Unguided Discovery

Deb Lewis, on the idea of Unguided Discovery, wrote:

"My son has experienced a lot of wonderful learning through discovery and knows how to find instruction if that's what he wants. I have a wild idea that doing what he wants to do is more important than doing what science educators would like him to do. I don't think all innovators and leaders have to come from the molded and stamped process that produced a previous innovator. I think new understanding often comes from fresh and fearless approaches to discovery. So, while some people are working to prove Piaget wrong, I think he had a good idea when he said, 'If you want to be creative, stay in part a child, with the creativity and invention that characterizes children before they are deformed by adult society.'"

SandraDodd.com/deblewis/discovery
photo by Sandra Dodd, of a steam calliope

Exploring

"The idea of unguided discovery in a school setting isn't anything like the kind of discoveries unschooling kids make. There is a difference between a teacher handing a kid a pulley and telling him to discover what it does and write a paper about it and a kid finding an interesting object and messing with it because it sparked his curiosity. A lot of what my son has learned he's learned in a way that might be called unguided discovery, but it didn't look much like the model in the article, and it didn't happen in a vacuum."

—Deb Lewis

SandraDodd.com/deblewis/discovery
photo by Sandra Dodd

Diverge!

I had a professor, years ago, tell me that one mark of intelligence was the use of tools other than the way they were intended to be used. I thought that definition would show up in other places in my life, but it hasn't. So here I share it with all of you. Try not to say "That's not what that's for" too quickly—your child might be about to do something quite intelligent. "If you want to be creative, stay in part a child, with the creativity and invention that characterizes children before they are deformed by adult society." —Piaget, quoted by Deb Lewis in "Unguided Discovery"

SandraDodd.com/deblewis/discovery
photo by Andrea Taylor

Unexpected discovery

My children have never asked, "Do we have to learn this?" They don't have to learn anything. So everything is equally fun for them. The joy of unexpected discovery is the substance of a typical unschooling day.

Typical Unschooling Day (Presidents)
photo by Holly Dodd
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Patterns from reflection

Barbara Handley wrote:

"Quiet time is an integral aspect of self-discovery --- apparent periods of laziness can actually be the most fruitful intellectual and spiritual discovery times. Imagine a sand art frame...first you shake it and the result is a chaotic pattern of colored sand and water; then you let it rest. The sand falls to the bottom of the frame forming intricate and beautiful patterns which would never be revealed if you continued to shake the frame. The same applies to our process of positively integrating information so that we can make sense of the world; time for reflection and contemplation is a critical part of the process, allowing the patterns to be revealed."

—Barbara Handley

Quote's source
photo by Lydia Koltai
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the JOY of discovery

Some people have expressed surprise at their own newfound love of learning. At first they learn along with their children, and then they move on to discovering things they think their children will love, and then they come to a phase in which they're more excited about learning and might not even think to share it with the kids, because the kids are making their own discoveries. Sometimes an adult who had learned not to learn, or had grown up to be self-conscious about enthusiasm and curiosity, rediscovers the joy of discovery.

Mindful Parenting
photo by Sandra Dodd
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Wonder and discovery

No matter how your children learn, take a few more opportunities to share wonder and discovery with them. It will enrich you all.

SandraDodd.com/unschool/allkinds
photo by Sylvia Woodman

Science

The fundamental core of science is learning, and by definition it should involve discovery! Learning directly and indirectly about what people know and how they know it and what they do with it that has been helpful and harmful to themselves and the planet is much more than just science. It's history, geography and ethics.

SandraDodd.com/science
photo by Sandra Dodd
(click to enlarge)

Enthusiasm and curiosity

Sometimes an adult who had learned not to learn, or had grown up to be self-conscious about enthusiasm and curiosity, rediscovers the joy of discovery. SandraDodd.com/curiosity
photo by Ester Siroky

Aiming for learning

"Aiming for freedom can send radical unschoolers down some dangerous and goofy paths. Aiming for learning, exploration, discovery, peacefulness, and connectedness is much more helpful to radical unschooling."

—Joyce Fetteroll

SandraDodd.com/learning
photo by Colleen Prieto
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New eyes

Joyce wrote:

Don't teach. Just look at *everything* with new eyes....

Just live life amazed.

—Joyce Fetteroll

To read the long middle part I left out, go to:
SandraDodd.com/discovery
photo by Sandra Dodd
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Books? Old books?

The edition of The New York Public Library Desk Reference we have might be a little outdated, but the rules of ice hockey haven’t changed, nor the way in which one addresses a letter to the Pope, nor the date of the discovery of Krypton. (Some of you thought it was just a Superman thing, didn’t you? Nope—1898, the year before aspirin.)

(Before the internet, people had reference books, and even then they seemed like trivia. Trivia can be the interesting door that leads to strange, new knowledge.)

SandraDodd.com/triviality
photo by Sandra Dodd
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Curiosity

Sometimes an adult who had learned not to learn, or had grown up to be self-conscious about enthusiasm and curiosity, rediscovers the joy of discovery.


SandraDodd.com/curiosity
photo by Sandra Dodd, of a horse at Polly's house
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In every moment

Caren Knox / dharmamamma, when her kids were young:

We learn through all five senses, frequently the sixth, and through connection with each other. We learn from books, from magazines, from movies and TV and You Tube Poop. We learn from Barbies, from guns and swords and Bionicles and Legos. We learn through talking, through watching and asking, or waiting. We learn through cooking, shopping, eating, eliminating. We learn from driving or riding the bus or walking or biking. We learn by listening to music, or playing an instrument or singing or banging a rhythm on the table. We learn through living, whatever life looks like that day, whether it's a trip to Discovery Place and the library or a day of not getting off the couch because we're so hooked by David Tennant as Dr. Who we watch all the episodes on the XBox.

There are as many ways to learn as there are... people. Multiplied by infinite ways to learn. Learning's not an event, it's in every moment.

—Caren Knox

How do they Learn?—Caren Knox
photo by Sandra Dodd
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Flexible uses

Creativity and intelligence are seen in the ability to use a tool or an object for something other than its intended purpose. If you see your child (or your cat) doing something "wrong," set rules aside long enough to consider principles.

Sleep is important. Curiosity leads to discovery and to new connections. Shade can come from things other than trees or roofs.

Let your mind leap and frolic.

CONNECTIONS: How Learning Works
photo by Belinda Dutch

A kindness and a gift

Rather than tell a child in advance what's about to be seen, it can be wonderful to let them feel they've discovered something on their own. A surprise can be so stimulating that the memories will be more vivid. And the discovery becomes a personal accomplishment.

If the parent is surprised too, that's a bonus, but if you can allow for someone else to be surprised, it can be a kindness and a gift.

SandraDodd.com/surprise/
photo by Lydia Koltai

Brain food in abundance

Pam Sorooshian wrote:

Human brains are voracious and will feed on whatever is available. Unschoolers should be offering interesting experiences, ideas, stimulation, music, logic, conversation, images, movement, discovery, beauty, etc. Brain food in abundance. It requires effort. It requires attention to qualitative and quantitative aspects of learning. Depth and breadth—creating a lifestyle in which kids are offered the opportunity to learn a lot about some things and a little about a lot of things.

—Pam Sorooshian

SandraDodd.com/learning
Thanks to Marta Venturini Machado for finding and sharing that quote.
photo by Meghan Pawlowski
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Depth and breadth

Pam Sorooshian wrote:

Unschoolers should be offering interesting experiences, ideas, stimulation, music, logic, conversation, images, movement, discovery, beauty, etc. Brain food in abundance. It requires effort. It requires attention to qualitative and quantitative aspects of learning. Depth and breadth—creating a lifestyle in which kids are offered the opportunity to learn a lot about some things and a little about a lot of things.

—Pam Sorooshian

at Always Learning; quote revived by Marta Venturini
photo by Roya Dedeaux

Starting Places

When someone understands the depth and breadth of one subject, he will know that any other subject has breadth and depth.

. . . .
Unschooling allows free use of any and all bits of information, not just school's small set. A grid based first on cartoon characters or the history of ice skating can be expanded just as well as one built on a second-grade version of the discovery of North America and the made-up characters in some beginning-reader series. If the goal is to know everything, and if each person's internal "universe" is unique, then the order in which the information is acquired isn't as important as the ease and joy with which it is absorbed.

The time will come in your unschooling when you will forget to use checklists, but it won't matter. The child's internal grid will already have given them the need to know what things feel, smell and taste, and what they used to be or will be, and whether it's different in other places. Connections will continue to be made throughout their lives. The universe inside will grow larger and the universe outside will become clearer with every new experience.



There are starting places right here, right now.

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The quoted passages above the image are from the 2002 article "Disposable Checklists for Unschoolers".

Brain food in abundance

Pam Sorooshian wrote:

Some kind of learning is happening all the time — but not all learning is good. Learning how to sneak food, learning that parents can't be trusted and counted on, learning to think of oneself in negative ways, all sad. Learning that life is boring, hard work, sucks, hurts, is unfair, also sad. Not what unschoolers are trying for.

Human brains are voracious and will feed on whatever is available. Unschoolers should be offering interesting experiences, ideas, stimulation, music, logic, conversation, images, movement, discovery, beauty, etc. Brain food in abundance. It requires effort. It requires attention to qualitative and quantitative aspects of learning. Depth and breadth — creating a lifestyle in which kids are offered the opportunity to learn a lot about some things and a little about a lot of things.

—Pam Sorooshian

on Always Learning, in 2011
photo by Sandra Dodd
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