Not so extreme, please

If the old rules were that school is vital and "an education" (defined as the curriculum of an ideal school) is necessary, will the new rules be that school is not important and an education is not necessary? We don't make school disappear by turning the other way. It's still there. Our kids might want to go to school someday, in some form. We don't deny that knowledge is important by becoming unschoolers, but many come to prefer the idea of "learning" with its vast possibilities over the narrower "education."

SandraDodd.com/balance
photo by Sandra Dodd
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Not so extreme, please

If the old rules were that school is vital and "an education" (defined as the curriculum of an ideal school) is necessary, will the new rules be that school is not important and an education is not necessary? We don't make school disappear by turning the other way. It's still there. Our kids might want to go to school someday, in some form. We don't deny that knowledge is important by becoming unschoolers, but many come to prefer the idea of "learning" with its vast possibilities over the narrower "education."

SandraDodd.com/balance
photo by Sandra Dodd
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Everywhere, all the time

My response to this question, from 2009:

What resources do you use for your children’s “educations”? Feel free to comment on the word “education”.

We don’t “educate” our children. We help arrange so that they have so many learning opportunities they can’t possibly take advantage of them all. We have friends with interesting jobs and hobbies. We invite them over, and we visit them. We have a house full of books, music, games, toys, movies, art materials, plants, food and dress-up clothes. We don’t expect learning to happen in the house, nor in museums, but we know it happens everywhere. We don’t expect learning to happen during daylight hours or on weekdays. We know it happens all the time. So we don’t “use resources” except that we see every thing we discuss or see, smell, touch, hear or taste to be a resource. It’s not a word we use, because it’s all of life.

SandraDodd.com/education
photo by Cá Maciel
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A side effect of unschooling

"The goal of unschooling is not education. It is to help a child be who she is and blossom into who she will become. Education happens as side effect."

—Joyce Fetteroll

Waiting for proof?
photo by Cátia Maciel
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Ideaflow

I was studying education in the early 1970’s, having wanted to be a teacher since first grade. The university was a hotbed of radical new thought about learning, spirituality, the value and valuing of the human life and spirit. I was in my late teens, and eager to take my turn at trying to change the world. We read all the then-current discussions of classroom failure—James Herndon, A.S.Neill, Jonathan Kozol and John Holt—and I lived and breathed in their hopeful vision of the future of free schools and open classrooms. I taught hard, and after six years I quit. I never did quit learning, though.

Newer John Holt books were waiting for me fifteen years later, when my firstborn son was expressing his distaste for organized activities and formal learning.

While I was making him little medieval costumes and taking him to feasts and tournaments where I set him down to play with his collection of could-have-been-medieval wooden and clay and metal toys, he being part and parcel of that ongoing work of performance art which is the Society for Creative Anachronism, I started to think that maybe school wasn’t going to benefit a child who was resistant to group control and already surrounded by learning opportunities which my distant impersonal gurus of education would have approved. Homeschooling seemed part and parcel of the respect for individuals and the attachment parenting which had flowed so freely from my previous experiences.

SandraDodd.com/HippieShirt
photo by Sandra Dodd
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Lovely things

Ren Allen wrote:

Plato said: "The most effective kind of education is that a child should play amongst lovely things."

While I agree wholeheartedly, I think he should have said "The most effective kind of education is that PEOPLE should play amongst lovely things." Learning is for always. Playing amongst lovely things has the power to heal lives, heal families and liberate people. That's really what unschooling is in a nutshell—playing with lovely things, ideas, people and places. We say "living is learning" but "playing is learning" too.

—Ren Allen

SandraDodd.com/rentalk


photo by Janine

All the time

My response to this question, from 2009:

What resources do you use for your children’s “educations”? Feel free to comment on the word “education”.

We don’t “educate” our children. We help arrange so that they have so many learning opportunities they can’t possibly take advantage of them all. We have friends with interesting jobs and hobbies. We invite them over, and we visit them. We have a house full of books, music, games, toys, movies, art materials, plants, food and dress-up clothes. We don’t expect learning to happen in the house, nor in museums, but we know it happens everywhere. We don’t expect learning to happen during daylight hours or on weekdays. We know it happens all the time. So we don’t “use resources” except that we see every thing we discuss or see, smell, touch, hear or taste to be a resource. It’s not a word we use, because it’s all of life.

SandraDodd.com/education
photo by Cá Maciel
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Distance and perspective

If people learn to use "learn" instead of "teach," it helps them move to another angle, to see things through a different lens.

Some people see experienced unschoolers ("experienced" meaning in this context people who have done it well and effortlessly for years, who aren't afraid anymore, who have seen inspiring results) mention classes, and they think "Ah, well if the experienced unschoolers' kids take classes, then classes are good/necessary/no problem."

But if beginners don't go through a phase in which they REALLY focus on seeing learning outside of academic formalities, they will not be able to see around academics. If you turn away from the academics and truly, really, calmly and fully believe that there is a world that doesn't revolve around or even require or even benefit from academic traditions, *then* after a while you can see academics (research into education, or classes, or college) from another perspective.

SandraDodd.com/peace/newview
photo by Heather Booth
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Fascination

"The best thing you can do for your child is be fascinated by life. 🙂 Get rid of that cloak of dullness that school draped over everything. Relearn how to explore just for the sake of exploring not because it's good for you or because it will be on the test or because it could be good for you one day. Do what's fascinating right now."

—Joyce Fetteroll

"Products" of Education
photo by Sandra Dodd
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Peace and joy

Bring her home, surround her with peace and joy. Don't fight with her. Just love her. There is much more at stake here than her "education."

—Pamela Corkey

SandraDodd.com/deschoolingcomments
photo by Chrissy Florence
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Whole, healthy, strong and free

We can see how controlling food is related to controlling education, sleep, playtime and other areas of our childrens' lives. We can mess them up early (which our culture applauds) or we can learn to let them grow whole and healthy and strong and free, not crippled in mind and spirit.

SandraDodd.com/eating/longterm
photo by Sandra Dodd
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The world changes slowly

The world changes slowly, but it tends to stay changed! Flight was not possible before balloons. Food storage and transportation were difficult before canning and refrigeration. Without today’s wealth of books, videos and online information, home learning would be much more difficult. We can live in the light of our shared knowledge and ideas, in freedom and with confidence, at the cutting edge of education’s future.



SandraDodd.com/thoughts
photo by Sandra Dodd; a hot air balloon visible out our back gate

New view

Deschooling means dismantling the overlay of school. Gradually (or just all of a sudden, if you have that ability) stop speaking and thinking in terms of grades, semesters, school-days, education, scores, tests, introductions, reviews, and performance, and replace those artificial strictures and measures with ideas like morning, hungry, happy, new, learning, interesting, playing, exploring and living.

SandraDodd.com/interview
photo by Sandra Dodd

Just discussing life, hanging out...

Nobody kept their kids home for 18 or 20 years just discussing life with them, hanging out, playing games.

We probably wouldn't be either, if it weren't that we're biding time until the clock runs out on compulsory education.

SandraDodd.com/context
photo by Sandra Dodd
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Fascination

"The best thing you can do for your child is be fascinated by life. 🙂 Get rid of that cloak of dullness that school draped over everything. Relearn how to explore just for the sake of exploring not because it's good for you or because it will be on the test or because it could be good for you one day. Do what's fascinating right now."

—Joyce Fetteroll

"Products" of Education
photo by Sandra Dodd

Structure

In 1992, someone asked "How do I structure our days and how do I structure our learning time?"

I think it should be "Woke up, got dressed, ate, played, ate, played, etc." In other words, I don’t think there should or can be any “days off” from child-centered "education."

If this seems wrong, try this experiment: Keep your child from learning anything for a few days. Make sure that from the first waking moment there is nothing learned, no new material, no original thoughts to ponder, etc. The only problem is that you would have to keep the children from playing, talking, reading, cleaning or repairing anything, etc.

from page 1 of Moving a Puddle

see also SandraDodd.com/structure
photo by Sandra Dodd

Intelligence

When I was 19 and "studying learning," by taking psychology and education classes, one of my more interesting professors said that intelligence involved the ability to use tools in ways other than those for which they were intended. I liked that.

The image stayed in my mind for decades as I watched some people inflexibly say "don't do that" or "that's not what that's for" while others smiled, and laughed, and said "Oh, cool idea!" or "That will work!"

Whether it's about intelligence or it's creativity and joy, it's a good combination of thought, action and acceptance.

SandraDodd.com/intelligences
The tool-using theory isn't one of those listed.
It might be an engineering talent, so spatial and logical?
Or it might be art. Fun to think about.

photo by Roya Dedeaux
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A new view

Deschooling means dismantling the overlay of school. Gradually (or just all of a sudden, if you have that ability) stop speaking and thinking in terms of grades, semesters, school-days, education, scores, tests, introductions, reviews, and performance, and replace those artificial strictures and measures with ideas like morning, hungry, happy, new, learning, interesting, playing, exploring and living.

SandraDodd.com/interview
photo by Cathy Koetsier

Supporting change

Helping other people understand unschooling isn't easy. It can take months or years for people to get it. For natural learning to flourish with them, they need to change the way they act and even the way they see learning and education. In discussions and on message boards and at conferences, people's thinking can seem to have been criticized, and some object. They want the speakers or writers to soften up, ease up, "support them." There's a difference between supporting changing in order to better understand unschooling, and the vanilla "support" that women can become accustomed to. Nice noise and soothing words of praise are what many people think of as "support."

SandraDodd.com/support/problem
photo by Sandra Dodd
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Descriptive and unlimited

I think that an unschooler's checklist should look more like the five senses and past/future than like "science, history, language, math, maybe-music-art-physical education."   Because that model is prescriptive and limiting.  And the other is descriptive and unlimited.

SandraDodd.com/checklists
photo by Sandra Dodd