Category Archives: Education

Liberty and Real Learning

Saw a piece today in Education Week magazine, “Panel Says Ed. Schools Overlook Developmental Science”, commenting on a report released this morning by a panel convened by the National Council for Accreditation of Teacher Education. As the title suggests, the panel calls out a disconnect between educational practice and what we have learned about the nature of how human beings develop.

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The Human Pursuit of Learning in the Education Industrial Complex

Following up on my piece yesterday that called out the “Education Industrial Complex”, I want to talk more about the impact of this hugely hierarchical and bureaucratic leviathan and its impact on the very personal, naturally self-initiated process of learning. These mega institutions that exercise such control over us rather than facilitating our own initiative (though well intentioned) I see as remnants of an ancient world view of external authority (which I call “Patriarchy”) that I see as an obstacle towards our human development in the direction of a a more evolved “Circle of Equals”.

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When the Student is Ready…

There is a Buddhist proverb that “When the student is ready, the teacher will appear”. Yet many of us seem to be ignoring this wisdom and pushing our kids to fixate on mastering academic subjects in their high school years (that they may or may not have an aptitude for) and then plunging into an increasingly expensive college education immediately out of high school before they really have a sense of what they “want to be when they grow up”. I fear we are devaluing both educational experiences in the process.

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A Parent’s Wish for More Sensible Education

Kansas City MO school superintendent John Covington
I find it sad to watch what is happening to our nation’s public education system. It seems fixated in the thrall of a bureaucratized, regimented, OSFA (one size fits all) approach to learning that goes against all the principles of democracy, human nature, developmental science and every other pragmatic wisdom about what makes people (adults and youth) tick. For at least half the kids that are processed through its institutions, and much of its adult staff, it seems to lead to a profound ennui with learning and teaching… framing it as something you have to do rather than want to do. A hazing ritual to be endured, rather than a voyage of discovery, joy and mastery.

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The Adventures of an Unschooler on the Virtual High Seas

One of the best features of the educational path that is becoming known as “unschooling” is the opportunity for “deep learning”, that is, delving into something of great interest with all your mind, heart and soul, to whatever extent your inspiration and/or need takes you, instead of being told it is now time to learn something else. Even more so than her pursuit of learning the French language (see my post “The Unschool Pursuit of French”), our daughter found the opportunity to deep learn when she got involved in an Internet-based role-playing game community over the course of several years.

Starting in the fall of 2003 at age 14, in the midst of ninth grade (what would turn out to be her last year of school), her older brother Eric turned our daughter Emma on to a “massively multi-player online role-playing game” (or MMORPG) called “Never Winter Nights” which was his favorite among several such games that he had played. This is one of those games where you create a character and the avatar (representation) of that character which you then navigate through the various environs of a fantasy world, along with or encountering other avatars controlled by other people logged into and playing the game. You communicate with other players by typing, and little dialog bubbles appear above your avatar’s head.

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Engaging High School Youth in their Own Education

So when you are bored and not really engaged with what is going on around you, is that a good learning environment for you? It apparently isn’t for most of America’s high school students.

As reported in a June 15 article in Education Week, “Study: Teens Are Bored”

Most high school students feel bored and disconnected from school, according to a new survey of students from 103 high schools in 27 states. Begun in 2004, the annual High School Survey of Student Engagement aims to take a pulse on teenagers’ attitudes toward school and learning. But the latest results, released last week, show that students were just as bored in 2009 as they have been every year since 2006.

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The Unschool Pursuit of French

The Old Montreal neighborhood where Emma & Riva attended the language immersion school
I believe there is something profoundly different about an internally motivated and self-driven pursuit of a body of knowledge, as compared to an externally imposed requirement to learn something, and in an educational venue not necessarily of ones choosing. I think this fact is lost on an education establishment that continues to provide essentially just one educational environment, which is an OSFA (one size fits all) set of conventional instructional schools.

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Over Consuming College in an Over Consuming Society?

My son Eric sent me a link to a May 15 New York Times piece by Jacques Steinberg, “Plan B: Skip College”, where the author challenges, or at least questions, the idea that the best path forward for all high school graduates is to go to four-year college. Steinberg cites statistics that only half of those who began a four-year bachelor’s degree program in the fall of 2006 will get that degree within six years, according to the latest projections from the Department of Education. It made me wonder that in a society where people are prone to over consume those items deemed by advertising and cultural norms to be “needs”, we may be over consuming college as well.

(See a lot of discussion of this piece on DailyKOS.)

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Techies

Eric in 2009
Trying and failing… some people say there is no better way to educate oneself.

Yet we have an education system for our youth built around externally orchestrated programming for success. Educators and savvy parents collude to prepare students for successful testing to get into the best possible college to guarantee the best possible chance for success.

Our son Eric chose at age 14 to abandon this programmed path of schooling for success in favor of his own self-directed path that some critics of unschooling would call the road to failure. It did turn out to be the road to failure, failure of a major self-initiated project, but in terms of real learning, a bonanza for our son. We called it his “unschool graduate school”.

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