150 Years: How Montessori Has Shaped History

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

For more than a century, the work of Dr. Maria Montessori has affected the lives of countless children and families, but the ripples of her ideas and educational methods have reached far beyond that. Her work, and the work of the many Montessori guides who have carried out her methods, have influenced individuals who have gone on to change the course of history.

These are just a few of the many stories that show how a Montessori education can prepare a human being to make a difference.

How Montessori has shaped storytelling and literature

Montessori education has a unique way of introducing children to the universe. At a time when they are already seeking answers, cosmic education introduces them to concepts and important scientific and historical information that strikes a sense of awe. This deep understanding and wonder last a lifetime.

Two particular authors come to mind when considering the many who were Montessori students: Gabriel García Márquez and Anthony Doerr.

“With his stories, Gabriel García Márquez has created a world of his own which is a microcosmos. In its tumultuous, bewildering, yet, graphically convincing authenticity, it reflects a continent and its human riches and poverty. Perhaps more than that: a cosmos in which the human heart and the combined forces of history, time and again, burst the bounds of chaos…” -NobelPrize.org

García Márquez won the 1972 Neustadt International Prize for Literature and the Nobel Prize for Literature in 1982 for his novels and short stories. Author of renowned titles such as One Hundred Years of Solitude and Love in the Time of Cholera, his work has been translated extensively and appreciated by readers worldwide, with many considering him one of the most influential writers of the twentieth century.

Not one to shy away from tackling important political and social topics, it’s clear he had a deep sense of social justice, perhaps unsurprising considering his background. He once said, “I do not believe there is a method better than Montessori for making children sensitive to the beauties of the world and awakening their curiosity regarding the secrets of life.”

Anthony Doerr spoke of attending a Montessori school where his mother was a teacher.

“She was always teaching us all kinds of things. I remember very clearly geologic time being one of the big lessons she taught us. She even had us take toilet paper rolls and unroll them and had us map out the various eras, like Cambrian, and figure out where humans would fit on this toilet paper timeline of the Earth.

You realize, of course, that human life goes in the last square—and really goes in the last quarter of the last square. And your life can't really even fit if you draw this microscopic line down the final edge of the final square of toilet paper. I remember those lessons make you feel small. Then they make you feel—what an amazing thing we get to be on this Earth...So I think that's part of everything I work on.”

Doerr’s 2014 book All the Light We Cannot See has been widely revered. Perhaps most notably, it won the 2015 Pulitzer Prize for Fiction. It was also a finalist for the National Book Award for Fiction, runner-up for the Dayton Library Peace Prize for Fiction, the 2015 Ohioana Library Association Book Award for Fiction, and was a New York Times bestseller and notable book of 2014.

How Montessori revolutionized the way we cook in our homes

It is well known that Julia Child was a Montessori student. She has credited Montessori with her love of working with her hands, but one has to wonder if it didn’t perhaps inspire her in other ways as well.

Child began her career in copywriting, but eventually ended up working as a research assistant for secret intelligence in Washington, D.C. She helped to develop shark repellents in order to prevent accidental detonation of underwater explosives. Her work there was valued immensely, and it was later that she turned to cooking and discovered her passion.

As we all know, Child became famous for her cookbooks and television shows, making complicated French dishes more accessible to the average American home cook. One of her most endearing qualities was that she often made mistakes during filming, but her ability to embrace these errors and incorporate them as a normal part of cooking made those watching feel more at ease.

How Montessori found its way into public service

“I'm a Montessori lifer, Pre-K and all the way through. I attribute everything I've accomplished to Montessori.”

One Maryland State senator credits Montessori with being a major force in the powerful work he has been able to do for his constituents. Some of the work he has done includes ending certain housing discrimination practices, prohibiting suspension and expulsion of children from pre-k through second grade, and defining race in order to protect people of color from being discriminated against based on culturally significant hairstyles.

How Montessori inspired a new type of video game entertainment

“Montessori taught me the joy of discovery,” Wright told me. “It showed you can become interested in pretty complex theories, like Pythagorean theory, say, by playing with blocks. It’s all about learning on your terms, rather than a teacher explaining stuff to you. SimCity comes right out of Montessori—if you give people this model for building cities, they will abstract from it principles of urban design.” 

Will Wright, creator of The Sims, is considered one of the most influential video game creators of all time. Learn more about how he credits Montessori for his success in his TED talk. 

How Montessori transformed the way we find information

“I do think that some of the credit for the willingness to go on your own interests, you can tie that back to Montessori education.” -Sergey Brin

Sergey Brin and Larry Page co-founded Google in 1998. Since then, the company that began as a search engine has foundationally changed the way humans around the world find and share information. It has expanded to cover countless areas of technology and is synonymous to many as a hub of innovation.  

Both Brin and Page attended Montessori schools as children, and both credit that time as hugely influential on their professional work. Hear more in this clip of Brin discussing his experiences:

With so many influential figures and important work coming straight from those who were Montessori educated and credit those successes with their education, one has to wonder: where might the next generation of Montessori alumni take us?

5 Great Ways to Give This Spring

Research has shown time and again that giving boosts our own positive wellbeing and feelings of happiness. Read more about that here and here. As spring approaches, we are often reminded of new beginnings and we are filled with a new sense of energy and possibility. That’s why we thought this would be a perfect time to inspire our community to tap into their spirit of generosity. We share 5 simple ways to give, and we hope these ideas will be easy to incorporate as a family!

Let’s make the early days of spring a time of joy and connection - for everyone.

1. Connect with your community

Think locally. What are some needs in your local neighborhood, town, or city? Are there already groups in place that are working to find solutions to problems? Are there organizations that support your community that could use some support themselves? Once you figure out who or what you’d like to help, find out what would be the most helpful action your family could take, and what would be a meaningful experience for both you and your child. Some ideas to consider:

• Libraries

• Animal shelters

• Food pantries

• Community supported agriculture

• Nursing homes

• Land stewardship organizations

Volunteering your time together as a family will not only nurture your own sense of well-being but will strengthen relationships and strengthen your community.

2. Find small ways to make someone smile

This tip is possibly the easiest and has some pretty big payback. The goal here is just to complete a random act of kindness for someone you know, or even a stranger. While this could be a one-time action, you and your child may enjoy it so much you might decide to do it more often! A few ideas:

• Bake cookies for friends and family and leave them in their mailboxes

• Help an elderly neighbor with yard work

• Give a genuine compliment to a complete stranger

• Write a thank-you note to someone who works hard for others

• Pay for the person behind you in the drive-through

3. Give to the earth

This is the time of year many of us wake up to the incredible changes all around us. The grass is growing, flowers are blooming, and baby animals are being born everywhere. While the earth goes through its annual renewal, it’s a nice time for us to reflect on ways we might do work to help it along. Children are especially attuned to these efforts and there are many ways to get them involved.

The best part about this type of giving? You don’t even have to leave your own backyard. Simply participating in and taking a closer and more regular look at the ecosystem will be beneficial for everyone involved. Plant a garden, plant a tree, start composting, find ways to support pollinators, pick up trash in your neighborhood...the possibilities are endless.

If you have older children and are interested in expanding your horizons, you might participate in or organize a cleanup of a local park, greenspace, or waterway. Another option for teens might be to help with trail maintenance.

4. Create a list of worthy causes

Sometimes, a monetary gift is the best way to help an organization. We recognize that this is not an option that is available to everyone, and for those that are able to give financially, it might be $2 or $200. Consider what is possible for you and find ways to include your children! Some families encourage their children to give financially; others engage their children in the process of deciding who to give to.

There are many ways to go about this type of giving, but one idea might be to make a list of twelve organizations and give to one each month of the year. With the decision-making out of the way, you’ll get to look forward to each new month and the satisfaction we feel when contributing to a worthy cause.

5. Give to your school

We welcome any and all contributions. Some families are able to contribute financially, while others donate their time, talents, or resources.

There are also several ways for you to contribute just by doing your ordinary shopping and spending. Check out our Effortless Fundraising page for ideas.

We are always looking for volunteers. Perhaps you are interested in substitute teaching, organizing events, beautifying the campus, or helping our guides gather and create resources and learning materials? If this sounds appealing, check in with the Office or your child’s guide to learn more.

We are always looking for ways to form new partnerships that are helpful to everyone involved. Do you have a skill that might benefit the school? Contact the office to talk about ideas. Do you own a local business? Check out our Community Partnership program.

Giving might be as simple as an in-kind donation. Montessori families have given books for students, plants to beautify the campus, and building materials for special projects. We also happily accept donations for the auction at our annual Spring Gala. If you have a special idea or think you might be able to help out with any ongoing work around the school, please reach out and let us know. We would love to chat!

No matter how you decide to give of yourself, we hope you find ways to involve the whole family. By instilling a sense of altruism when our children are young, this important characteristic will carry them through well into adulthood. They will know the joy of helping others, and the effects will carry far beyond any single act.

What Kind of Learning Do We Value?

Human beings are creatures of habit. Habits are comfortable, and it is generally easier to continue doing things the way they have always been done. Change is messy, confusing, and often pretty challenging.

At our school, we believe in the importance of examining our habits periodically. We think it’s critical to ask ourselves: “Why are things done this way?” “What is our motivation for taking this particular path?”

We think it’s vital to stop, recognize our values, and make sure that our actions align with those values.

So, this brings us to today’s question: What kind of learning do we value?

In many ways, our current conventional education system reflects one that was created long ago, and to satisfy the needs of a culture that has changed drastically since then.

Let us pause to consider what learning is, what our goals and values are, and what we might do to align the two.

Defining and categorizing education and learning

Let’s get right to the point:

learning: 1. the act or experience of one that learns 2. knowledge or skill acquired by instruction or study 3. modification of a behavioral tendency by experience

education: 1. a. the act or process of educating or being educated  b. the knowledge and development resulting from the process of being educated 2. the field of study that deals mainly with methods of teaching and learning in schools

Long ago, the original goals of schools were to provide children with the knowledge they would need to successfully enter the workforce. This is still largely the case, although as a society we have begun to recognize the importance of inspiring a love of learning and developing the child as a whole person. There are many schools and educators who have worked hard to develop new methods and adjust old ones to meet the needs of today’s students.

Have we come far enough?

What are our values?

What do we, as a society, consider to be important? As we have all realized in recent years, values can be highly personal and they also have the potential to be incredibly polarizing.

We believe there is a way to blend the desires of various groups and viewpoints. We think it’s not only possible, but critical for us to all consider the importance of both individual liberty as well as empathetic support of those around us. The following are some of our most important values; we encourage you to reflect and consider your own:

• Equity

• Justice

• Freedom

• Truth

• Innovation

• Empathy

• Individuality

• Environmental Stewardship

What do we hope our children will gain?

If our children are spending the bulk of their waking hours at school, of course we want that time to be valuable for them. In generations past the goal was to impart knowledge from adult to child. While that idea remains in a sense, the way we access and share knowledge has shifted dramatically. So what should we want from our children’s education?

Instead of memorizing dates and historical figures, could we instead draw lessons from our collective mistakes and triumphs? Could we honor the work of those who have come before us, while also acknowledging what hasn’t gone well?

Do we want to administer extensive amounts of predetermined courses, or might we ensure children have a solid understanding of basic information, as well as the motivation and skills to pursue deeper studies of their own interests?

Might we acknowledge that learning is not linear, nor does a room full of children progress at the same pace? Could we utilize a system of mathematics education that allows each individual child to progress incrementally as they master specific skills?

Are we prepared to teach our children how to differentiate between fact and fiction? Do they know what sources to look to and which ones they should question?

Are we directly teaching soft skills regularly and with as much reverence as we give academics?

Do we want school to prepare our children for the workforce, or do we want school to prepare our children for life?

Does our system of education reflect these goals and values?

We are sure you can see where we’re going with this. We believe Montessori does, indeed, meet our shared goals and values for children’s learning and education. Our approach is dramatically different from that of many of our conventional counterparts. Conventional schools are making changes, and we are hopeful that the pendulum will continue to swing away from rigid learning approaches and toward more modern ones.

Montessori is ready to tackle the challenges of today’s students and their learning needs, and we’re ready to do it right now.

We honor each child as an individual who deserves to be heard and respected.

We recognize that individuals move at different paces and have different interests, talents, and needs.

We believe in nurturing a society based in deep empathy - empathy for other humans, for other living things, and for the earth itself.

We know there needs to be a balance between solitude and cooperation.

We think it’s critical to help children master the basics. Still, at a certain point, they must learn how to find high-quality information, rather than memorization of endless facts deemed important by someone else.

We want children to find joy in their learning, to feel compelled to explore, and to regard their education as a foundation that will carry them throughout their lives. 

We hope this article, at the very least, gave you a chance to pause and consider. We would love to hear your thoughts.

7 Major Ways Montessori is Different

There’s no doubt about it: Montessori is different. From the moment you step foot into our school, you know it’s unlike any conventional school.

We like it that way. We know what we’re offering is special, and the families who seek out our school are usually looking for something different.

What, exactly, makes Montessori special? Read on to learn just a few of the many ways.

1. Freedom Within Limits

One of the greatest Montessori misunderstandings is that either a) the children in our care run amok with no direction whatsoever, doing whatever they please, or b) our methods are so rigid they allow for little (if any) variation. 

As you may have guessed, neither is accurate, and we lie somewhere in between these two extremes. Generalizations tend to come from misinterpreted truths, however.

Montessori does value the child’s independence and choice. Children get to choose their work, where they sit, the order in which they get things done, when to have a snack, when to use the restroom, etc. To help them make these choices successfully, Montessori guides created carefully crafted boundaries for the choices to nestle within.

For example, children get to choose their work because the only options available to them are all work we want them to focus on. They can only select something off the shelf that we have put there in the first place. They are required to use the material correctly. And if they spend 3 days straight working on the same thing? Well, we believe if they’re doing that then they are getting something important out of the experience. When a child has learned everything they can from a material, they will become bored with it and happily move on to something else.

This doesn’t mean we never guide children who are resistant to try certain things or who avoid particular subjects. It just means we strike a balance between choice and limits.

2. Multi-Age Classrooms

It’s not very common elsewhere to find classrooms that serve children of more than one grade level. We think multi-age classrooms better serve the children, and we’ve been doing it that way for more than a century - successfully.

Multi-age classrooms allow us to blend the lines between skill levels. The older child who still needs extra help with reading won’t feel left out - there are plenty of others in the class who need the same help they do. The younger child who excels at math and craves more of a challenge can have that, because the structures to do so are already built into the environment.  

Our younger students have an abundance of role models and our older students have plenty of opportunity to practice leadership skills and display mastery of their own academic skills by showing the ability to teach others.

Our teachers, students, and families have three years to get to know each other. This allows a lengthy list of positive outcomes.

3. Teachers as Guides

In most places, the teachers are the focus of the classroom. They stand in the front, delivering information that is meant to be consumed. This is not the case in Montessori schools.

We believe the most impactful learning is that which involves self-discovery. We want to guide our students to ask and then answer the questions, rather than dictating a pre-scripted version of what we determine to be the most important.

Do we have a set curriculum? Absolutely! Do we ensure our students master core subjects and become well-versed in a wide variety of information about our world? Of course. We just do so in a way that is more about leading them to learn for themselves.

4. Individual Pacing

We have said it before and it is definitely worth repeating: learning is not linear. No child learns at the same pace and we all move in starts, stops, and plateaus.

We don’t believe it makes sense to teach to the whole group (in most instances). We think we should honor the individuality of learning, which means allowing each child to progress at his or her own pace.

We have developed helpful systems to support this work, so it’s not only possible, it’s built into the core of everything we do.

No child has to wait for the rest of the group to catch up, feeling bored and restless and wishing they had more. On the same note, no child needs to feel like they’re falling behind and not getting the support they need.

5. Emphasis on Formative Assessment

We don’t give grades in Montessori schools, but we do document progress. We don’t give tests but we absolutely keep records of where student understanding is. We would argue that our methods allow us to have an even deeper understanding of student progress.

Once a grade is on a report card, it’s a done deal. We don’t see the finality in learning, nor do we think comparisons between children are necessary or helpful. We want each child to reach certain goals, but we want them to be able to do so at their own pace.  

We carefully monitor progress on a daily basis, and our observational forms of assessment allow us to change our teaching strategies in the moment; we can adjust our teaching mid-lesson to make sure kids get what they need.

We look at assessment more as a means to review goals and make a plan moving forward.

6. Focus on Independence

As we mentioned earlier in this article, Montessori focuses heavily on the independence of children. We believe children, even very young children, are capable and eager to do much more than is typically expected of them.

It’s important to note that we are realists. No child will walk through the doors of our school being able to do everything for themselves. Our job is to give enough guidance and support to allow them to progress in that direction.

Infants in Montessori environments who are able to stand and support their own weight are able to help change their own diapers in that position. Toddlers learn to put on and fasten their own coats and shoes. Elementary children learn to solve math problems without materials and social conflicts without anger. Adolescents learn the basics of running their own business.

It’s a gradual progression, but each step is just as important as the before or the one that lies ahead. 

7. Development of Global Citizens

Montessori schools operate not just with the goal of educating children in academics, but we hope to create kind, creative, and passionate global citizens.

We want to nurture curiosity and a joyful approach to learning that isn’t just about school but about how they see the world. We want to teach kids to care about one another, to celebrate the differences between people, and to feel a deep sense of justice and service.

We want them to be successful members of their own local communities, but we also want to give them a broader picture and understanding of the whole world. Knowing how we are all interconnected creates a perspective that will help to create a better planet for everyone.

Are you curious? Want to learn more about Montessori? Reach out today to chat with someone from our school or to take a look at what we have to offer.

What is Cosmic Education?

As your child nears the end of their early childhood years and edges toward elementary, you may begin hearing the term cosmic education. Ever wonder what Montessori folks are referring to when they say this? The short answer is that cosmic education is the term Maria Montessori gave to the elementary cultural curriculum (and by cultural, we mean history, science, and geography).

As you may have guessed, to truly understand cosmic education, it takes much more than a short answer. Read on to learn more!

Hallmark Traits of the Second Plane

Before we explain what cosmic education is, it will help if we explain why it was developed in the first place. As you know, Montessori education relies heavily on our knowledge of the developmental characteristics of children. As children grow and change, so should our approaches in how we serve their educational needs. Montessori organizes the stages of development into four planes, and children ages 6-12 fall within the second plane of development. Some of the most notable characteristics of children this age include:

• A shift from concrete learning and understanding to more abstract concepts

• A strong sense of justice and fairness

• A desire to cultivate social relationships with peers

• A tendency toward imagination

• A deep interest in the world around them

• A need for work that feels big and important

Montessori education takes these unique characteristics into account with the way we approach our work with children in both lower and upper elementary. We allow for more social work experiences, we give plentiful opportunities for cultural learning, and even the lessons and materials were created to appeal to the needs of school-aged children.

A Deeper Definition

When we think about cosmic education, we think about our aims to give children a bigger picture of the world, their place in it, and the interconnectedness of everything. It is during this time they begin seeking answers to questions related to these topics, and their desire to learn as much about the world as possible is satisfied by the large amount of information available in their classroom environments.

Each year during the elementary years begins with a study of the beginnings of the universe. From here, and throughout the year, the study trickles outward. Children may learn about our solar system, basic chemistry, or how science experiments are conducted.  

They learn about the evolution of life on earth, as well as in-depth unit studies in botany and zoology. There are opportunities for research (independent and alongside peers), presentations, and exploration.

The children learn about our ancient human ancestors, the civilizations of centuries past, and the origins of writing and mathematics. The latter are perfectly timed, considering elementary children are in the process of discovering reading, writing, and math for themselves.

Impactful Lessons and Materials

Have you heard of the Montessori Great Lessons? These five impressionistic lessons are considered the springboard into cosmic education. They are theatrical and make quite an impact on children. They are presented in a storytelling fashion, which appeals to children’s imagination, yet they are rooted in facts, which appeals to their desire to learn the truth. 

Each of these five lessons is given repeatedly throughout a child’s years in elementary, and each time they receive a lesson they will glean something new from it, and the follow-up studies may be different as well.

1. The Beginning of the Universe

The first great lesson is dramatic and exciting. Students enter a darkened room with soft music playing. After they are seated, the guide begins telling the story of when everything was darker and colder than they can imagine, and how a great flaring forth was the beginning of our universe. There are moments in the lesson when they are shown grains of sand in comparison to the number of stars, they learn about the attraction and repelling of particles, how weight and density affects matter, and what the three states of matter are on earth.  

Following this storytelling lesson, the class will launch into a different, related unit of study each year, giving children the ability to see things from a different perspective. 

Before the second great lesson, students are able to interact with a number of materials that put the vastness of time in perspective. The Clock of Eons reimagines Earth’s history and major periods of time on a 12-hour clock. The Long Black Strip illustrates how much time passed with an actual long black strip of fabric, before reaching a tiny section of white at the end, signifying human’s history on the planet.

2. The Coming of Life on Earth

Children love learning about animals, so this particular work is always approached with great enthusiasm. The main material used is called the Timeline of Life, and it colorfully and beautifully illustrates the evolution of life on our planet from the early Paleozoic Era through today. Being able to see how life has changed over time, and even the ways in which it has remained the same, always makes an impact on children. 

This work naturally lends itself to in-depth studies of both plants and animals, with various methods of classification.

3. The Study of Early Humans

Touched upon in lower elementary, but often emphasized in upper elementary, there is a timeline to support this study as well. We are all fascinated to learn about our ancestors, and it gives children a sense of gratitude for those that have come before us and for all the great work that has been done throughout history.

Not only do children have an opportunity to study early hominids, but as mentioned earlier they take a look at the early great civilizations and how they changed over time.  

4. The History of Writing

From the earliest cuneiform, hieroglyphs, and ancient scripts, to the various languages written around the world today, the history of writing is fascinating. To learn about such information while also learning to write for the first time in one’s life sparks a curiosity that is difficult to replicate.

5. The History of Mathematics

Math is a subject that grows in sequential building blocks, and so it was with the discoveries of various mathematical concepts. Over time, humans discovered more complex and abstract ways of expressing the numerical world. Just as with learning about the beginnings of writing, children are always excited to learn about how math has evolved throughout time and in various cultures.

Now that you have a basic understanding of cosmic education, we would love to hear what you think. Curious to learn more? The best way is to see it for yourself. Call us today to schedule a visit.

Does Montessori Support Creativity?

A study published in 2019 was one of a number that have aimed to determine whether Montessori education contributes to creativity in students. While continued research would be beneficial to learning more about whether or not it does, the findings were interesting and we thought you might want to learn about them.

What is creativity?

Creativity is a difficult concept to define, and even more difficult to measure. A general understanding of creativity is that it is the ability to generate independent and novel ideas that can be used to solve problems or create new contributions.

There are a number of traits of the Montessori environment that researchers identified as being potential contributing factors in terms of cultivating creativity. Many of the elements identified have been proven to be supporters of creativity in other studies as well. These factors include: 

• Emphasis on independence and choice

• Physical differences in the classroom environment

• Flexibility in regards to time

• Focus on intrinsic motivation

• Opportunities for collaboration

• A sense of control over one’s work and activities 

Study methods

The study, which took place over the course of the 2015-2016 school year, utilized data collected from two settings. 77 third graders at a public Montessori school in the United States and 71 third graders in a similar but traditional public school were participants.

There are a variety of evaluations that have been used in academic studies to measure creativity. Most of them focus on either divergent thinking (the ability to form novel ideas) or convergent thinking (the ability to synthesize and combine ideas). The researchers in this study decided to use an assessment that measures both divergent and convergent thinking (the Evaluation of Potential Creativity) in order to obtain a more complete collection of data. 

When a child participates in the test, there were three distinct steps:

1. View eight unrelated, random, abstract shapes and create a drawing that combines them.

2. View eight, unrelated, random, concrete pictures (such as a carrot) and create a drawing that combines them.

3. Tell a story about each drawing created.

Students were tested and retested with new images two weeks later in order to obtain a full sample of data. 

How does Montessori measure up?

As the authors of this study state, this research adds to the body of existing research and leads us to ask even more questions that might be explored moving forward.

Students in the two settings performed similarly in some areas, but there were two categories that stood out. While the Montessori students performed better overall, it was notable that there were obvious benefits for the male Montessori students. Additionally, the Montessori students performed significantly better on the divergent thinking portion of the assessment.

What does this mean? While this study could be repeated and built upon, there were some indications that a Montessori learning environment does foster creativity, particularly in some areas and for some students. It does add to the overall body of research that suggests Montessori schools aid in supporting creativity in students.

To learn more about Montessori and creativity, please take a few minutes to watch this video. Award-winning Montessori educator Judi Bauerlein discusses the links between Montessori and creativity, highlighting thoughts from famous Montessori graduates and connections between Maria Montessori’s work and what we