Seeing; doing; being

Jenny Cyphers wrote:

In the newer days years ago, what helped more than anything else was to actually see my kids and what they were actually doing. I would try to see the world from their eyes and see how they lit up and give them more of that. Just being with them and enjoying them for who they were regardless of what they were doing, watching tv, playing dress up, whatever helped keep my energy focused on them, rather than on fear of what they weren't or weren't doing.

—Jenny Cyphers

original writing, at Always Learning
photo by Sadie Bugni

Webs, nets, connections

The terms "web" and "net" have both been commandeered by the internet. The idea of a grid or web or matrix to represent the connections involved in learning and memory is a good one, though—of many "dots" connected in all directions.

The photo here is of the two-dimensional web—very flat—of a garden spider, outside my house this week. Black widow spiders make a web that's three-dimensional, but has no pattern. We have those in our yard, too.

The webs on which our own mental models of the universe are based are more complex—with past and future, emotion and theory, alternative stories and secondary theories. We have sounds and songs, scents and tastes to remember, and can sort things by temperature or texture, in our minds and imaginations.

Rejoice in the random!

SandraDodd.com/random
photo by Sandra Dodd
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Feral preferences

From a discussion of kids' programs, in 2004:

Hate isn't a good thing to harbor or defend, or to expect your children to have. Learning to see things without a rush of emotion is good for people, and it's good to model that for children, too.

Hatred itself (hating, strong negativity) is harmful to the hater and to the environment.

---

"Hate" is a set of biochemicals that will not let love and open acceptance in until hate settles down, so moms hoping to build a peaceful learning nest for children should be using the best materials they have, physical or emotional or otherwise. Hate, jealousy, resentment and those sharp and separating emotions are not nesting materials.

"I hate to play!"
Links at top there have the original post and earlier comments.

Open gates to peaceful places
photo by Cátia Maciel

A nest for learning

My definition for unschooling is creating and maintaining an environment in which natural learning can thrive. The environment I’m talking about—what we sometimes call an unschooling nest—is not just the physical home, it’s the relationships within the family and the exploration of the world outside the home by parents and children both. The emotional environment is crucial.

SandraDodd.com/parentschange
photo by Denaire Nixon

Living in a learning world

"My kids think learning is what life is for. And I agree with them."

—Pam Sorooshian

SandraDodd.com/pam/learningworld
photo by Sandra Dodd
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Inside the learner

Nothing on paper is learning.
Nothing recited is learning.
Nothing in a conversation is learning....

Learning is putting information together in one's own head so that it makes new and different sense. It always and only happens inside the learner.

SandraDodd.com/learning
photo by Cathy Koetsier

Open, joyful, fearless

If you want to unschool, life is better lived around learning, and relationships. Living in a relaxed home, where at least one parent is open to and joyful about all the world has to offer, will do more for a child's well-being than any amount of fear or control of foods a parent perceives as harmful.

—Lisa J Haugen

SandraDodd.com/food
photo by Sandra Dodd (in India, a while back)

Helping teens

Written when Holly Dodd was 18 (2009), of when she was in her mid-teens:

Holly has had a few jobs. One was working at a skateboard and clothing store in a mall a few miles away. One was working at a flower shop just a few hundred yards away; she walked. But the shop had another shop on the air base, and sometimes she worked there, so she had a base pass and a key to both shops. When Holly's jobs require driving, we let her use a car. Some of her school-attending friends are told they can't get a job unless they buy a car first. It seems to be a way for the parents to say no and then blame the kids for it.

Some mainstream families press their teenaged children to get jobs, and shame them if they fail, while putting conditions on when and where they can work. The result is that getting a job was just one more "do what the parents make you do" situation, and the jobs aren't fun; they're an extension of school and of parental control.

When teens or young adults have chosen to have a job without desperation for money, and when they are accustomed to learning all the time and living joyfully, they are a different sort of employee.

SandraDodd.com/jobs/bigbook
photo by Cathy Koetsier

Learning in all directions

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

SandraDodd.com/learning
photo by Colleen Prieto

To avoid learning...

If you want to avoid learning, it's best not to look, or read, or wonder.

Don't even click links.
photo by nobody; avoid photos

364 Days of Learning

Sandra, from a recorded interview:

When people who are running a school, charging money for people to send their kids there, where they will keep them there every day, like the law says, and they're reporting to the state, like the law says, to then equate themselves with what radical unschoolers are doing, it’s cheatery. They are cheating, They are trying to suggest that they can do in 180 days—whatever 6 times 180 is in hours—that they can take the state requirement of hours and create, in that time, what a radical unschooling family can create in 364 days of learning.

Amy:

My audio wasn’t being recorded properly at this point, but here I said something sort of snarky, like “You mean 363 days, because of 'Learn Nothing Day',” because apparently I don’t know how many days there are in a year, and Sandra said:

Sandra Dodd:

I took out the one already, it would have been 365.

Amy:

And we had a pretty good laugh about that. But eventually we got back to talking about the other benefits of unschooling—things that people don’t necessarily think of as "education."

SandraDodd.com/familybonding

Learn Nothing Day (July 24)

What you can see

What someone can see outside in Hawaii won't be the same as in Morocco, or Japan, but luckily this blog gets photos from all over the world—inside houses and out.

I appreciate people's beautiful (or funny, or kid-capturing) photos, and their willingness to share them, for the inspiration of readers who hope to improve their family's peace and learning.

Exotic-themed posts
photo by Stacie Mahoe

Safe, supported and believed in

Karen James, January 3, 2017
(Ethan was 14 in that story)

Last night, I went downstairs where Ethan has his computer room set up. I asked if I could try the new VR set we got for him over the holidays. He set it up for me. He turned off all the lights, moved the cord out of my path, put the headset over my eyes, put the paddles on the floor behind me and said, "There you go. Now find the paddles. They're behind you." Then he went upstairs to make himself a burrito.

Frozen in place, I called out, "Don't leave me! I don't know what to do!" but he was already gone. I'm sure he heard me, but he knew I was safe and trusted I would discover what to do. I soon did. I slowly turned around, surveying my new environment. I looked down, and there were the paddles in my view! I picked them up. Now what? I started clicking and pulling and jabbing air. I began walking carefully around. I found the walls. I found out how to move beyond them. I discovered how to open new programs—new worlds and new things to explore.

Ethan returned with his burrito, and ate it far enough to not interfere with my play, but close enough to be able to watch and listen to me. I could hear him. I told him how excited I was. I played for a good long time. I tossed a stick to a robot dog in a meadow in Iceland. I caught planets in their orbits around the sun, looked at them, then tossed them into the surrounding stars. It was magical.

A good part of the magic was in what I learned along the way and the confidence that grew from each new discovery. The fact that Ethan left that magic intact by not telling me everything ahead of time struck me as thoughtful, insightful and trusting. I felt it was significant how certain Ethan seems that a person will learn what they need to know when they're safe, supported and believed in. His understanding of and respect for the personal nature of that learning moved me too. This is an interesting journey.

—Karen James

SandraDodd.com/learning
photo by Karen James
I couldn't show anything like what Karen saw, but this might be the dark room.

Various doorways

Joyce Fetteroll wrote:

Learning is defined not just as sucking in information about something the child is interested in. Learning is also figuring out the big picture and how things connect. Figuring out how stuff works, figuring out how people work, making connections, seeing patterns. This is a mechanical, biological process. It's how humans—all learning animals really—naturally learn, how kids are born learning.

Natural learning is like a doorway. We can't change the doorway but we can change the outside world so kids can more easily reach what intrigues them.

—Joyce Fetteroll
(original)

SandraDodd.com/joycefetteroll
photo by Sandra Dodd, in Pérouges, France

Experiences flowing over

Me, a few hours ago, to a longtime unschooling mom, and friend, across the world:

When people say I don't know anything about unschooling except my own kids and my own family, a flood of families flow over my memories, of people who have shared with me and (often) the whole world how things were unfolding, in small moments and over years. 🙂

Without the internet, we couldn't have zoomed along on that flow of encouraging information.

—Sandra Dodd

SandraDodd.com/learning
photo by Jihong Tang

Fun and learning

Robin wrote:

I'm sure on any given day I could look at what we're doing and say "We haven't done much today" and I could choose to freak out about it and panic. But when I look back over a week or a month I can see the rich tapestry of fun and learning that is our life.

—Robin ("Blue Skies")
Robin's Typical Days

SandraDodd.com/typical
photo by Sarah Dickinson

The Fabric of Life

When learning is recognized in the fabric of life and encouraged, when families make their decisions based on what leads to more interesting and educational ends, children learn without effort, often without even knowing it, and parents learn along with them.

SandraDodd.com/unschool/allkinds
scanner art by Sandra Dodd; click it for more info
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Purely learning

Facebook Memories showed me that someone on another continent had quoted me, years ago:

Learning does not teach us, but from learning we learn.

I still haven't found her source, but in looking I found its "wordier" cousin posted here in 2011:

Mastering ideas about learning

As some of my articles are being translated (now into Japanese, French and Italian) I see how much of my writing and thinking is about language itself, and so some of these ideas won't translate. But sometimes, that fact is very good. Some of our confusion about teaching and students and study and learning, in English, has to do with the words we use, and if the problems don't exist in other languages, that's wonderful for them.

In Romance language (Italian, French, Spanish and so on) our "teacher" translates to something along the lines of "maestro," a word we have too in regards to music direction. And we have the English cognate "master" which is more currently left in "master of arts" and other college-degree titles. Once that meant a person was qualified to teach at the university level. That meaning is gone in the U.S., pretty much.

Considering the word family from which "maestro" comes (and not knowing all its connotations in other languages), the English verb "to master" means to learn. It means to become accomplished in the doing of something. Whether mastering horseback riding or blacksmithing or knowing and controlling one's own emotions, it's not something someone else does to you or for you.

So for any translators or bilinguals reading here, have sympathy for English speakers who can't get to natural learning without disentangling all the graspy words and ideas about teaching and education and their implications that learning is passive and teaching must be done to a person.

SandraDodd.com/wordswordsother
photo by Sandra Dodd
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Exploring interesting things

Joyce Fetteroll wrote:

What can we do to help natural learning along?

We can help our kids explore their interests. If they're exploring their interests, they're doing real world work that will provide feedback on how well they're putting their puzzles together. We can bring the world to them so they have access to new interests. They can't know they're interested in the Titanic or haiku poetry or sheep shearing if they don't know they exist.

—Joyce Fetteroll

SandraDodd.com/joyce/talk
photo by Sandra Dodd

Broadening horizons

From responses to a charge that unschooling couldn't broaden a child's horizons:

As to broadening horizons, sitting at a table with an assigned book is less likely to do that than a life filled with going, doing, seeing, touching, tasting, hearing and communicating honestly from inside while learning. Children DO have questions when they're in the process of learning things. It doesn't broaden horizons for a book to tell them which ten questions were the RIGHT ones to have at the end of each chapter.

—Sandra Dodd, 2004

Related ideas: SandraDodd.com/connections/
photo by Irene Adams, from her front yard