2019 marks the second anniversary of Y2, a foundation which resulted from the inspiration of our two children and countless others, who have dedicated their lives to education and the betterment of humanity. A lot has happened in our seemingly short yet long journey. We faced challenges but also opportunities, yet the core of our work never wavered. Y2 exists to support quality, alternative education choice in Taiwan, because we believe education is the key to a better future and that diversity and the freedom of choice in society are what drive innovation and advancement.
We choose Montessori education as Y2’s starting point, because it is a philosophy centering on the respect for life, individuality, unlimited human potential, humanity, peaceful co-existence, and life purpose—all of which we, as Y2 co-founders, value as human beings, parents, and global citizens.
Cynthia Hang, Y2 Founder.
FROM 0 TO NOW
Teacher Sponsorship
Y2’s first task is to increase the number of quality-trained Montessori elementary school teachers in Taiwan through teacher sponsorship. To date, we have sponsored the following number of participants for training: seven for AMI elementary diploma; four for AMI adolescent orientation; and three for AMS Montessori for Public. Combined, these educators spanning across Taiwan will impact over 300 children through their Montessori work. In 2020, we optimistically anticipate the training sponsorship program as the kick-start for Montessori-inspired projects with social impact.
Montessori for Global Impact (MGI) Project
During our first year, we also launched the MGI Project with National Cheng-Chi University and National Taiwan Normal University to integrate Montessori philosophy to our own culture and place and to implement the three pillars of research & development, training & orientation, and education platform. We have accumulated over 85 Montessori-related papers and hosted 12 workshops to advocate Montessori and support educators. In 2020, we will host a series of Montessori workshops covering elementary, adolescent, placed-based education, and aging-care, because Montessori philosophy is really about the respect for life, from start to the end.
Montessori for Public
Y2’s goal for more families and children to have quality and affordable options when it comes to education remains our guiding principle. We have been paving the way toward this effort with the MGI Project. In 2019, we approached public schools and government education agencies. Our goal in 2020 is to support the transformation of the first-ever public Montessori elementary school in Taiwan, which will serve as a prototype and sharing platform for other interested public schools.
THE CONTINUUM
When Y2 first started, we had the pleasure of visiting Dr. David Kahn, the Montessori adolescent studies pioneer with more than 40 years of Montessori experience. David shares with us his interpretive model of the Four Planes. It is the Montessori model of the continuum, a new concept that expands on Dr. Montessori’s theory that education needs to align with human development to optimize human potential. He adds that human development is a continuous process, where Montessori education age levels of 0-3, 3-6, 6-12, and 12-18 exist independently but integrate to complete a mature human being, but the continuum concept doesn’t end here. The different subjects of learning (e.g. math, history, art, language, sciences, etc.); the interdependent relationship amongst each human being, culture, local environment, and nature—all need to be integrated in the school curriculum to serve the holistic development of each child.
This task is much easily said than done. As well-seasoned Montessorians like David model, they research, explore, and learn the art of implementation through continuous trial and adjustment. Ms. Laurie-Ewert-Krocker, director of Hershey Montessori School’s upper school program, echoes this sentiment. Hershey started in 1978, while its adolescent program began in 2000. Its name alone is often linked to the words “authentic” and “model farm school,” yet as Laurie explains during MGI’s international adolescent event in 2019, Hershey is by no means “complete.” It is still a work under refinement.
David’s profound concept of the continuum doesn’t only apply to Montessori education and development of the child, as how to implement this concept is also a continuum, a never-ending process of continuous modification. We know public Montessori in Taiwan is a bold goal, but historically, miracles become reality when someone decides to dream big. We are just about to take the first step, which means public Montessori will be far from “authentic” or “model,” but it initiates the start of new possibility. As we take David’s wisdom to heart, Y2’s work and our public Montessori efforts will sure resonate that everything is a journey of continuous improvement, because life, itself, is a continuum after all.
SWING FOR THE FENCES
In its 20th year, philanthropist Bill Gates reflects on his foundation, which spent USD53.8 billion to “improving health around the world and strengthening the public education system in the United States because [they] believe that health and education are key to a healthier, better, and more equal world.”[1]
Bill recalls having setbacks, mistakes, and also triumph. He also illustrates the suggestion of his good friend, Warren Buffet, who urges him to “swing for the fences.” This baseball term means “[to put] every ounce of strength into hitting the ball as far as possible. You know that your bat might miss the ball entirely—but that if you succeed in making contact, the rewards can be huge.”[2]
As we stand here, reflecting upon Y2’s humble work in the past two years and looking ahead to the future, we will continue aim to “swing for the fences” and hope that YOU will join us on this journey for CHANGE.
This article is an excerpt from Y2 2019 Annual Report.