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Submitted by BW on

In full agreement with the overall conclusion of this article that there should be space for exchange, learning and partnership in the implementation of a global agenda towards clear goals and unobjectable principles, I am wondering however whether, in today’s world, it is appropriate to suggest (developing) countries and their representatives to be likened to young children (for which the Montessori pedagogic approach is known in the first place)? Wouldn’t it be better, instead, to pay reference to theories of adult learning which – in contrast to learning theories focusing on children - include concepts of self-direction, critical reflection and problem-solving based on experience and a sense of purpose?

Further, in this perspective, don’t we need to accept the reality of interests related to the political economy of various circumstances being pursued by multiple stakeholder to the post-MDG process – and embrace (and maybe facilitate?) negotiation of these interests as part of the participatory process of defining these goals and principles?