“Scientific observation has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference. Human teachers can only help the great work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and to the rising of a New Man who will not be a victim of events, but will have the clarity of vision to direct and shape the future of human society” (Montessori, Circa.1905)

Maria Montessori as far back as the 1900s was one of many educationalists who have argued for natural opportunities for children to learn from each other knowing the power of imitation. Adults should prepare the way but then step back and keep out of the way in her view as servants to masters. We could learn much from this perspective today in the traditional ‘special needs’ world that has grown up with all its dependencies, low assumptions and restrictions.

This is why educating children in mainstream schools makes so much such educational sense quite apart from the human rights dimension. Children learn from each other by copying. Let us give them a great range of role models to help them develop communication, learning and social skills.

In my experience children learn 80% of what they learn by imitation.

In the previous chapter we outlined why we must not be confused by notions of intelligence and fixed potential. Such ideas limit our imaginations and sense of what is really possible.

Colin Newton

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