Service as magic

By e-mail from a mom I didn't know, one day:

I just got your Big Book of Unschooling and I came to the service page. I did the exercise you proposed about pausing, breathing and feeling what that word/concept made me feel. And I felt immense joy and positiveness. I continued reading and I was surprised to read that for some people it might have a negative connotation. And then I thought about what made me feel the way I feel.

My husband and I are Colombian but lived in India for seven years, in an ashram where my children were born (they are six and three now). In India, and specially in an ashram, people do work as an offering to a Divine source, without any expectations. As you serve others, you receive a tremendous amount of joy and your heart is at the same time filled with gratitude, because that Divine source, or life itself (the name does not matter) has given you that opportunity. It is a matter of choice. You choose to serve others, to see it as a divine gift and to be filled with joy, awe and magic.

You could also see it as a simple unpaid chore and feel miserable and make everyone miserable. The act is the same; the attitude is different and so the atmosphere you create is different. Only with an attitude change.

I choose to be positive and to take every opportunity as a gift. So serving others (and many other things) becomes a great spiritual endeavor.

—Manuela (2014)

SandraDodd.com/serviceResponse
photo by Sandra Dodd
(Bangalore, library)

Exciting and alluring? Good!

Once a mom was afraid, and wrote:

My kids are almost 7 and 4.5 and they received an iPad. Now all day long they want to use it. I freak out. I am so afraid that they will not play anymore or go out or do anything apart from that. Would you regulate screen time?

There were good responses; part of mine was:

They ARE playing.. . . .

If kids are "almost 7 and 4.5" (meaning they are four and six years old—padding doesn't change anything except to indicate, maybe, that the mom has higher expectations of them)... if they are getting along well, sharing an iPad, that's sweet and good. If they're taking turns well, also good.

If that iPad is so exciting and alluring that it's disturbing the peace, consider getting another one. They will NOT live there forever, but they might be so excited about them at first that it seems to the parent they will never look away from it.

I have two very profound pages for parents to read who are having similar fears. One is by Pam Sorooshian, about principles of economics. The other is a collection of nonsensical statements made by real parents in public. Science and the exposure of non-scientific thought. 🙂

Economics of Restricting TV Watching of Children
Pam Sorooshian

"If I let him, he would..."

SandraDodd.com/seeing
photo by Sandra Dodd

Slipping through the cracks?

Lyle Perry wrote:

Deschooling is all about letting go. Letting go of your schoolish ideals, and even more important than that (in my opinion) is letting go of your expectations for your kids. When you expect something, it's so easy to set those expectations too high, and that can lead to feelings of failure, for both you and your child. No two kids are alike, and they should not be treated as though they are just another face in the crowd, and that is what happens in school.

There is no one-size-fits-all educational system that works, contrary to what any public school advocate will tell you. How many times have you heard about children "slipping through the cracks" at public school?

With unschooling, no child slips through the cracks, because the cracks don't exist.

—Lyle Perry

SandraDodd.com/lists/lyle
photo by Janine Davies

The gentle way

Sue Elvis wrote:

Gradually I was discovering what was really important. And bit by bit, I rejected anything that led us away from that close and happy relationship that I knew was the most important thing in the world. I realised that a lot of what was causing our conflict was other people’s expectations and timetables: My children had to do this, that, and the other, not because it fulfilled their needs, but because someone (not very important) expected them to achieve this or that. Worse, sometimes this or that had to be achieved by a particular age. And sometimes I brought trouble upon myself: I simply wanted my children to do certain things to impress certain (not very important) people. . . . .
Eventually, I let go of all those expectations imposed on us from outside. I learnt to listen to my children. And trust. Now we are homeschooling the gentle way, the unschooling way. Our children are learning but not at the expense of our family relationships.

—Sue Elvis

Time to Unschool
You can hear Sue read the longer version aloud,
near the end here: Our Unschooling Story
Photo... maybe by Sandra Dodd, but I didn't note that.
(by me or someone I was with)
The art is in Old Town, Albuquerque, near San Felipe church.

When to say no

Sandra Dodd, response in 2000 to: Can anyone explain to me "unschooling"?

It's like "just say no."

Just say no to school years and school schedules and school expectations, school habits and fears and terminology. Just say no to separating the world into important and unimportant things, into separating knowledge into math, science, history and language arts, with music, art and "PE" set in their less important little places.

Most of unschooling has to happen inside the parents. They need to spend some time sorting out what is real from what is construct, and what occurs in nature from what only occurs in school (and then in the minds of those who were told school was real life, school was a kid's fulltime job, school was more important than anything, school would keep them from being ignorant, school would make them happy and rich and right).

It's what happens after all that school stuff is banished from your life.

Several Definitions of Unschooling
photo by Rosie Moon

Thoughtfully and respectfully

Cara Potter wrote:

Having the concepts of authenticity and freedom foremost in your mind doesn't help unschooling - they're freighted with political meaning - actually, all sorts of meanings -that have little to do with unschooling. Better to instead think of helping your child make choices - choices that take others into consideration, (which is respect).

What we as unschoolers are doing is helping our children learn to make choices so that they can live and thrive in the world. You can do that without getting tied up in knots about authenticity and freedom.

There'a an Annie Dillard quotes that always makes me think of this process - "How we live our days is how we live our lives."

If you live your days being kind to your family and helping your child make choices that take other's feelings and expectations into consideration you'll be helping him learn how to have live thoughtfully and respectfully in the world.

—Cara Potter

SandraDodd.com/nest
photo by Colleen Prieto

Look directly; just look

Look directly at your child. Practice watching your child without expectations. Try to see what he is really doing, rather than seeing what he’s NOT doing. Just look.

SandraDodd.com/peace/noisy
photo by Sarah Peshek

Better expectations

Joyce Fetteroll wrote:

What gets in the way of so many new unschooling parents is unreasonable expectations. They think kids must learn to read, spell, do math by a certain age, do chores, do what they're told, not eat more sugar than Mom thinks is right, bathe and sleep when Mom wants... They think unschooling parents have a magical way of getting kids to do those.

Some parent expectations come from how they were parented. Some come from school. Some come from friends and other parents. Some are accepted as truths just because the message is ubiquitous.

For unschooling to flourish, parents need to look directly at their kids. What does *this* child need? What is *this* child reaching for? If a resource helps a parent let go of unreasonable expectations and look directly at their child, then that's supportive of creating a learning environment. If a resource helps a parent understand their child better, that's a good thing *if* it removed a barrier to directly looking at their child. It's not a good thing if it puts a new filter between parent and child. (It's funny how parents who fear TV see addiction in their children. When they let go of their fear, they see engagement.)

—Joyce Fetteroll

SandraDodd.com/waldorf
photo by Sarah Peshek

Kindness, generosity and joy

Meredith wrote:

Kindness and generosity and joy are important to me. So if I look at my daughter and she seems dissatisfied or bored, I want to do something to help—I want to spread some kindness and joy. So I'll look for ways to do that. Will it help to visit more friends? Go someplace with animals (my daughter loves animals)? Is she happy with her current animation program or is she ready for something more complex? Has she finished her latest graphic novel? Does she need new shoes? Do I need to spend more time hanging out with her? Play a game, maybe (video or board game)? Go on an adventure together? Write together? I suggest things based on what I know about her—what sorts of things make her smile, light her up with enthusiasm, or pique her curiosity.

When I focus on those sorts of goals, learning takes care of itself. That's something that can be hard to see right away, especially if you have some schoolish expectations as to how learning happens. Read more about natural learning so you can build up some confidence.

—Meredith Novak

SandraDodd.com/nest
photo by Julie D

Don't be schooly or schoolish.

Paul McCartney was doing okay musically without knowing musical notation.

---

I would hate to even start to imagine how many potential musicians just turned away from the idea of singing or playing instruments because they were pressed to learn music theory and notation at a young age.

---

They can just learn. That’s what unschooling is about.

Take away the school, the school language and practices and expectations.

And all that’s left is the learning.

Don’t be schooly or schoolish.

Be UN schoolish.

Chat with Sandra Dodd on Mommy Chats, 4/25/07
photo by Marty Dodd, of a jack-o-lantern he started, and let squirrels finish

Releasing expectations

I suspect that any time a parent new to unschooling starts thinking "This isn't working" it is because they are holding on to an expectation.

Expectations can get in the way of seeing what is really happening.

—Robyn Coburn

SandraDodd.com/expectations
photo by Irene Adams

What he learns

Don't look at what can be learned. Look at what IS learned. If the parents can change their point of view and expectations and understanding well enough, they will see learning all the time.

There's no advantage in looking at what you wish or hope a child will learn. Look at what he learns.

SandraDodd.com/gettingit
photo by Sandra Dodd

Social obligations

Probably in every culture there are ceremonial and social meals. There are times when eating food with other people creates or strengthens bonds, or when sharing bread or a drink has spiritual significance. One taste of a wedding cake is better than turning down wedding cake altogether, because it's the ceremonial blessing of a marriage. If people are toasting with alcohol and you don't or can't drink alcohol (ever, or at that time), at least join the toast with water. To refrain from joining a toast is worse than an insult; it's like a public curse. One who pointedly fails to toast is standing up against the crowd and saying "I hope your project fails horribly" (or whatever it might be). So let your children know those things.

In the absence of a social obligation to eat at least a token amount, let your children choose not to eat if they don't want to. If the purpose of food is the sustenance of the body and the mind, then let that principle override schedules and expectations and traditions, most of the time. Your children will be more willing to eat to be polite if you only press it on rare occasions.


From "Social Obligations and Oddities," page 168 (or 190)
of The Big Book of Unschooling
which recommends SandraDodd.com/eating/humor
photo by Cátia Maciel

Discovering resources

Meredith wrote:

Sometimes the money question is about fears of not having enough to make home rich and joyful - can we really afford to unschool? Is it expensive? And the answer is yes and no. It takes a lot of resources, but money is just one kind of resource. Time is another—and a big one. If you don't have time to spend with your kids, then unschooling might not be a good choice. Creativity is a useful resource, especially if you're short on money and/or time - you can get by with less creativity if you have more money, though. Adaptability is one of the most vital resources for unschooling - if you don't adapt well to new circumstances, then all the time, money and creativity in the world won't help if you have a child who can't meet all your expectations.

—Meredith Novak

SandraDodd.com/unschoolingcost
photo by Holly Dodd

Step up; step up again...

Transcript from a presentation, long ago, about becoming more peaceful by making conscious choices:

If you think “Ok, I’m either going to whack him or I’m going to yell at him,” yell at him—that was the best choice you had at that moment. And the next time, start with “yell at him." “Ok, I'm either going to do what I did the last time or something better. I'm going to yell at him or I’m going to go in the other room for a second." Go in the other room.

And the next time, maybe your choice could be either “go in the other room” or “I’m going to take a deep breath and make a joke about it.” Make a joke.

And gradually and incrementally you come closer to the place where you want to be. Beause I don’t think anybody can just jump from a lifetime of responses and expectations and behaviors and just pick some other person and just become that person. You can’t do that.

My voice/Sandra, in 2002.
(I write better than I speak.)

SandraDodd.com/betterchoice
photo by Rosie Moon

Another step; another

Those who divide the world into academic and non-academic will maintain rules, bedtimes, chores even though they might not be "having lessons" in history, science, math or language arts.

So the history of "radical unschooling" came from someone saying "Well we're not that radical," and me saying "well I am."

I think if people divide their lives into academic and non-academic, they're not radical unschoolers.

I think unschooling in the context of a traditional set of rules and parental requirements and expectations will work better than structured school-at-home, but I don't think it will work as well for the developing souls and minds of the children involved.

And those who are not radical unschoolers would look at that and say "What do their souls have to do with unschooling?"

It has to do with philosophy and priority.

What do you believe is the nature of man, and the duty of a parent?

What do you believe hinders a child, or harms the relationship between a parent and a child?

Real actual unschooling
photo by Cathy Koetsier

Measuring

"Sometimes the measure of unschooling's success isn't how much a kid meets normal expectations, but how much sweeter and easier life is."

—Meredith Novak
(original, on facebook)

SandraDodd.com/success
photo by Cátia Maciel

Empty your cup

Sandy Lubert, from a presentation she gave:

As we deschool ourselves, we must empty our cups of all the preconceived ideas, concepts, expectations and methods that prevent us from embracing unschooling. This seems like a simple thing to do, but it can be quite difficult in practice. At first we think we have emptied our cups but as we drink, we often detect a residual, schooly taste. And sometimes, even a little residue can curdle the whole pot of tea. So, it’s important to have a "clean receptacle," as it were, in order to taste the true essence of unschooling life.

—Sandy Lubert

Sandy Lubert on Unschooling and deschooling, and changes...
photo by Sandra Dodd

Learning floods in

When our schoolish expectations start to dissolve, learning floods in from all directions.

Learning for Fun (interview)
photo by Sandra Dodd

Dabble and Play

When kids are playing games, musical instruments, with toys—any sort of play—it's good to remember that there is a range from just looking at the game pieces, or seeing how an instrument feels or sounds, all the way to longterm obsession.

Nowhere along that continuum is parental pressure helpful. Because you can't be sure what they're thinking or learning, try not to be thrilled or critical about the way they're playing.

What's Happening? (the problem with expectations)
photo by Sophie Larcher