Lesson 2: Unschooling Philosophy
Child-Led Learning
"We don't need to be taught how to learn: we're born knowing and wanting to. It's our nature, our genes, our biological inheritance. The hardest thing for parents to learn is hands-off. Teach less, not more." - John Holt, unschooling advocate and author of many books on education.
An important distinction to be made when discussing unschooling is that between ‘education’ and ‘learning.’ Although the two terms are often considered one in the same, they are not considered so in unschooling philosophy.
“I realize that ‘education’ is a difficult word to pin down–some people may use it in the way that I use the word ‘learning.’ But I believe that John Holt is right in saying that most people use ‘education’ to refer to some kind of treatment. (Even ‘self-education’ can reflect this: a self-administered treatment.) It is this usage that I am contrasting with learning, and this idea of people needing treatment, whether carried out in schools or homes or wherever, that I wish to call into question.” - Aaron Falabel, freelance writer on topics including education.
When we speak of education, we say ‘receive an education,’ or ‘get an education.’ Both ways of wording suggest a passive, or grudgingly active pursual of this education, a collection of knowledge that we are told by educational authorities is necessary. But, because we all have different plans for the future, different interests, we have to ask why a common body of knowledge would be necessary for the countless lifestyle and career or life’s work choices. We also have to ask if children are actually learning the majority of what is presented them, and at what actual cost or benefit are they spending their time and effort.
Unschooling philosophy considers all learning valuable. Children, and adults, learn easily and enjoyably when they choose to learn based on their interests and needs that make sense to them in a real-world way, rather than when they feel coerced or threatened into learning because someone else tells them the topic is important. When left alone, children intuitively learn in the way that is easiest for them, and therefore build confidence and enjoyment in their learning activities.
“To unschoolers, learning is as natural as breathing–as worthwhile for its own sake, something that happens all the time, rather than in a specific place at a specific time according to a set schedule. Curiosity is a constant, not to be denied because the setting is not overtly educational or the topic does not fall into a familiar school category.” - Mary Griffith, author of The Unschooling Handbook.
We are learning all the time, whether or not we are conscious of it, or whether or not we pursue that learning. Learning is not something we must consciously think about, because we naturally learn what we need to know to carry out our lives. When we come upon an obstacle to carrying out an activity, we learn what we need to know to overcome that obstacle.
“I hear the word constantly. ‘Are they learning?’ – ‘What are they learning?’ – ‘What did you learn?’ – ‘I could really learn something there.’ – ‘It was a real learning experience...’ I comprehend what people intend, but I am unable to conceive of a situation where learning does not take place. I am unable to see where it is possible to separate learning from experience. Learning takes place constantly: we learn when we are asleep, content, daydreaming, bored, angry, rapturous, and every other time, too.” - Matt Hern, author of Deschooling Our Lives.
Ask your children what they want to learn, what interests they want to pursue, then help them learn about those things by answering their questions and helping them seek out answers that you don’t know. You may be surprised at all the things they want to know about, and at how fun it is to pursue those interests. Just remember that you help your children, when they want your help, to learn what they want to learn.
“Unschoolers tend to have a good sense of self–of confidence in their own ability to learn, to figure things out for themselves. In unfamiliar circumstances, they are willing and able to ask for help and guidance.” - Mary Griffith, author of The Unschooling Handbook.
But, how exactly does an unschooling child learn the subject areas others are taught in school, the basics? He learns them in ways that makes sense through his daily experiences.
“So, for instance, a young child’s interest in hot rods can lead him to a study of how the engine works (science), how and when the car was built (history and business), who built and designed the car (biography), etc. Certainly these interests can lead to reading texts, taking courses, or doing projects, but the important difference is that these activities were chosen and engaged in freely by the learner.” - John Holt, unschooling advocate and author of many books on education.
What about more abstract academic subjects? Your child’s activities may trigger an interest in a more complicated subject. For example, a child learning to write computer programs will, by necessity, become interested in advanced math.
“Learning to read or do quadratic equations are not ‘natural’ processes, but unschoolers nonetheless learn them when it makes sense to them to do so, not because they have reached a certain age or are compelled to do so by arbitrary authority. Therefore it isn’t unusual to find unschoolers who are barely eight years old studying astronomy or who are ten years old and just learning to read.” - John Holt.
If your child becomes interested in advanced math or science or any other topic (of which you may know nothing about), he will find a way to learn about it. These subjects were not created in schools, but in the real world (otherwise, why would we need them?). If your child comes to you with questions, help him find the answers, provide materials, contact knowledgeable persons, etc.
