Re: [Unschooling-dotcom] Digest Number 1483
[email protected]
In a message dated 9/17/01 3:30:51 PM Mountain Daylight Time,
[email protected] writes:
<< Has anyone here seen the movie Dogma? I keep thinking about the Apostle
who
said it was better to have an idea than a belief. >>
Loved this movie. And this line.
NICKI~
[email protected] writes:
<< Has anyone here seen the movie Dogma? I keep thinking about the Apostle
who
said it was better to have an idea than a belief. >>
Loved this movie. And this line.
NICKI~
Julie Stauffer
<<Is this considered unschooling?>>
Again, Dawn it would depend on who you asked. Most people I think would
agree that as long as a child is truly free to engage or not engage in an
activity, then most likely unschooling is going on. But at a point, and I
think it is different for everyone, you start to realize that kids don't
need the artificiality of workbooks, subjects, etc. to learn.
In one of Holt's books, he talks about a child learning to swim. Using that
scenario, consider my following descriptions. One set of parents sign the
kid up for swimming lessons and force the child to attend (definitely not
unschooling). One set of parents signs the kid up for lessons and when the
kid asks to stop going the parents have no problem (possibly unschooling).
One set of parents asks their kid if he is interested in taking swimming
lessons and kid says would like to try it. After 2 lessons wants to stop
and parents agree (unschooling as is most often practiced). One set of
parents plays in the water with their baby and continues on as child becomes
toddler and older. At some point, the kid turns loose of parent to
s-t-r-e-t-c-h and reach wall, eventually paddling a couple of strokes,
eventually swimming (unschooling as described most often by Holt).
At least that is how it plays in my head, your mileage may vary.
Julie
Again, Dawn it would depend on who you asked. Most people I think would
agree that as long as a child is truly free to engage or not engage in an
activity, then most likely unschooling is going on. But at a point, and I
think it is different for everyone, you start to realize that kids don't
need the artificiality of workbooks, subjects, etc. to learn.
In one of Holt's books, he talks about a child learning to swim. Using that
scenario, consider my following descriptions. One set of parents sign the
kid up for swimming lessons and force the child to attend (definitely not
unschooling). One set of parents signs the kid up for lessons and when the
kid asks to stop going the parents have no problem (possibly unschooling).
One set of parents asks their kid if he is interested in taking swimming
lessons and kid says would like to try it. After 2 lessons wants to stop
and parents agree (unschooling as is most often practiced). One set of
parents plays in the water with their baby and continues on as child becomes
toddler and older. At some point, the kid turns loose of parent to
s-t-r-e-t-c-h and reach wall, eventually paddling a couple of strokes,
eventually swimming (unschooling as described most often by Holt).
At least that is how it plays in my head, your mileage may vary.
Julie
[email protected]
In a message dated 09/18/2001 6:34:49 AM !!!First Boot!!!, jnjstau@...
writes:
The swimming example hits home for me.
Kid #1: Lessons at the Y. He had fun. He may have actually learned
something. But. . .
I learned how to teach a little kid how to swim.
Kid #2: No lessons. We played at the beach and at various pools and now she
swims beautifully -- if a little splashy.
And I tell people this who ask me -- and they do -- Moms with their first
little one. I didn't know how to teach or show or be comfortable or safe --
or whatever you want to call it -- a little kid to swim. So the lessons at
first helped me too.
Good example Julie!
Nance
[Non-text portions of this message have been removed]
writes:
> One set of parents asks their kid if he is interested in taking swimmingThere is a learning process for the parents too!
> lessons and kid says would like to try it. After 2 lessons wants to stop
> and parents agree (unschooling as is most often practiced). One set of
> parents plays in the water with their baby and continues on as child becomes
> toddler and older. At some point, the kid turns loose of parent to
> s-t-r-e-t-c-h and reach wall, eventually paddling a couple of strokes,
> eventually swimming (unschooling as described most often by Holt).
>
> At least that is how it plays in my head, your mileage may vary.
>
> Julie
>
The swimming example hits home for me.
Kid #1: Lessons at the Y. He had fun. He may have actually learned
something. But. . .
I learned how to teach a little kid how to swim.
Kid #2: No lessons. We played at the beach and at various pools and now she
swims beautifully -- if a little splashy.
And I tell people this who ask me -- and they do -- Moms with their first
little one. I didn't know how to teach or show or be comfortable or safe --
or whatever you want to call it -- a little kid to swim. So the lessons at
first helped me too.
Good example Julie!
Nance
[Non-text portions of this message have been removed]
[email protected]
**The Moore's "forumla" is basically unschooling until the age of 12 or so
and then a move toward academics for high school. Most children will do
this on their own. It's sort of a natural progression, since those 12 year
olds really do want to join the adults in making a living and being
independent. The Moore's just move into *bookwork* mode, but acknowledge
that not every child will want or need the same thing. A hands on learner
will stil lbe a hands on learner, so things should be geared to the child.
If you can read between the language used, you'll find that it's not a lack
of trust in the children, but rather an expectation that *education* means
standard school fare for the Moore's.**
I remember the "formula" as no formal academics until age 8 or 9, and an
equal balance of academics, manual work, and service after that age. It
shares with unschooling a conviction that children want to be and should be a
part of the adult world, not segregated from it, but assumes more adult
control of the process. (I'm very fond of a lot of the Moore's writings.)
Deborah in IL
and then a move toward academics for high school. Most children will do
this on their own. It's sort of a natural progression, since those 12 year
olds really do want to join the adults in making a living and being
independent. The Moore's just move into *bookwork* mode, but acknowledge
that not every child will want or need the same thing. A hands on learner
will stil lbe a hands on learner, so things should be geared to the child.
If you can read between the language used, you'll find that it's not a lack
of trust in the children, but rather an expectation that *education* means
standard school fare for the Moore's.**
I remember the "formula" as no formal academics until age 8 or 9, and an
equal balance of academics, manual work, and service after that age. It
shares with unschooling a conviction that children want to be and should be a
part of the adult world, not segregated from it, but assumes more adult
control of the process. (I'm very fond of a lot of the Moore's writings.)
Deborah in IL
[email protected]
In a message dated 9/18/01 6:23:23 PM Central Daylight Time,
DACunefare@... writes:
the Moore's? I would appreciate it. ~Nancy
[Non-text portions of this message have been removed]
DACunefare@... writes:
>Deborah, could you post (or email me privately) more about this concept of
> I remember the "formula" as no formal academics until age 8 or 9, and an
> equal balance of academics, manual work, and service after that age. It
> shares with unschooling a conviction that children want to be and should be
> a
> part of the adult world, not segregated from it, but assumes more adult
> control of the process. (I'm very fond of a lot of the Moore's writings.)
>
> Deborah in IL
>
the Moore's? I would appreciate it. ~Nancy
[Non-text portions of this message have been removed]