybe you have a different interpretation that you would like to share.

Cosmic Education

Cosmic Education

‘It is this vision of an indivisible unity made up of energy, of sky, of rocks, of water, of life, of humans as adults and humans as children that lends a sense of the cosmic to Montessori’s thinking. This cosmic sense pervades all of Montessori’s work, both her thinking and her educational approach for all of the different planes and stages of development of the human being: from birth without violence to the Infant Community, to the Casa dei Bambini, to the elementary school, to the Erdkinder community for adolescents.  Quite clearly, then, this cosmic vision belongs by right to the whole of the Montessori movement: it is indeed the key which gives us a shared direction and a common goal in our work’.

‘Maria Montessori’s Cosmic Vision, Cosmic Plan and Cosmic Education’ p 81 – 82 Conference Proceedings, Paris 2001

Maria Montessori saw the first plane of development as being the start of cosmic education.  The child needs freedom to explore and absorb the environment.  They need to learn how to function and communicate in their immediate environment.  The adult in the classroom and the parent(s) at home need to learn how to observe, prepare and manipulate the environment and obstacles for the child in order to establish the greatest possibility for success and inner fulfillment.  The instructions for success are within the child just as the instructions for a seed are within that seed to become what it is meant to.  Both just need the right ingredients.  Both the adult in the classroom and parent(s) at home need to be more thoughtful of themselves and the child.  Thoughtfulness is a large part of what cosmic education is all about.  Your child’s education should incorporate a collaboration between home and school and not consist of two completely separate entities. 

The six to twelve year old child is literally given the universe.  They receive a vision of their role as a human being from the first humans to the modern day human.  Very generally and literally speaking here is where they begin to learn how to function and participate in the world beyond their immediate environment.  A general to specific education is given at this age.  The child learns about the laws that the universe follows all the way up to the specific details and foundations of subject matter which is not limited to mathematics, language, science, and history, but everything in between.   The foundation of the elementary education is interdependence.    There is an interdependence that can be seen and felt between each other and subject matter. 

The second component of Montessori’s Cosmic Education is what Camillo referred to in the quotation, as the ‘ vision of an indivisible unity …’ this determines the Montessori view of the Universe. In her book ‘To Educate the Human Potential’ Chapter 1 ‘The six-year-old- confronted with the Cosmic Plan’ Dr. Montessori describes it in this way, ‘Since it has been seen to be necessary to give so much to the child, let us give him a vision of the whole universe. The universe is an imposing reality, and an answer to all questions. We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity. This idea helps the mind of the child to become fixed, to stop wandering in an aimless quest for knowledge. He is satisfied, having found the universal centre of himself with all things’

(Clio 1989 p 5 – 6)

The third plane of development includes the twelve to eighteen year old adolescent.  Most people do not distinguish an adolescent from a child or an adult.  However, an adolescent can be characterized by that person which is no longer a child and not yet an adult.  They are more concerned with themselves constantly self-assessing.  There is regular critical thinking and self re-evaluation.  The adolescent is transitioning both physically and mentally.  This is where beginning to find themselves and their place in the world truly begins and should be nurtured.  Social and moral values are constructed and reconstructed.  Maria Montessori termed “Erkinder,” “Children of the Land,” as a key for the adolescent to unlock their innate powers.  A model of an education on a farm is where the child practices and learns for success in life.  All the subject matters can be learned and applied within a farm like structure and there is a co-existence between classroom learning, internships and farming. 

When you perceive the differences between traditional western education and Maria Montessori’s concept of Cosmic Education you can only come to one true conclusion.  Cosmic Education leads to the probability of fulfillment while traditional education leads to the possibility of material success in some profession.  Education through Maria Montessori’s Method leads to material success and happiness as a side effect from achieving fulfillment; they are not the goals in and of themselves.    The goal of an education through Maria Montessori’s vision is that of fulfillment from birth through the age of eighteen.  This is the foundation for life, the rest is just details.

Montessori Education--A Collaboration

I have recently been doing a lot of research on a certain topic that has several different branches.  It would be so helpful if I could get some perspective from at least a handful of people.  Some of these question might seem to have obvious answers, however I am sure every answer will help me a great deal to support my classroom and hopefully beyond.

What are the needs of the parent that has a child in a Montessori Classroom?

What keeps a parent from collaborating more within the Montessori community or at least the classroom that their child is in?

Would parents partake in educational avenues through the school on even a monthly basis?

Do schools do Skype conferences to accommodate more participation?

Has anyone tried Montessori book discussions?


Please feel free to add anything else!!