Enchantment and Social-Emotional Learning in Times of Strife: A Conversation with Chloé Valdary
Originally published by Guidepost Montessori on their free weekly webinar series Guidepost Guests.
Chloe Valdary, developer of The Theory of Enchantment, joins us to discuss the Social-Emotional development of children and the role of educators in helping them develop healthy, happy relationships with themselves and others, and reach their maximum potential.
- How the Theory of Enchantment curriculum inspires students to seek out human potential
- How the capacity to engage with others starts with self-reflection
- Why and how education and social-emotional learning, in particular, is more important during times of social strife
- The varieties of ways students grapple with injustice, and how educators can help
Chloé S. Valdary
After a year as a Bartley Fellow at The Wall Street Journal, Chloé Valdary developed the Theory of Enchantment (ToE), an innovative framework for compassionate anti-racism that combines social-emotional learning (SEL), character development,
and interpersonal growth as tools for leadership development in the boardroom and beyond.
Her work has been covered in Psychology Today, and her writings have appeared in the New York Times and The Wall Street Journal. She’s lectured in universities across America, including Harvard and Georgetown. She continues her work with Theory of Enchantment to bring compassion to diversity inclusion training and fight bigotry with love.
Higher Ground’s Approach to Identity
A humanistic approach to identity: creating meaning in work, finding belonging in our common nature, and conceptualizing oneself over time.
Social Justice and Higher Ground Programming
Higher Ground takes the minority and increasingly unpopular position that Montessori is incompatible with social justice approaches to education, insofar as such approaches elevate a socio-political aim above or equal to the aim of individual agency.
- Core Philosophy
Vocational Training for the Soul
For centuries, educators have debated about the purpose of education: Moral vs. practical, liberal arts vs. vocational? Is there a way to transcend these divisions? Is there a way to get a handle on the vocational value of education that integrates its humanistic elements, rather than downplaying or siloing them? There is, and it starts by noticing that there is something quite amiss with the moral/practical divide in how it plays out in the adult lives of students.