Clas Olson was having a sale on a 5 game set (chess, checkers, backgammon, five man morris, and dominoes) so I bought it, and the children wanted to learn to play chess. I taught them the basic rules, and they got the hang of it, playing many games over the summer.
I never was a very good chess player, but I remember wanting to play well, because the smart kids played chess. I even joined the chess club in 5th grade. It’s a great game.
Cambridge professor Simon Baron Cohen argues here that it’s a combination of nature and nurture. Intriguing.
Jean Liedloff’s 1975 book The Continuum Concept: In Search of Happiness Lost contrasts modern culture with the Yequana tribe of the Amazon.
Continuum is of an individual, as part of the continuum of his family, clan, community, species, life as a whole.
Early on in her life in the Amazon rainforest Liedloff noticed the natives had an unreal quality to them: an absence of unhappiness. “The ‘rules’ of human behavior did not apply to them.”
They did not frown at hardship and usually moved in groups with a “party mood” prevailing. She realized the Western value of saving labor was not shared by them. They did not judge or frown on others. The concept of competition was absent and in its place was a sense of shared camraderie.
She concluded that the high state of well-being of her savage friends compared to the civilized resulted from better alignment with the tendencies and expectations humans as a species have acquired through millennium-long evolution.
“We are living lives for which our evolution did not equip us.”
“The overprotected, weakened child is the one whose initiative has been constantly usurped by a (non-continuum) mother.”
Infants expect skin contact with their mother instantly after being born -*not to be washed, weighed, etc. first: “For millions of years newborn babies have been held close to their mothers from the moment of birth.”
Western babies get “wrapped in dry, lifeless cloth” when they expect near-continuous, year-round contact with their mother’s naked human body: “Nothing in his evolving ancestors’ experience has prepared him to be left alone, asleep or awake, and even less to be left alone to cry.”
“Small children, deprived in infancy, might benefit enormously from simply being held on a parent’s lap at every possible opportunity and being allowed to sleep in their parents’ bed with them.”
“If he feels safe, wanted, and ‘at home’ in the midst of activity before he can think, his view of later experiences will be very distinct in character from those of child who feels unwelcome, instimulated by the experiences he has missed, and accustomed to living in a state of want”
Later, when the child is growing up, the mother is always present but “she does not initiate the contacts nor contribute to them except in a passive way.”
Caretaking, like assistance, is by request only. Feeding (to nourish the body) and cuddling (to nourish the soul) are always available, simple and gracefully, as a matter of course; but “The object of a child’s activities, after all, is the development of self-reliance. To give either more or less assistance than he needs tends to defeat that purpose.”
“Ideally, giving the child an example, or lead, to follow is not done expressly to influence him, but means doing what one has to do normally: not giving special attention to the child, but creating the atmosphere of minding one’s own business by way of priority, only noticing the child when he requires it and then no more than is useful.”
Above all the child’s persona is respected as a good thing in all respects. There is no concept of a “bad child” not, conversely, any distinction made about “good children.” What he does is accepted as the act of an innately “right” creature.
“This assumption of ‘rightness’, or sociality, as an inbuilt characteristic of human nature is the essence of the Yequna attitude toward others of any age.”
“If there is anything fundamentally foreign to us in continuum societies like the Yequana, it is this assumption of innate sociality. It is by starting from this assumption and its implications that the seemingly unbridgeable gap between their strange behavior, with resultant high well-being, and our careful calculations, with an enormously lower degree of well-being, becomes intelligible.”
“The constant promise of a ‘better tomorrow’ is of no interest to the members of an evolved, stable, proud, and happy society. Their resistance to change preserves their customs and works to preclude innovation.”
“Our own unsatisfiability, founded in mass deprivation and alienation, on the other hand, overwhelms the cultural expression of our natural tendency to resist change and makes it imperative that we be able to look forward to ‘something better’ no matter what ‘advantages’ any of us may now have.”
“An unchanging way of life is called for which requires the work and cooperation of its members in amounts not excessive to their natures.”
“Families should be in close contact with other families.”
“The children’s place at the periphery, rather than the center, of adult concern will permit the youngsters to find their own interests and pace without pressure.”
“In a continuum-correct society the generations would live unders the same roof, to the advantage of all.”
“We do not look upon happiness as a birth-right, nor do we expect it to be more than peace or contentment. Real joy, the state in which the Yequana spend much of their lives, is exceedingly rare among us.”
Full notes are on the wiki.
RSA Animate – in which a skilled illustrator draws images as a presenter presents a topic – has Sir Ken Robinson explain our dominant educational paradigm and why it must change in this 11-minute video.
Every country on earth at the moment is reforming public education. The problem is, they’re trying to meet the future by doing what they did in the past. And on the way they are alienating millions of kids, who don’t see any purpose in going to school.
Sir Ken is a British university professor and an advocate for the arts, known widely for his books on creativity and human development. He’s a deeply human thinker and this is one of the finest videos in the series, well worth watching!
One Way to Unschool, A Twelve-step Program
Get an idea
1. see, hear, smell, taste, touch something interesting (What’s the deal with meat?)
2. obsess about it (think and dream about your new interest)
Do your research
3. find several books at home, in the library, in the bookstore (see exhibit A)
4. look online
5. watch videos*
6. take a field trip (to the supermarket in this case, see exhibit B)
Record what you find
7. take notes
8. take photographs (see exhibit B)
9. sketch (see exhibit C)
Put your new-found knowledge to work
10. make something** (plush is always a good medium, see exhibit D)
11. show someone, let them know all that you’ve learned (like your parents, your friends, or the people on Flickr)
Something else catches your eye
12. go back to step 1
*Video found serendipitously while passing by your father’s computer as he begins to watch a video on a related blog post even though he has no idea you’ve spent the last several days lost in a
world of meat.
**Enzo’s research also included plenty of cooking, unfortunately we don’t have any photos of that.
One final note to provide perspective:
Enzo was six when he did this project.
Update: After spending a few months in Buenos Aires at age seven, Enzo became fascinated with salami and other cured meats. His interest in meat in general also resurfaced. By the time he had turned eight, he had also dressed as a butcher for Halloween. Since then we created an installation in San Diego using his and his sister’s drawings. See images at South Park Quality Meats.
The Greco family has other things on their blog tagged “unschooling”.
What Americans Keep Ignoring About Finland’s School Success. As Warren Buffet says, if you want to improve schools in the United States all you have to do is make private schools illegal:
Herein lay the real shocker. As Sahlberg continued, his core message emerged, whether or not anyone in his American audience heard it.
Decades ago, when the Finnish school system was badly in need of reform, the goal of the program that Finland instituted, resulting in so much success today, was never excellence. It was equity.
Some notes from The Four-Thirds Solution by Stanley Greenspan, who is also the author of The Irreducible Needs of Children are below. The main thing is that there is an incredible amount of value in the attention, emotional responsiveness, learning that goes on in the 1:1 interactions between parents and children that is mostly, if not completely, lost when there are 4, 5, 6 children to one caregiver. After the age of five, the legal limit in California is 12 children to one caregiver. Parents, tired from work, believe their children have been getting nurturing attention at daycare, and daycare providers hope that parents are giving nurturing attention at home. What’s really happening is we are relying on the children to care for each other.
Whether children are in out-of-home child care or are cared for at home by a parent, it is the quality of the interactions that has a significant influence on children’s development.
– p. 31 The quality of parental care is more important than the quality of other caregivers’ care, suggesting that children are especially responsive to the parent-child relationship, perhaps because they experience it as more intimate, exclusive, and special.
– p. 33. children spending 30 or more hours per week in day care had increased problem behavior than children spending less than ten hours in day care.
– p. 34. More time in day care was a predictor of more aggression problems
– p. 34. Long hours in day care were associated with more problem behaviors than poor parenting and with about the same number of problem behaviors as the children raised in poverty
– p. 36. A full day in day care is associated with a significant increase in cortisol levels in the seond half of the day, compared with children of the same age who are cared for in a home setting. Significant rises in cortisol levels are associated with emotional and social disregulation and can be a sign of stress
– p. 37. Pnina Klein research in Israel: When engaged in one-on-one interactions, day-care caregivers and mothers with the same child are quite similar in positive caregiving. These include sensitivity to a child’s emotional signals, constructive limit setting, creativity, effectiveness in use of toys and lack of intrusiveness (ie, respect for the child). Jpwever, as oon as the day-care caregiver interacts with the children in a typical day-care group setting (staff-to-child ratio of 1 to 6), there is a “devastating drop” in all these desirable characteristics (ie and increase in intrusiveness, insensitivity, etc. on the part of the caregiver).
This quote in Teach your own struck me as I have a friend who is seemingly never not teaching his daughter:
This man…had ceased to be a parent and had become a total teacher. In fron to ftheir own children this couple stood in loco magistri. Their children had to grow up without parents, because these two adults, in every word they addressed to their two sons and one daughter, were “educating” them–they were at dinner constantly conscious that they were modeling the speech of their children, and asked me to do the same.
Bill McElwain, a Harvard man who had taught French, run a Laundromat, and become a discouraged farmer, moved to the prosperous town of Weston, Mass, and saw a lot of fertile suburban land going to waste, on the way to and from his work in Boston (rehabilitating houses in the South End).
He saw suburban teen-agers with few alternatives to football, tennis, drama or boredom, and he saw poor city people paying more for food in Roxbury than he was in Weston. (Bill surveyed the cost of twenty-five identical items in both areas and counted a 13% difference).
In April 1970, Bill began with borrowed hand tools and donations of seed and fertilizer. With a handful of dedicated helpers, he cultivated almost an acre; the produce was trucked into Roxbury and distributed free to a children's food program and a housing project. There, residents collected donations that found their way back to the farm.
Within a year, Bill was hired as project director of the new Weston Youth Commission. In 1972, he convinced the town to buy the farmland. He ignited a small but dedicated cadre of supporters, including enough people in the volunteer government to insure the continued support of the town. More kids got involved with the farm, and with the proceeds from the vegetables (now sold in Boston for a nominal $1 a crate) he paid workers a minimum wage. The town put more money and equipment into the project, and by 1975 the farm was growing as much as 100 tons of produce a year. About 25% of this was sold locally; the rest went into Boston.
Bill McElwain was 50 years old when the town bought the farm. He is still project director for the Youth Commission, despite his cavalier view of keeping fiscal records, and he still writes a column for the Weston Town Crier, in which he proposes dozens of other activities for the young to take part in.
One fall, for instance, Bill counted 600 maple trees along Weston roadsides. In a year and a half, he and a crew built a sugarhouse near the junior high school (using pine boards milled from local trees); scrounged buckets, taps, and evaporating equipment; and produce a cash crop of 250 gallons of grade A maple syrup. There was cider pressing, orchard reclamation, firewood cutting, crate making, construction of a small observatory, and an alternative course at the high school with regular field trips to Boston's ethnic neighborhoods, and to rural New Hampshire.
Virtually all his plans, large or small, have these common ingredients: they provide young people with paying jobs that are educational, socially useful, and fun; they operate on a small scale, need little capital, and use readily available resources, preferably neglected ones; and they bring a variety of people together to solve common problems in an enjoyable context. Building community is one of Bill's more crucial goals, and he'll seize any opportunity--planting, harvesting, "sugaring off", a woodcarving workshop, or May Day--to bring folks together for a festive occasion.
Another article I found about the farm, The Green Power Farm, here: Reclaiming the Commons
The latest edition of Teach Your Own is an interesting book as it takes the original text from John Holt, written in the 70s, and interlards it with commentary from Pat Farenga, who ran Holt Associates before and after Holt’s death, and provides a lot of commentary from actual parents who wrote letters to the Holt newsletter, Growing without Schooling.
- p. xxviii At the same time I was seeing more and more evidence that most adults actively distrust and dislike most children, even their own, and quite often especially their own. In a nutshell, people whose lives are hard, boring, painful, meaningless–people who suffer–tend to resent those who suffer less than they do, and will make them suffer if they can.
- …schools were doing exactly what they had always done and what people wanted them to do. Teach children about Reality. Teach them that Life is No Picnic. Teach them to Shut up and Do What You’re Told…what they want their child to learn is how to work. By that they don’t mean to do good and skillful work that they can be proud of…they want their children, when their time comes, to be able and willing, to hold down full-time painful jobs of their own.
- p. 21. Some researchers have noted the loss of spontaneous neighborhood and family play among our young because, in addition to more homework than we had as kids, they are being taken to more enrichment classes, organized sports run by adult professionals, and extracurricular activities. Parents do this believing that children need to do these things in order to get good jobs as adults, or scholarships, or just entrance to colleges.
- p. 32 Most schools are far more concerned to have children accept the values of mass society than to help them resist them. When school people hear about people teaching their children at home, they almost always say, “but aren’t you afraid that your children are going to grow up to be different, outsiders, misfits, unable to adjust to society?” They take it for granted that in order to live reasonably happy, usefully, and successfully in the world you have to be mostly like other people.
- p. 41. To the extent that teaching involves and requires some real skills, these have long been well understood. They are no mystery. Teaching skills are among the many commonsense things about dealing with other people that, unless we are mistaught, we learn just by living. In any community people have always known that if you wanted to find out how to get somewhere or so something, some people are better to ask than others. For a long, long time, people who were good at sharing what they knew have realized certain things:
- to help people learn something, you must first understand what they already know;
- showing people how to do something is better than telling them, and letting them do it themselves is best of all;
- you mustn’t tell or show too much at once, since people digest new ideas slowly and must feel secure with new skills or knowledge before they are ready for more;
- you must give people as much time as they want and need to absorb what you have shown or told them;
- instead of testing their understanding with questions you must let them show how much or little they understand by the questions they ask you;
- you must not get impatient or angry when people don’t understand; scaring people only blocks learning.
- p. 43 Years ago I read that one or more inner-city schools had tried the experiment of letting fifth graders teach first graders to read. They found, first, that the first graders learned faster than similar first graders taught by trained teachers themselves, and secondly, that the fifth graders who were teaching them, many or most of whom had not been good readers themselves, also improved a great deal in their reading.
- p. 56 (book recommended) The Four-Thirds solution: Solving the Childcare Crisis in America Today by Stanley Greenspan in which parents take 2/3 times jobs, work from home, etc.
- p. 108 (quote from Growing without Schooling letter): It is my habit to wake up early and spend an hour or two quietly planning my day according to what needs doing and what I feel like. But on my “work” days I find it very difficult to “get into” that kind of contemplation. Such a large chunk of the day is already planned for me. If I go to work several consecutive days, by the fourth or fifth day I feel very removed from the core of myself, and find it much easier to contemplate doing what at other times would seem irresponsible to me…When I abdicate the responsibility for structuring my own time, a certain moral strength seems to be lost as well.
- p. 119. It would be a fine thing if in any community there were more places for children, and indeed people of all ages, to get together and do various kinds of things…In some ways, the country clubs that rich folks belong to are a much better model of what we want than a school. Take away the eighteen-hold golf courses, the elaborate tennis courts and other facilities, the palatial clubhouse, and what’s left is very close in spirit to what we are after. You don’t have to play golf just because you go to the golf club. You don’t have to do anything. There are certain kinds of resources there for you to use, if you want, but you can spend the day there sitting in a chair and looking at the sky.
- p. 203. The other day a young person wrote me saying, “I want to work with children.” Such letters come often. They make me want to say, “What you really mean is, you want to work on children. You want to do things to them, or for them — wonderful things, no doubt — which you think will help them. What’s more, you want to do these things whether the children want them done or not. What makes you think they need you so much? If you really want to work with children, then why not find some work worth doing, work you believe in for its own sake, and then find a way to make it possible for children–if they want to–to do that work with you.” The difference is crucial. The reason my work with the leaves and worms was interesting and exciting to those boys was precisely that it was my work, something I was doing for my good, not theirs. It was not some sort of “project” that I had cooked up because I thought they might be interested in it. I wasn’t out there raking up leaves in the hope that some children might see me and want to join in.
- p. 212. We have already discussed the claim of the schools that they alone know how to teach children. Most of the time, they make this claim with no reservations whatever. Yet when they are sued in court for not having done what they say they and they alone know how to do, they suddenly become very modest. A most revealing article on Teacher Malpractice in the American Educator journal of the American Federation of Teachers said:
In 1972, parents of a graduate of the public school system in San Francisco brought a $500,000 suit against the school district charging that after a total of 13 years of regular attendance, their son was not able to read….The CA State Court of Appeals rejected the parents’ claim of the school system’s failure to educate their son. The court declared it was impossible for any person, most of all the courts, to set guidelines for “proper” academic procedures which must be followed by all schools and all teachers.
“Unlike the activity of the highway, or the marketplace, classroom methodology affords no readily acceptable standards of care, or cause, or injury. The science of pedagogy itself is fraught with different and conflicting theories of how or what a child should be taught, and any layman might, and commonly does, have his own emphatic views on the subject,” read the court’s opinion.
The court was, of course, quite right in saying this. But what then becomes of the claim, which the schools make all the time, that they alone know how to teach children?
- p. 232. A British study, described in the book Young Children Learning, compared tapes of the conversations of working-class parents with their four-year-old children to those of nursery school teachers with four-year-olds. It revealed that the children who stayed home asked all sorts of questions about a diverse number of topics, showing no fear of learning new words or concepts. The children under the care of professional teachers had much less range of thought and intensity, and they asked many fewer questions.
- p. 254. List of homeschooled people (or no college): Susan B. Anthony, Pearl S. Buck, Andrew Carnegie, Thomas Edison, Abraham Lincoln, Winston Churchill, Charles Dickens, Benjamin Franklin, Jane Goodall, Alex Haley, Patrick Henry, Claude Monet, General Patton, Bertram Russell, Harry S. Truman, Woodrow Wilson, Gloria Steinem, Mark Twain, The Wright Brothers…
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