In an era of globalization and individualized learning, Taiwan’s existing education system has reached a bottleneck. The outlook for future education remains uncertain. For many years, Professor Cheng Tung-Liao, principal investigator of the Taiwan Experimental Education Center, has been searching for the solution to this challenge. Professor Cheng is a pioneer in Taiwan’s experimental education and has founded eight experimental schools. When his path crosses Montessori education in 2016, he believes he has finally found the light at the end of the tunnel—the path towards education of the future.
In fact, before understanding Montessori education in depth, Professor Cheng had heard that its training method was rather rigid, but being a researcher himself, he delved deeper into the Montessori Method and found that it has been widely misunderstood. One cause of the misconception is that the Montessori Method is typically used in Taiwan’s preschools, which emphasize the use of teaching aids, while proper training and quality of implementation may be inconsistent.
An opportunity to see for himself what Montessori theory is all about completely changes Professor Cheng’s mind. His eyes sparkle and his voice is animated, as he recounts his experience attending the 2018 AMI/NAMTA Orientation to Adolescent Studies course at Hershey Montessori School in Ohio. He remembers his surprise upon learning that the meals for all 40 adult training participants were prepared by a couple of middle-school students. “The food was delicious and beautifully presented. It was simply amazing,” recalls Professor Cheng. What impressed him most was the students’ confidence and their way of thinking. When Professor Cheng asked the adolescents about what they wanted to do in the future, they responded, “Whatever we decide to do, as long as we choose to do it, we will be successful.” When asked why, the middle-schoolers replied, without hesitation, “Because we know how to learn.” This is the kind of self-confidence even many university graduates in Taiwan are lacking. After this experience, Professor Cheng vows to find a suitable way to apply Montessori Method in Taiwanese context so that more children can benefit from Montessori education.
Secondary education—Preparation to enter society
Professor Cheng is particularly fascinated by Montessori’s idea of the Erdkinder (“children of the land”) program for adolescents. Dr. Maria Montessori proposed that secondary school students live on a farm to develop the essential characteristics needed to enter society. In other words, the role of secondary education is not only to practice life in adult society but also to prepare adolescents with all kinds of necessary capabilities. In addition to academic studies, the students also have to learn practical life skills and financial literacy. Through “farm school” education, students also acquire problem-solving skills and the ability to learn on their own.
“The traditional approach to education in Taiwan only gives children a very limited range of knowledge, and they tend to have difficulty solving problems,” says Professor Cheng. “When you see with your own eyes, generation after generation of children wasting their lives away in this unchanging system, you would feel very strongly that things have to change!” After attending the Montessori orientation adolescent course, Professor Cheng sees opportunity for a paradigm shift.
Key to Success: Prepared teachers and environment
According to Professor Cheng, “Montessori stresses two features: prepared adults and prepared environment. Teachers need to do a lot of preparation.” For instance, Dr. Montessori herself once led a group of secondary school students to design a massive chicken coop covering almost 100 m2, with the planning, design, and construction all done by the students. In the process, students applied a variety of academic knowledge, including physics, mathematics, design, etc. Rather than being an one-way lecturer, the teacher’s role is to be a side-by-side partner, who motivates students to learn, observes their needs, and supports self-directed learning. “Montessori teachers are all great storytellers,” says Professor Cheng with a smile.
Montessori education echoes goals of Taiwan’s 12-year curriculum
“Motivation, self-directed learning, and sharing” emphasized in the Montessori Method correspond perfectly to the core objectives of Taiwan’s 12-year Basic Education Curriculum: self-initiative, interactive, and common good.” Professor Cheng believes that the three core objectives are, in fact, very progressive and show great promise, but their implementation in Taiwan has been slow. Professor Cheng is concerned about fierce global competition. “I think whoever is slow to change will be at a disadvantage. That’s what I’m worried about.” In his view, “Montessori education can be the solution for small schools in Taiwan looking to implement project-based and mixed-age learning. Montessori can bring people closer together, because it focuses on mutual cooperation and learning. That’s what Taiwan needs.”
How should we change education in Taiwan? Professor Cheng responds, “According to Montessori, you won’t know how to change the world until you’ve seen the world.” Many teachers in the current education system also want to bring about change, but administrative and bureaucratic work takes up time that could be used for teaching and research. While this is a systemic problem, Professor Cheng believes “the key is still the teachers’ mentality. Reform is ultimately dependent on mindset.” If teachers are willing to change, they will find a way to transform any classroom. Once teachers take this initial step, the next is to be proactive in locating resources to advance their teaching methods. The third step is to reach out. Doing things alone can often feel isolated and limiting. That’s why it’s important to connect with like-minded peers and synergize. Professor Cheng beams as he calls out to all teachers to take action, urging that “the fourth, and the bravest step of all, is to begin change!”
Professor Cheng notes from his observation that Montessori teachers are empathetic, patient, and passionate about education, regardless of their age. They have a near-religious faith in the unlimited possibilities of humanity. It’s the power stemming from this conviction that makes it possible for every child to become an unique and valued individual.
This article is an excerpt from Y2 2019 Annual Report.