Julie Bogart

I want to say outright that I love the information and worldview of
this list. I learned quickly that I'm a novice in the unschooling
arena and we've made dramatic changes this year since
January. Both my dh and I have felt good about those changes.

But I confess to feelings of anxiety about the future for my oldest.
Do any of you deal with this? He's such a free spirit and gifted in
so many ways. But he definitely isn't one to play the game or to fit
into the system. I know his MB scores and though they help me
to appreciate him as he is, I can't shake the anxiety I feel at times
that he will not figure out when or how to jump in when he needs
to.

What this looks like now to me is this:

Examples—When taking piano lessons, his piano playing
almost came to a complete halt. It wasn't until he quit lessons
that he took off. He plays beautifully and well. In fact, his playing
is surprisingly accomplished for the little amount of instruction.
But I wonder if there isn't a point at which teaching would be
valuable too. And would he yield to it?

Same with sign language. He's taken it for a couple of years. He
loves it. But when tests come, he doesn't prepare and doesn't
care. So he enjoys signing but isn't that interested in following
the course of study as it's set up.

He does great in Shakespeare camp where it's intensive for one
week. He puts his whole heart into it and has no trouble
following through. But it's one week.

I'm wondering if this kind of spurt personality is one anyone's
dealt with (ISFP)? Do these kids just find their own niche without
ever "joining up" with a system or guide or teacher? It feels so
scary to me.

He says he wants to go to college but I wonder if he'll even be
able to hack it given his bent toward spurt learning. He is
completely driven by primary relevance. If he doesn't see the
point, he doesn't care.

Any thoughts?

Julie B

[email protected]

In a message dated 6/19/2003 3:31:08 PM Eastern Standard Time,
julie@... writes:

> He says he wants to go to college but I wonder if he'll even be
> able to hack it given his bent toward spurt learning. He is
> completely driven by primary relevance. If he doesn't see the
> point, he doesn't care.
>
> Any thoughts?
>
> Julie B
>

Honestly, your son sounds amazing to me. I'm sort of new to unschooling too,
probably more new than you, so I'm sure you'll get a lot of other
opinions...but it seems like HE has unschooling down to an art :o)

Nancy


[Non-text portions of this message have been removed]

[email protected]

In a message dated 6/19/03 1:31:07 PM, julie@... writes:

<< He's such a free spirit and gifted in

so many ways. But he definitely isn't one to play the game or to fit

into the system. >>

So how would he have been in school?

Lots of times when people look at their unschooled teens, they're comparing
them to the ideal, maximum-potential high school kid they might have been in
parental imagination could create a kid!

<< his playing

is surprisingly accomplished for the little amount of instruction.

But I wonder if there isn't a point at which teaching would be

valuable too. And would he yield to it?>>

When he's playing, he's playing. 'Yield' means give way to a stronger force.

Why not look at it as whether teaching would be so valuable to him he would
request it?
Then you could grant it, encourage it, pay for it, support it. Like a fairy
godmother, not like an opposing army (or an oncoming truck <g>).

<<Same with sign language. He's taken it for a couple of years. He

loves it. >>

He's taken it where?

You mean he has used it in real life?

<<So he enjoys signing but isn't that interested in following

the course of study as it's set up.>>

Has he used it for real or just "taken it" (like "you sit there and you TAKE
it"?)
Another oncoming force?

<<I'm wondering if this kind of spurt personality is one anyone's

dealt with (ISFP)? Do these kids just find their own niche without

ever "joining up" with a system or guide or teacher? It feels so

scary to me.>>

Why do you want him in a niche? Niches are very small and enclosed.

Learning happens in spurts. He's learning. Or he's treading class-water.

<<He says he wants to go to college but I wonder if he'll even be

able to hack it given his bent toward spurt learning. He is

completely driven by primary relevance. If he doesn't see the

point, he doesn't care.


<<Any thoughts?>>

#1 thought is that his unschooling would look WAY better to you if you took
off your school-colored glasses and looked at HIM instead of college, lessons,
course, time-measurements, and completions.

<<He is

completely driven by primary relevance. >>

Sounds good to me!

Make more things relevant to him, and he'll be more driven.

Find REAL sign language, and REAL music (not practice for a lesson, but
playing while others are playing and singing), and go out and do/find/think/care
Shakespeare the other 51 weeks of the year too.

Sandra

[email protected]

In a message dated 6/19/2003 4:51:58 PM Eastern Daylight Time,
abtleo@... writes:

> There's a college in Iowa, I forget which one, that does or used to do
> school "one course at a time". Classes lasted 3 weeks. I could really see
> that working for that kind of personality.
>

Tusculum in TN also does classes like this, but they are six weeks at a time
and that constitutes one full semester of work. They tout it as being ideal
for athletes because they only have one teacher to talk to regarding make up
work when you are away from school for games but I think it would be great for
lots of people. It's open to anyone I believe.

glena


[Non-text portions of this message have been removed]

Alan & Brenda Leonard

6/19/03 22:16:

> He says he wants to go to college but I wonder if he'll even be
> able to hack it given his bent toward spurt learning. He is
> completely driven by primary relevance. If he doesn't see the
> point, he doesn't care.

There's a college in Iowa, I forget which one, that does or used to do
school "one course at a time". Classes lasted 3 weeks. I could really see
that working for that kind of personality.

I'm a little like that, too. I can focus hard only for a limited amount of
time. Something I've noticed about myself and now also my son, too, is that
at least musically, we don't seem to lose anything when we go for weeks
without touching an instrument. Give us a minute to warm up and we're
"back". Maybe he knows he just doesn't need to drudge at something
constantly to make it happen for himeself.

brenda

[email protected]

In a message dated 6/19/2003 4:51:50 PM Eastern Standard Time,
abtleo@... writes:

> There's a college in Iowa, I forget which one, that does or used to do
> school "one course at a time". Classes lasted 3 weeks. I could really see
> that working for that kind of personality

I think there's a school in CA that does that...it's been about 5 years since
we've lived there, but I vaguely remember it being National University?
(someone correct me if I'm wrong!) They had evening classes too. I think the
whole original idea was that people working full time couldn't go to school
during the day to earn their degrees. So instead of having to take a bunch of
classes all at once, you could take one course at a time, in the evening, and be
done with each in a few weeks. Sounds kinda cool to me.

Nancy


[Non-text portions of this message have been removed]

[email protected]

In a message dated 6/19/2003 5:14:07 PM Eastern Standard Time,
CelticFrau@... writes:

> I think there's a school in CA that does that...it's been about 5 years
> since
> we've lived there, but I vaguely remember it being National University?
> (someone correct me if I'm wrong!) They had evening classes too. I think
> the
> whole original idea was that people working full time couldn't go to school
> during the day to earn their degrees. So instead of having to take a bunch
> of
> classes all at once, you could take one course at a time, in the evening,
> and be
> done with each in a few weeks. Sounds kinda cool to me.
>
> Nancy
>
<A HREF="http://www.nu.edu/#">National University | Continuing Adult Education Online College Degree
Programs#</A>

<A HREF="http://www.nu.edu/#">http://www.nu.edu/#</A>

website says you learn one course per month, and they have online school.

Nancy


[Non-text portions of this message have been removed]

Betsy

**I'm wondering if this kind of spurt personality is one anyone's
dealt with (ISFP)? Do these kids just find their own niche without
ever "joining up" with a system or guide or teacher? It feels so
scary to me.

He says he wants to go to college but I wonder if he'll even be
able to hack it given his bent toward spurt learning. He is
completely driven by primary relevance. If he doesn't see the
point, he doesn't care.

Any thoughts?**

Hi, Julie --

My first thoughts -- "This kid should be unschooled! And do concrete
projects! Of his own selection!"

I think that my husband is an ISFP, and when I can get his attention,
I'll ask for his two cents as well.

Betsy

Lisa M. Cottrell Bentley

> He says he wants to go to college but I wonder if he'll even be
> able to hack it given his bent toward spurt learning. He is
> completely driven by primary relevance. If he doesn't see the
> point, he doesn't care.

I truly believe that he will follow through on things that he is truly
interested in. There are lots of different types of colleges. He might be
best suited to attend one of the ones that have one class at a time and each
class is an intensive 3 weeks, with a 1 week break in between each class.
Or, he might be more inclined to learn on his own and do verbal examination
testing to get college credit. I've seen a couple of colleges offering
something like that recently. Or, maybe he would like to a series of
mentorships?

-Lisa in AZ

Julie Bogart

--- In [email protected],
SandraDodd@a... wrote:


> Lots of times when people look at their unschooled teens,
they're comparing
> them to the ideal, maximum-potential high school kid they
might have been in
> parental imagination could create a kid!

Yes. I think you're right. Thank you.

In fact, we have often felt grateful that he wasn't in school
because I think he would have hated it. He would probably ahve
been labeled something...

>
> When he's playing, he's playing. 'Yield' means give way to a
stronger force.

Okay.
>
> Why not look at it as whether teaching would be so valuable to
him he would
> request it?
> Then you could grant it, encourage it, pay for it, support it. Like
a fairy
> godmother, not like an opposing army (or an oncoming truck
<g>).

Good image. :)
>
> <<Same with sign language. He's taken it for a couple of years.
He
>
> loves it. >>
>
> He's taken it where?
>
> You mean he has used it in real life?

He took it in a homeschool co-op and we've gone to a deaf
dinner and a deaf church so that he can be with those who use
sign.

one thing he told me today (I asked him about it) is that he's
frustrated with the teaching of the class. (I didn't know that!) He
said that it's not challenging and boring in presentation but he
loves to sign so he's put up with their style of teaching anyway.

That surprised me and I felt humbled that I hadn't already known
that. It made me understand a little better that he had figured out
a way to get what he wanted in spite of an obstruction—the
teaching!

>
> <<So he enjoys signing but isn't that interested in following
>
> the course of study as it's set up.>>
>
> Has he used it for real or just "taken it" (like "you sit there and
you TAKE
> it"?)
> Another oncoming force?

I guess so! I will have to see what we can do now instead. I like
your suggestion to get him in a real life situation where sign is
required. Here I speak three languages and I didn't even think of
that for ASL. Smacking self on forehead.

>
> Why do you want him in a niche? Niches are very small and
enclosed.

I guess I want him to earn a living at some point! LOL But I see
that I'm thinking backwards. I don't work in the field of my college
degree and created my own business and never have been
hired by anyone. I don't know why he wouldn't be perfectly
capable of the same thing...

Okay, breathing better now.

>
> #1 thought is that his unschooling would look WAY better to
you if you took
> off your school-colored glasses and looked at HIM instead of
college, lessons,
> course, time-measurements, and completions.

I need to post this on my mirror. Okay. I keep forgetting.
>
> <<He is
>
> completely driven by primary relevance. >>
>
> Sounds good to me!
>
> Make more things relevant to him, and he'll be more driven.

Right. RIGHT! Okay.
>
> Find REAL sign language, and REAL music (not practice for a
lesson, but
> playing while others are playing and singing), and go out and
do/find/think/care
> Shakespeare the other 51 weeks of the year too.

Thanks Sandra. :)

Julie B

Julie Bogart

--- In [email protected], CelticFrau@a...
wrote:

>
> Honestly, your son sounds amazing to me. I'm sort of new to
unschooling too,
> probably more new than you, so I'm sure you'll get a lot of other
> opinions...but it seems like HE has unschooling down to an art
:o)
>
> Nancy


Wow! You're right! I suppose I ought to just ake lessons from
him, you know?

I'm feeling much better now. Thanks. I'd much rather process
this here than dump it on him.

Julie

Julie Bogart

--- In [email protected], Betsy
<ecsamhill@e...> wrote:

> Hi, Julie --
>
> My first thoughts -- "This kid should be unschooled! And do
concrete
> projects! Of his own selection!"

Yes. Agreed. He's the one that propelled me into unschooling.
School tactics don't work with him at all.
>
> I think that my husband is an ISFP, and when I can get his
attention,

ROFLOL!! "Get his attention"--naturally he's absorbed in his own
project or pursuit right now, eh?


> I'll ask for his two cents as well.

I'd appreciate it Betsy. Thanks! :)

Julie B

Gerard Westenberg

> He says he wants to go to college but I wonder if he'll even be> able to hack it given his bent toward spurt learning. He is> completely driven by primary relevance. If he doesn't see the
> point, he doesn't care.>>

One of my older sons is like this. He is 19 now. He has always been driven by the current need or interest, learning in spurts - like when he was 13 and was really into playing a military simulation game based on the Chinese Communist revolution. He read all things China!

Anyway, this son is now studying at university - but, he is doing university his way, cos he wants to and wants a degree to enter the RAAF as an Officer . He is studying externally ( via distance ed in the US?) so he can work and mess around with friends and not be constricted by class schedules. He is doing a Bachelor of General Studies - therefore, he doesn't have to pick a specific major but does three or four minor streams, following his current interests. Last year, he did some Maths, Physics, Computer Programming units. This semester he is studying film techniques and criticism and media and culture.

So, his learning in spurts and doing things his way continues through university. Your ds may be the same - if and when he decides college et al is for him...Leonie



[Non-text portions of this message have been removed]

Pamela Sorooshian

There are many colleges like that - one or two courses at a time,
intensively, for just a few weeks each. My sisters both got their
bachelors degrees from colleges like that - Kathleen through Hope
University and Julie through Cal State San Jose (it was a satellite
program - courses were offered 450 miles away from the actual college,
down here in Orange County). Kathleen is now in a masters degree
program that works the same way - either one or two courses at a time -
getting a special ed teaching credential and masters degree at the same
time at Cal State Dominguez Hills. I taught for years in such a program
at Pepperdine University. National Univ. has had them for years - so
does University of Phoenix. MANY others.

-pam


On Thursday, June 19, 2003, at 02:09 PM, CelticFrau@... wrote:

> I think there's a school in CA that does that...it's been about 5
> years since
> we've lived there, but I vaguely remember it being National University?
> (someone correct me if I'm wrong!) They had evening classes too. I
> think the
> whole original idea was that people working full time couldn't go to
> school
> during the day to earn their degrees. So instead of having to take a
> bunch of
> classes all at once, you could take one course at a time, in the
> evening, and be
> done with each in a few weeks. Sounds kinda cool to me.

[email protected]

In a message dated 6/20/2003 11:30:30 AM Eastern Daylight Time,
pamsoroosh@... writes:
> There are many colleges like that - one or two courses at a time,
> intensively, for just a few weeks each. My sisters both got their
> bachelors degrees from colleges like that - Kathleen through Hope
> University and Julie through Cal State San Jose (it was a satellite
> program - courses were offered 450 miles away from the actual college,
> down here in Orange County). Kathleen is now in a masters degree
> program that works the same way - either one or two courses at a time -
> getting a special ed teaching credential and masters degree at the same
> time at Cal State Dominguez Hills. I taught for years in such a program
> at Pepperdine University. National Univ. has had them for years - so
> does University of Phoenix. MANY others.

Ben got his Masters through Golden State U on the weekends. Weekend
intensive. I think it was three weekends (Fri night, Sat, Sun), skip one, then one more
weekend and you have one class down.

At the time I thought it was WONDERFUL. In college I was always psyched to
start, but then got bored about half-way through the semester and goofed off. I
think this weekend intensive thing was originally for working folks who wanted
to get a degree on their off-time. It was hugely successful when Ben was
there---so I guess it's caught on for all students.

It would have been a good idea for me, the easily bored.

~Kelly


[Non-text portions of this message have been removed]

Julie Bogart

--- In [email protected], "Gerard
Westenberg" <westen@b...> wrote:


Leonie, this is so encouraging!! Thanks for sharing it. Just today
same son pulled out his electric guitar (inspired no doubt by the
current VH1 100 countdown that we watch every night) and
played a Linkin Park song along with the CD (head and body
bouncing feverishly) that he worked on yesterday. He's never had
a single lesson for the guitar. He's completely self-taught.

I was blown away. Why do I worry?

Your son's example is such good news. I think I don't even know
what the possiblities are and so I can't conceive of what he might
do. Feeling relieved.

Julie
>
> Anyway, this son is now studying at university - but, he is doing
university his way, cos he wants to and wants a degree to enter
the RAAF as an Officer . He is studying externally ( via distance
ed in the US?) so he can work and mess around with friends
and not be constricted by class schedules. He is doing a
Bachelor of General Studies - therefore, he doesn't have to pick a
specific major but does three or four minor streams, following
his current interests. Last year, he did some Maths, Physics,
Computer Programming units. This semester he is studying
film techniques and criticism and media and culture.
>
> So, his learning in spurts and doing things his way continues
through university. Your ds may be the same - if and when he
decides college et al is for him...Leonie
>
>
>
> [Non-text portions of this message have been removed]

Betsy

**I was blown away. Why do I worry?**

I wanted to say something positive about the sign language learning
experience you described. Most instructors are thrilled to have
students who are there because of their interest in a subject, not just
there because they want to get a grade stamped on a piece of paper and
get out. Not being motivated by the test and the grade can be a good
thing. We don't have to grant extra respect to people who study hard
just before the exam and then forget most of it.

Betsy

milgrom family

"But I confess to feelings of anxiety about the future for my oldest.
Do any of you deal with this?"

I deal with this with my youngest. He's 15 and is not interested in
learning anything if it looks like a lesson. He says he wants to go to
University but won't participate in anything where there is a "teacher".

"What this looks like now to me is this:

Examples—When taking piano lessons, his piano playing
almost came to a complete halt. It wasn't until he quit lessons
that he took off. He plays beautifully and well. In fact, his playing
is surprisingly accomplished for the little amount of instruction.
But I wonder if there isn't a point at which teaching would be
valuable too. And would he yield to it?"

This is my son Jordan with his drumming. We rented drums and got him
lessons (at his request). The drumming tapered off until he stopped
entirely. We returned the drums. Last year he wanted drums for his
birthday but no lessons. He says he feels less pressure to drum when the
drums are his and there are no lessons to practise for. He drums way more
often now and jams occasionally with his Dad (guitar player).


"He does great in Shakespeare camp where it's intensive for one
week. He puts his whole heart into it and has no trouble
following through. But it's one week."

You are so lucky LOL. I begged Jordan to go to Shakespeare camp(I just new
he would enjoy it). He wouldn't even apply.

"I'm wondering if this kind of spurt personality is one anyone's
dealt with (ISFP)? Do these kids just find their own niche without
ever "joining up" with a system or guide or teacher? It feels so
scary to me."

I don't know Jordan's MB personality but he sounds like your son. He learns
what he wants as he wants to. He pursues his passions night and day and
ignores anything "boring".

"Any thoughts?"

My thoughts are this. Left to his own devices Jordan pursues an interest
until he is satisified or frustrated. When he reaches a point of
frustration he will either ask for help or walk away. (I guess it depends
on how important it is to him). What he won't do is accept help when it's
offered if he's not ready to be helped. For example: we have been
encouraging Jordan to come to the office and spend time with his Uncle Brian
who is a web site designer(among other things). Jordan has been building
his own websights for the past few months(nearly a year) and is frustrated
at many turns. BUT he won't go and "take a few lessons" from Uncle Brian.
HOWEVER last night after a family dinner he started asking Brian questions
"how do you do this? Is there a short cut to do that? etc. In that casual
environment I think he felt less pressure to be the student. It was guy to
guy, it lasted over an hour. I think now he may be ready to "visit" Brian
at the office to "pick his brain". As long as we don't call it a lesson!

I do see some hope that Jordan will eventually be able to accept
instruction. I think we are still (after 3 years) deschooling. Once he
realizes it is his choice to take a course or not I think he will want to
make the most of those choices. I do see a willingness to seek expert
advice - e.g. he emailed an entymologist he found on the internet to get
detailed information on ticks.

I think (or should I say I hope) when he realizes that the route to the
degree he wants is through college or university he will pursue that route
with the same passion he displays in the rest of his pursuits.

Stella

Julie Bogart

--- In [email protected], "milgrom family"
<milgrom8660@r...> wrote:

Stella, what a wonderful post!

>
> I deal with this with my youngest. He's 15 and is not interested
in
> learning anything if it looks like a lesson. He says he wants to
go to
> University but won't participate in anything where there is a
"teacher".

That really is similar, though he wouldn't express it that way. I
just notice that he learns "his way" and doesn't feel the need to
be "instructed." (Noah just turned 16 three days ago)


>
> This is my son Jordan with his drumming. We rented drums
and got him
> lessons (at his request). The drumming tapered off until he
stopped
> entirely. We returned the drums. Last year he wanted drums
for his
> birthday but no lessons. He says he feels less pressure to
drum when the
> drums are his and there are no lessons to practise for. He
drums way more
> often now and jams occasionally with his Dad (guitar player).

That's amazing. It really must be a personality thing. My dad was
asking who he prepares to play for if he doesn't have recitals to
prepare for etc. I laughed. I said "He plays for himself. He needs
no audience whatsoever. It's all about the pleasure of playing."

So perhaps that is part of it. He really enjoys the experience
more than the external achievement.

> I don't know Jordan's MB personality but he sounds like your
son. He learns
> what he wants as he wants to. He pursues his passions night
and day and
> ignores anything "boring".

Right. That's him to a tee. Fortunately he's had a huge diversity of
passions and I've watched him learn over and over things I'd
never even have attempted so I'm glad he hasn't had that
stomped out of him in school.
>
> "Any thoughts?"
>
> My thoughts are this. Left to his own devices Jordan pursues
an interest
> until he is satisified or frustrated. When he reaches a point of
> frustration he will either ask for help or walk away. (I guess it
depends
> on how important it is to him).

Identical!! Wow.

What he won't do is accept help when it's
> offered if he's not ready to be helped.

Same. I have offered all kinds of help, tutors, classes. He just
keeps finding his own way.

For example: we have been
> encouraging Jordan to come to the office and spend time with
his Uncle Brian
> who is a web site designer(among other things). Jordan has
been building
> his own websights for the past few months(nearly a year) and
is frustrated
> at many turns.

This is my sonw tih Visual Basic. In fact, my husband (who is
good with computers and the Internet) has offered repeatedly to
teach my son more about websites (which my son already
knows a good deal about) because my husband keeps thinking
that with the "right skills" Noah could earn money (good money)
during college doing websites for people.

Not interested.

He wants to build games. So he's joined an Internet community
of young adults and he learns everything from them. I had
thought he'd quit working on it (because he got so frustrated last
year and stopped) but just found out he's broken through and
has been putting in 1-2 hours a day on his laptop at night. In fact,
he got so good, he wrote his own tutorial to share with others to
help them avoid the block that he experienced for six months.
Cracked me up!

He loves computer tutorials because they lend themselves to
self-teaching.

BUT he won't go and "take a few lessons" from Uncle Brian.
> HOWEVER last night after a family dinner he started asking
Brian questions
> "how do you do this? Is there a short cut to do that? etc.

Exactly the same. That's how he uses his Internet community.

In that casual
> environment I think he felt less pressure to be the student. It
was guy to
> guy, it lasted over an hour. I think now he may be ready to
"visit" Brian
> at the office to "pick his brain". As long as we don't call it a
lesson!

LOL! I think I'm getting the idea. I have to stop even thinking in
school language.
>
> I do see some hope that Jordan will eventually be able to
accept
> instruction. I think we are still (after 3 years) deschooling.

We've only ever done homeschool but we've only been at
unschooling in earnest for six months. So I guess I need to see
this period as deschooling. That helps.

Once he
> realizes it is his choice to take a course or not I think he will
want to
> make the most of those choices. I do see a willingness to
seek expert
> advice - e.g. he emailed an entymologist he found on the
internet to get
> detailed information on ticks.

This cracks me up. Exactly. Noah is totally unitimidated by
experts who can be a resource to him.
>
> I think (or should I say I hope) when he realizes that the route to
the
> degree he wants is through college or university he will pursue
that route
> with the same passion he displays in the rest of his pursuits.

You've pegged my hopes. But it's also good for me to note that
he may do a non-traditional college route. The one school we're
looking at has a small computer science department. As a
result, the students do numerous Independent Study projects
that are overseen by professors. When I explained this Noah, he
lit up! Cool, he said. Then I don't ahve to go to class but I can
work on what I really want to know.

I had forgotten this conversation until your comments reminded
me.

I think I had an end-of-the-year freak out. :)

Thanks Stella. I wish Jordan and Noah could meet! They sound
so similar.

Julie B

liza sabater

I think HEM published some articles about kids unschooling through
college. I know Peter Kowalke has written about that. I can't remember
what his url is, though.



On Thursday, June 19, 2003, at 03:24 PM, Julie Bogart wrote:
> He says he wants to go to college but I wonder if he'll even be
> able to hack it given his bent toward spurt learning. He is
> completely driven by primary relevance. If he doesn't see the
> point, he doesn't care.
>
> Any thoughts?
>
> Julie B

[Non-text portions of this message have been removed]

liza sabater

Many colleges, even Ivy League ones, have jumped in the band-wagon of
'independent' BA & MA programs; programs that the student puts together
with the aid of a teacher. NYU has been doing it for years, more than
20, actually.


On Thursday, June 19, 2003, at 04:59 PM, Alan & Brenda Leonard wrote:

> 6/19/03 22:16:
>
> > He says he wants to go to college but I wonder if he'll even be
> > able to hack it given his bent toward spurt learning. He is
> > completely driven by primary relevance. If he doesn't see the
> > point, he doesn't care.
>
> There's a college in Iowa, I forget which one, that does or used to do
> school "one course at a time".  Classes lasted 3 weeks.  I could
> really see
> that working for that kind of personality.
>
> I'm a little like that, too.  I can focus hard only for a limited
> amount of
> time.  Something I've noticed about myself and now also my son, too,
> is that
> at least musically, we don't seem to lose anything when we go for weeks
> without touching an instrument.  Give us a minute to warm up and we're
> "back".  Maybe he knows he just doesn't need to drudge at something
> constantly to make it happen for himeself.
>
> brenda


[Non-text portions of this message have been removed]

[email protected]

julie@... writes:

<< In fact,
he got so good, he wrote his own tutorial to share with others to
help them avoid the block that he experienced for six months.
Cracked me up!

He loves computer tutorials because they lend themselves to
self-teaching.
>>
I'm days behind, here....

That's awesome...Now I know what to look for for my son, who just doesn't
think reading a book makes much sense when learning something *about* the
computer. He's got a point there.

We've got a lot of puter geeks in the family willing to work with him, but
they are all network/hardware people, and he's interested in programming.

~Aimee