Sunday, October 31, 2010

Fact is....

0 comments

It's funny about facts. I mean, just the other day, my daughter was researching continents.
"How many are there?" she wanted to know.

We googled and found that some people go by 6 (Europeans- that is) while others (North Americans) say 7 (North America and South America-but what about Central America?).

We read on to find out that most geographers don't even bother with continents -preferring to use 'regions' of the world.
"I just want to know how many continents there are!" my daughter sighed in frustration.

Fact is, facts change. A fact today might not necessarily be a fact tomorrow.

Darn fickle humans! It makes it so difficult for the ones who insist that knowledge be neatly parceled,tidily compartmentalized.

How annoying that there is more than one answer to a question;that there is more than one way to solve a problem. What a nuisance it is that there are multiple points of view and that the world is a very,very complex place to be in.

To make things worse, why must facts and imagination mix? It would be so much easier if imagination, creativity would be separate.

Take this excerpt from Charles Dicken's Hard Times.


'Girl number twenty,' said the gentleman, smiling in the calm strength of knowledge.

Sissy blushed, and stood up.

'So you would carpet your room -- or your husband's room, if you were a grown woman, and had a husband -- with representations of flowers, would you,' said the gentleman. 'Why would you?'

'If you please, sir, I am very fond of flowers,' returned the girl.

'And is that why you would put tables and chairs upon them, and have people walking over them with heavy boots?'

'It wouldn't hurt them, sir. They wouldn't crush and wither if you please, sir. They would be the pictures of what was very pretty and pleasant, and I would fancy --'

'Ay, ay, ay! But you mustn't fancy,' cried the gentleman, quite elated by coming so happily to his point. 'That's it! You are never to fancy.'

'You are not, Cecilia Jupe,' Thomas Gradgrind solemnly repeated, 'to do anything of that kind.'

'Fact, fact, fact!'
said the gentleman. And 'Fact, fact, fact!' repeated Thomas Gradgrind.

'You are to be in all things regulated and governed,' said the gentleman, 'by fact. We hope to have, before long, a board of fact, composed of commissioners of fact, who will force the people to be a people of fact, and of nothing but fact. You must discard the word Fancy altogether.

You have nothing to do with it. You are not to have, in any object of use of ornament, what would be a contradiction in fact. You don't walk upon flowers in fact; you cannot be allowed to walk upon flowers in carpets. You don't find that foreign birds and butterflies come and perch upon your crockery.
You never meet with quadrupeds going up and down walls; you must not have quadrupeds represented upon walls. You must use,' said the gentleman, 'for all these purposes, combinations and modifications (in primary colours) of mathematical figures which are susceptible of proof and demonstration. This is the new discovery. This is fact. This is taste.'

The girl curtseyed, and sat down. She was very young, and she looked as if she were frightened by the matter of fact prospect the world afforded.

'Now, if Mr. M'Choakumchild,' said the gentleman, 'will proceed to give his first lesson here, Mr. Gradgrind, I shall be happy, at your request, to observe his mode of procedure.'

Mr. Gradgrind was much obliged. 'Mr. M'Choakumchild, we only wait for you.'

So, Mr. M'Choakumchild began in his best manner. He and some one hundred and forty other schoolmasters, had been lately turned at the same time, in the same factory, on the same principles, like so many pianoforte legs.

He had been put through an immense variety of paces, and had answered volumes of headbreaking questions. Orthography, etymology, syntax, and prosody, biography, astronomy, geography, and general cosmography, the sciences of compound proportion, algebra, land-surveying and leveling, vocal music, and drawing from models, were all at the ends of his ten chilled fingers.

He had worked his stony way into Her Majesty's most Honourable Privy Council's Schedule B, and had taken the bloom off the higher branches of mathematics and physical science, French, German, Latin, and Greek. He knew all about all the Water Sheds of all the world (whatever they are), and all the histories of all the peoples, and all the names of all the rivers and mountains, and all the productions, manners, and customs of all the countries, and all their boundaries and bearings on the two and thirty points of the compass. Ah, rather overdone, Mr. M'Choakumchild.

If he had only leant a little less, how infinitely better he might have taught much more!

He went to work in this preparatory lesson, not unlike Morgiana in the Forty Thieves: looking into all the vessels ranged before him, one after another, to see what they contained. Say, good M'Choakumchild. When from thy boiling store, thou shalt fill each jar brim full by and by, dost thou think that thou wilt always kill outright the robber Fancy lurking within -- or sometimes only maim him and distort him!

Thursday, October 28, 2010

An open letter to educators

0 comments
This is an entertaining watch (although a little obnoxious) and certainly telling of how things need to change in the way education is traditionally delivered.


Sunday, October 24, 2010

University Students Get Unschooled.

0 comments

I had a super time speaking about unschooling/open source learning to a classroom full of engineering in society students (third year university). These McMaster students were the perfect students -honestly. They were completely engaged, interested and asked a pile of questions.

There was a lot of concern around motivation-many of the students wondered about what happens if kids don't get forced to do things they don't necessarily want to do, then how will they ever learn the skill of perseverance? What happens when they grow up and don't feel like going to work?

One student came up during the break and told me that he was tired and didn't want to come in today but he forced himself and "Now I feel fine. I'm awake." To which I replied in jest, "What's wrong with sleeping? You probably needed it."
But seriously, do you need that much practice to prepare to do something you're not keen on doing that is decades down the road?

The presentation about 2 hours long consisted of me, introducing unschooling by reading a chapter from Skellig (by David Almond) where ironically it's school that is put into question for a change. Mina is an unschooled girl who meets a school boy Michael.

In the chapter, Michael who is taking a break from school because of family problems, is doing his school work and Mina is curious. Leafing through pages of questions that have blank after blank spaces to fill in she asks in mockery,"Is this really the kind of thing you do all day?"

When she flicks through the book that Michael and his class are reading she asks about the red sticker.
"It's for confident readers," Michael says. "It's to do with reading age."

"And what if other readers want to read it? And where would William Blake fit in?" asks Mina. "Tyger! Tyger! burning bright/In the forests of the night." Is that for the best reader of the worst readers? Does that need a good reading age?"..."and if it were for the worst readers would the best readers not bother with it because it would be too stupid for them?"


Following this I presented the basic premises of unschooling/open source learning and then took questions and answers. We then watched these short videos on youtube.


Kate Cayley-grown unschooler
ttp://www.youtube.com/watch?v=-xxYJZT5YTo

John Taylor Gatto-State Controlled Consciousness
http://www.youtube.com/watch?v=8ogCc8ObiwQ&feature=related

Al Gore Flunked out of college
http://www.youtube.com/watch?v=2t0m0zxtuwQ&feature=related

A favourite with the students was Sir ken Robinson-changing educational paradigms
http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=player_embedded

There was some discussion about the possibility of using unschooling ideas into the classroom situation that I found interesting-especially the idea of working collaboratively and in-depth on a topic that a group of students were motivated by.
Of course the catch to me is that the group of students/learners are doing this thing because they actually and authentically want to do it!

Thursday, October 21, 2010

Why Don't Students Like School?

0 comments

Why don't students like school? Seriously?

You'd think with a title like this, you're in for some juicy reading from a person who understands the kid's point of view.
But don't judge a book by its title. The author Daniel Willingham, a cognitive scientist is well meaning but falls short of the mark.

According to the research he quotes, humans might be curious but we don't like to think. Why? because it's hard.

And this basically is the reasoning behind why students don't like school.

So the point of the book?

It serves as a heavy duty 'how to' handbook for teachers and educators to give them tips on how to get their students to enjoy learning (since according to him, we humans avoid using our brains at all cost); to create, like a magician might, opportunities to "feel the rush" of a discovery more often.

It basically asks of teachers that they try to make schools "not a place of boredom and drudgery" but excitement and discovery (38).

Willingham says people need background knowledge in order to think critically but he also says "It's better to have a smattering of knowledge than no knowledge."(35). I'm not so sure. A little knowledge is a dangerous thing, or so the saying goes.

An exhausting read.

To me, it seems absurd to first carve out specific places of learning and then proceed to create these expectations. What an incredible tall order to deliver. To have to take on such a responsibility seems daunting, unfair and even presumptuous.

Frankly if I were a teacher I would want to give up.

If you're authentically excited about something then that automatically generates enthusiasm in those others who resonant with what you're into-it will still do nothing for those who aren't interested.


Taking offense at the 'bright lights' that have 'denigrated school" the author simply fails to see the obvious; that the 'background' knowledge he insists develops critical thinking was an interference for these thinkers who wanted instead to pursue what they were passionate about.

Background knowledge comes after-as a result of following your interest and building on that solid foundation.

The book has merit only insofar as a platform in which to once more expose schooling strategies as fundamentally intrusive.

Teaching is an act of persuasion he says. And that to me says it all.

Tuesday, October 19, 2010

Unschooling is frightening

0 comments




















You want learning to be regulated. Standardized. Average. Leveled. Predictable. And frankly not that exciting.

So to have a movement where learning is unregulated, un-measured, unaccounted for is frightening. Nobody knows what they know except the learner- him or herself. Tests can't tell us because tests are not applicable in unschooling.
Because you basically have to trust; which seems a very poor thing to go on-doesn't it?
How else can you prove that learning is going on?
With government regulation you get a sense or general idea of what the person before you is bound to know so that you can guess at how to relate to that person.

And from there you can categorize him or her.
It's safe this way; you know what is expected of you and most of all, you can fit in. Everybody is on the same safe, page.
Do you see what is wrong with this picture? Someone creates the agenda. Someone has the power to decide what you should know and what should be omitted. Ask yourself, why is this be allowed to happen?

Where what might have started out as a good intention, (namely giving kids the opportunity 'to get an education') what we have in place is a system that denies self autonomy to every single school child.
The excuse is that there would be chaos and ignorance if schooling were not compulsory. I say that we already have ignorance aplenty (thanks to schooling) and that the way humans learn is actually chaotic-not in a linear fashion at all.

Saturday, October 16, 2010

wkng clss hero

0 comments

Wednesday, October 13, 2010

Blog-spiration: 5 blogs that rock!

0 comments

Blogs are great. That's why I had the idea of sharing with you some really cool blogs I've been inspired by in the last little while.
Starting with Crunchy Chicken, (putting the mental in environmental) this blog is about how you can live in the 21st century as harmlessly to the planet as possible-as well as reduce toxic chemical exposure in our environment.

Crunchy is this witty lady from Seattle who is at her best when she's giving you a challenge-whether it's the 'Hang em out to dry in October,' or it's using cloth instead of toilet paper to wipe, Crunchy has even the most strident of environmentalists squirming!!

On the unschooling front I've been enjoying Idzie Desmarais I'm unschooled. Yes I can write. Idzie is an unschooled Montreal youth who writes bravely and articulately about unschooling and living her life close to her ideals. Always a refreshing read.

Wendy Priesnitz is a pioneer and elder in the home education community in Canada and her many wonderful books and magazines are some of the most inspirational reads around if you want to get into the real life, day to day of unschooled living. Her blog is Life Learning and you'll find a clear, 'deep digging' thinking that will help you on your unschooling adventure.

Next on my short list this morning is Marcia's Child in Harmony (for the child within all of us) for its sheer beauty and simplicity. This blog is a delight to look at and the many quotes give instant satisfaction. Just a nice balm for those tired days.


Okay-I said 5 blogs didn't I? Well I'm going to ask readers to share with me their favourite blogs and from what you send me, I'll take a pick. Send 'em in!

Sunday, October 10, 2010

We like our children

0 comments
Someone mentioned in a comment (on the last blog post) that Western folks don't like their children. This is an extreme opinion, but it made me think. There really is an insistence on keeping kids away from grown ups' lives-their work, their fun.  Schools help perpetrate that belief.

A friend and her husband are on vacation again for the third time without their daughter- who is only 3 years old. They feel comfortable with an ocean and more distance between their selves and their child- convinced that they can't really enjoy themselves with a child in tow. To have a meaningful experience you can't have kids about.

But that isn't the case with most unschooling parents as far as I can tell.
It's what Kelly Green refers to in a chapter of her book (see review in last post) A Matter of Conscience: Education as a fundamental freedom, 'The real (secret) reason people choose to educate their own kids.
"We home educate not because we love our kids, but because we like them. It's time to make that a cause for celebration."
It is also not the case with kids in traditional societies.
Thanks to Laurence who sent on this link about what happens when western culture imposes modern style education on the world's indigenous cultures.
A lot of damage-that's what.

Check it out. It's called Schooling the World.


Schooling The World: The White Man's Last Burden trailer HD from lost people films on Vimeo.

Tuesday, October 5, 2010

A Matter of Conscience

0 comments


















There is no question that every child has the right to an education. There should also be no question that as a matter of conscience, parents have the freedom to educate their child at home. And up there with educational freedom should be the right to educational happiness.

Ideas too radical for the many and yet that is exactly what autonomous learning supports and must be prepared to fight for as documented in Kelly Green's latest book, A Matter of Conscience: Education as a fundamental freedom.
"...when we educate our children ourselves, we choose or create the educational program that we, as parents, believe is most likely to lead to that ineffable, indefinable, thing call the good, or flourishing, or virtuous, or productive, human life."
Reading these words by Green I thought immediately of the US Declaration of Independence of 1776-
"We hold these truths to be self-evident.....that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.".
Happiness, goodness, flourishing. As parents, it is for us to determine the education that will best meet these goals.

I felt like cheering for the logical and clear arguments Green presents in the collection in the defense of home education against any government who would tamper with this fundamental right-as has been the case in England and the reason for this collection in the first place.

We have this precious right that most people just give up; don't even know that it is their right to determine the best education for their children.

And so parents turn over their children to the state without a second thought. What am I saying? More often then not, they are eager to get them into the system the sooner the better.
So that state monitored education becomes the default position and any other setup becomes suspect.
"For the state to involve itself in or attempt to control our decisions about educational provision is a betrayal of our commitment to freedom of belief, conscience and self expression," Green writes.

Yes- betrayal. A strong word that gets straight to the heart of what is at stake if we are slack and do not support one another when these rights are threatened or violated.

Passionately written, this book is not only a call for constant vigilance against those who would take these rights from us, it is also an opportunity to re-examine our position on what we are doing.

We're normal in the sense that we are no more fundamentalist, hippies or other stereotypical depiction tied with home educators than the rest of the population.

Green reminds us that we are defining our own educational success, on our own terms and we must actively work towards educating others about home education without submitting to or cooperating with unhelpful home education research that has its own agenda on what we do.

Green's arguments against regulation of home-based education are compelling and useful for all of us should we ever need to stand up for what we are doing.

Saturday, October 2, 2010

not equal, not average....

0 comments
"Equal opportunity, yes. Equal results, impossible. The ones who're so upset about everybody not being the same, about competition, about standards of quality, about art object having 'auras' around them, they're usually people with average abilities, and average minds. And below average sense of humor. Whether it's a matter of lifting the deprived up or dragging the gifted down, they want everybody to function on their level. Some fun that would be."

Tom Robbins, Skinny Legs and All