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I am not sure how we would "classify" ourselves. We frequently and publicly
say that we believe all people are learning all the time with or without
direct instruction. Privately, we debate how much or little we should
intervene (when one of our children does not recognize the alphabet, for
instance.) Usually we decide it's way to early to be concerned and we just
heighten our awareness for opportunity. We like the idea of classes and
instruction by others (i.e, karate instruction or a special arts program) but
only if our son wants to participate. As parents we love learning all kinds
of new things so we're frequently aware of opportunities because of our
interests. Finally, there are times we do get more focused and structured
but I fear it is due to our insecurity rather than a need on the part of the
children.

Our oldest is 6 and I've been thinking a lot lately about mathematics and
what our approach might be. Imposing worksheets and algorithms will never
ever work IMO with our 6 yr old. I also have a bias against arithmetic and
mathematics being learned out of context of any practical application.
However, I am skeptical that much mathematical grounding is occurring with
the sporadic questions about price and time and height etc. I think my
approach will be to lay low and hang back for now but keep my eyes open for a
(math related) project we can fall in love with. Then we'll take that as far
as we care to.

Michael

Michael

In a message dated 8/18/00 8:50:32 AM Eastern Daylight Time,
tracy.oldfield@... writes:

<< one more abstract thought... i wonder how many of you
have an unschooling 
approach that reflects the active learning, conscious
seeking out of info to 
answer ideas that come up-- constantly diligent and
aware of opportunities to 
educate and absorb etc, verses the learning is
happening whether you TRY or 
not method? i see these as some distinctions in
unschoolers approaches...

erin >>