Kolleen

>Joyce writes:
>Yes, and I think it's the definition of unschooling that's the hang up.
>
>If we define unschooling as child led learning then we can say that
>unschooling won't work for every child. The environment might be lacking.
>The parent might not know how to interact with the child, for instance an
>adult who was bookish might be less inclined to give her kinesthetic child
>the freedom to use his body as much as he needs, not being able to perceive
>that as learning. Child led is only a part of the picture.
>
>But if we define unschooling as how children *naturally* learn then we can't
>say unschooling won't work because it's the same as saying children can't
>learn.
>
>I think one of the stumbling blocks with unschooling and learning
>disabilities is that there isn't a large enough community of unschoolers of
>LD kids. All the research is oriented towards kids who are expected to learn
>what is taught in school, with the goal of hopefully getting them into
>school. The research supports that being taught through particular methods
>is what various LD kids need.
>
>But does that research apply to helping LD kids learn naturally? Helping
>them become themselves rather than products to be fed to colleges or the
>workforce?
>
>If we begin with the premise that kids don't need taught then the quest is
>to find ways to help kids learn what they want to learn, not learn what we
>think they should learn in the time we think they should learn it.
>
>For instance there are ways of helping dyslexic people read. But if those
>ways involve coercion, regardless of how authoritative someone is, then
>perhaps it's a good idea to look at the goals they are imposing on the
>dyslexic.


Yes, I copied the whole damn thing again. Because its worth reading and
rereading. And it probably would be great for me to keep it on my
pasteboard and use it as a standard response to a good portion of
questions around here. Seriously, no joking. No ill will towards the
question askers.
This is a great piece of work on unschooling. Especially the
environmental part.

Kolleen

Kolleen

>Joyce writes:
>If we begin with the premise that kids don't need taught then the quest is
>to find ways to help kids learn what they want to learn, not learn what we
>think they should learn in the time we think they should learn it.
>


This is what I meant by the root of what all the talk about 'problems' is.
The kids are holding (or being held) up to some sort of basic standard.
Albeit grandma, neighbors or other kids.

Figure out your kids learning style, become or get one of those people,
allow the environment to be nurturing and caring with a democratic
flavour to the house and let your kid learn whatever they want.

Regards,
Kolleen