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The Challenges and Benefits of Unschooling, According
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/305720522 The Challenges and Benefits of Unschooling, According to 232 Families Who Have Chosen that Route Article · December 2013 CITATIONS READS 20 3,291 2 authors: Peter Gray Gina Riley Boston College, USA City University of New York - Hunter College 39 PUBLICATIONS 1,088 CITATIONS 13 PUBLICATIONS 40 CITATIONS SEE PROFILE SEE PROFILE All content following this page was uploaded by Gina Riley on 29 July 2016. The user has requested enhancement of the downloaded file. Journal of Unschooling and Alternative Learning 2013 Vol. 7 Issue 14. The Challenges and Benefits of Unschooling, According 1 to 232 Families Who Have Chosen that Route By: Peter GRAY & Gina RILEY Abstract Unschooling families (families that don’t send their children to school and don’t school them at home) were invited to participate in a survey about their unschooling practices. Two hundred and thirty two self-identified unschooling families, with at least one child over five years old, completed and returned the questionnaire. Qualitative analyses revealed considerable variability in the routes to unschooling and in the ways in which the parents saw themselves as involved in their children’s education. The biggest challenge expressed was that of overcoming feelings of criticism, or social pressure, that came from others who disapproved and from their own culturally-ingrained, habitual ways of thinking about education. The reported benefits of unschooling were numerous; they included improved learning, better attitudes about learning, and improved psychological and social wellbeing for the children; and increased closeness, harmony, and freedom for the whole family. -
Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education Edited by Robert H
Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education Edited by Robert H. Haworth Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education Edited by Robert H. Haworth © 2012 PM Press All rights reserved. ISBN: 978–1–60486–484–7 Library of Congress Control Number: 2011927981 Cover: John Yates / www.stealworks.com Interior design by briandesign 10 9 8 7 6 5 4 3 2 1 PM Press PO Box 23912 Oakland, CA 94623 www.pmpress.org Printed in the USA on recycled paper, by the Employee Owners of Thomson-Shore in Dexter, Michigan. www.thomsonshore.com contents Introduction 1 Robert H. Haworth Section I Anarchism & Education: Learning from Historical Experimentations Dialogue 1 (On a desert island, between friends) 12 Alejandro de Acosta cHAPteR 1 Anarchism, the State, and the Role of Education 14 Justin Mueller chapteR 2 Updating the Anarchist Forecast for Social Justice in Our Compulsory Schools 32 David Gabbard ChapteR 3 Educate, Organize, Emancipate: The Work People’s College and The Industrial Workers of the World 47 Saku Pinta cHAPteR 4 From Deschooling to Unschooling: Rethinking Anarchopedagogy after Ivan Illich 69 Joseph Todd Section II Anarchist Pedagogies in the “Here and Now” Dialogue 2 (In a crowded place, between strangers) 88 Alejandro de Acosta cHAPteR 5 Street Medicine, Anarchism, and Ciencia Popular 90 Matthew Weinstein cHAPteR 6 Anarchist Pedagogy in Action: Paideia, Escuela Libre 107 Isabelle Fremeaux and John Jordan cHAPteR 7 Spaces of Learning: The Anarchist Free Skool 124 Jeffery Shantz cHAPteR 8 The Nottingham Free School: Notes Toward a Systemization of Praxis 145 Sara C. -
2 5 0 Things Homeschoolers
250 THINGS HOMESCHOOLERS CAN DO ON THE INTERNET A Guide to Fun, Facts, and Friends Tamra 8. Orr A SCARECROWEDUCATION BOOK The Scarecrow Press, Inc. Lanham, Maryland, and Oxford 2002 A SCARECROWEDUCATIONBOOK Published in the United States of America by Scarecrow Press, Inc. A Member of the Rowman & Littlefield Publishing Group 4720 Boston Way, Lanham, Maryland 20706 www.scarecroweducation.com PO Box 317 Oxford OX2 9RU, UK Copyright 0 2003 by Tamra B. Orr All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. British Library Cataloguing in Publication Information Available Library of Congress Cataloging-in-PublicationData On; Tamra 250 things homeschoolers can do on the Internet : a guide to fun, facts, and friends / Tamra B. Orr p. cm. “A ScarecrowEducation book.” Includes bibliographical references. ISBN 0-8108-4610-1 (pbk. : alk. paper) 1. Home schooling-Computer network resources-Handbooks, manuals, etc. 2. Internet in education-Handbooks, manuals, etc. I. Title: Two hundred fifty things homeschoolers can do on the Internet. 11. Title. LC40.077 2003 371.33 ’ 4467 ’ 8-dc21 2002012347 eTMThe paper used in this publication meets the minimum requirements of American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSVNISO 239.48-1992. Manufactured in the United States of America. CONTENTS Introduction -
Weapons of Mass Instruction by John Taylor Gatto
Praise for WEAPONS OF MASS INSTRUCTION John Taylor Gatto has been a hero of mine for years. He has the courage to challenge an educational system that is obsolete and out of touch with reality. Years ago, he gave me the courage to speak out and write my books. I trust this book will give you the courage to speak out. - ROBERT KIYOSAKI, author, Rich Dad, Poor Dad For over 20 years John Taylor Gatto has been working tirelessly to teach us the truth about our educational system - that compulsory schooling does not work to foster a democratic way oflife! - MARY LEu~, Founder of the Albany Free School All of Gatto's words shine. Let's have Gatto as US Secretary of Education and then, this time, he can blow it all up! - GEORGE MEEGAN, author of The Longest Walk and world record holder, longest unbroken march in human history We accept Mr Gatto's invitation to an open conspiracy against forced schooling here in Europe as well. The virtues of this book, its precise ideas, realistic proposals and sharp conscience, class it among the best works of Thoreau, Jefferson, Hume or Diderot. A masterly book. - The Kadmos Paris Magazine, Paris, October 2008. In Weapons of Mass Instruction, John Taylor Gatto points out the folly of the business of American education, especially standardized testing. Listen up, for children's sake! - WENDY ZEIGLER, artist and former student ofJohn Taylor Gatto. It happens rarely, but whenever I do read a newspaper, listen to the radio, or watch television, on a variety of topics, I find myself wondering, "How? How can this happen? How can people be so gullible?" Gatto has an answer and it is disturbing as well as compelling: 20th Century US education. -
Unschooling and Social Justice/Multicultural Education: (Un)Realized Potential Kristan Morrison Radford University, US
Other Education: The Journal of Educational Alternatives ISSN 2049-2162 Volume 7(2018), Issue 2 · pp. 97-117 Unschooling and Social Justice/Multicultural Education: (Un)Realized Potential Kristan Morrison Radford University, US. Abstract An online survey of unschooling families (student-directed form of homeschooling) sought to discover whether and how unschooled children experience a social justice curriculum (one that seeks equity between cultures, ethnicities, genders, classes, and sexualities). The 2016 survey asked about unschooled children’s relationships with/recognition of people different from themselves, their degree of critical analysis of systems and institutions in society which created, maintain, and perpetuate inequities, and whether they had opportunities to envision and work for a just and equitable society. The philosophical tenets of unschooling complicate this query, and are explored. Findings illustrate that unschooling’s educational philosophy of “curriculum-as- lived” (as opposed to “curriculum-as-plan”) (Aoki, 2004) has the potential (though not realized by all unschooling families) to provide a unique approach to social justice/multicultural education, allowing unschooled children to learn about minoritized cultures, systems that led to the minoritization, and the possibilities and pathways to a more equitable society. Keywords unschooling, multicultural education, social justice, student-directed learning, homeschooling Introduction Unschooling defined Student-directed learning in the home, termed unschooling (Farenga, 1999), is a form of education in which parents eschew a formal or standardized curriculum and instead allow their children curricular freedom. In unschooling, “the learner’s freedom and autonomy [is] limited as little as possible, ...learning always starts with the individual’s needs, goals, and desires, and not with any supposed body of knowledge or societal demands” (Miller, 2004). -
School Handbook
School Handbook Last Updated July 7, 2020 Chagrinvalleyschool.org Preface This handbook is “required reading” for students and parents, but also for community members and anyone who is interested to learn about self-directed education and our school model. The first chapter is an introduction to self-directed education that comes from the Alliance for Self-Directed Education. The second chapter is a guide to all facets of Chagrin Valley School, including its history, school structures and how it operates. This is for transparency and to help everyone understand all the inner workings of the school. The third chapter describes the transition process for students and parents adjusting to self-directed learning. The last chapter is a long list of resources for further information about self-directed education. Table of Contents Chapter 1: What is Self Directed Education? The Four Educative Drives The Six Optimizing Conditions Why Choose Self-Directed Education? How Do People Practice SDE? The Agile Tree // The Self-Directed Model Chapter 2: Chagrin Valley School History School Overview Democratic Structure Preamble School Meeting Judiciary Committee Committees Info Station Off Campus Trips Enrollment Attendance What to Bring to School Parents Tuition Staff Frequently Asked Questions Permaculture Volunteering Community & Events School Board Mission & Vision Chagrin Valley School Handbook 1 Chapter 3: Deschooling What is Deschooling? Deschooling in Parents Deschooling in Students Chapter 4: Further Information & Resources Books Film & Video Podcasts & Radio Shows Research & Journals Websites, Blogs & News Social Media Pages & Groups Chagrin Valley School Handbook 2 Chapter 1: What is Self Directed Education? This first chapter is an introduction to self-directed education and comes from the Alliance of Self-Directed Education. -
Praise for Dumbing Us Down
Anna Kelly (order #3483) 60.241.123.40 Praise for Dumbing Us Down You’ve articulated in a most profound way the problems we are all observing in our students and children. My own 18-year-old commented that you clearly know what’s going on. — Cynthia Brown, Editor, The International Educator, West Bridgwater MA I’m still baffled by how someone so forthright would have been named Teacher of the Year. — Jeanne Allen, Editor, Education Update, Washington DC … a masterful presentation of the “hidden curriculum.” I can’t think of anyone presently taking the public discussion of education so skillfully beyond where it usually gets stuck. — Eugene J. Burkart, Attorney at Law, Waltham MA One of the world’s most controversial education reformists. — The Western Australian …inspirational and chillingly on the money. — Bruce Bebb, The Hollywood Reporter, Hollywood CA You’ve got guts. — D’Arcy Rickard, British Columbia School Trustees Association, Canada Anna Kelly (order #3483) 60.241.123.40 …everywhere we look these days your words are printed and reprinted and analyzed and criticized and applauded. Thanks for your common sense approach to it all. — Mark and Helen Hegener, Home Education Magazine, Tonasket WA Easily the most brilliant and arresting salvo on education that I’ve seen. — Graham Betts, Madison WI I read what you had to say with the greatest of delight and shared it with friends, one of whom said it brought tears to her eyes. We both thank you for writing. — Edward M. Jones, Editor, A Voice for Children, Santa Fe NM Your words hit the nail on the head. -
Changing Schools
THE EDUCATION REVOLUTION #33 Winter 2002 $4.95 The Magazine of Alternative Education www.EducationRevolution.org Nastya from Stork School in Ukraine, Artiom from England and formerly Tubelsky’s school in Russia, and Nikita from Siberia, bringing a watermelon (arbooz) back to the ship from the market. CHANGING SCHOOLS section: John Gatto: A Radically Uncivil Society Dayle Bethel: Saving Our Children, A Japanese Approach EDUCATION REVOLUTION Table of Contents NEWS Our Changing World By Albert Lamb................................................................................................................................. Wali By David Harrison........................................................................................................................................................... A Tale of Two Tests By Dana Bennis ...................................................................................................................................... The Grip is Tightening By Leonard Turton .......................................................................................................................... Eureka! It’s Adamsky! From an Interview with Alexander Adamsky................................................................................... A Democratic Youth Forum Speaks Its Mind By Jerry Mintz............................................................................................. BEING THERE With Jerry Mintz September-October: The Spirit of Learning in Hawaii............................................................................................................................................. -
11 Academic Benefits of Unschooling
Retrieved: https://www.todaysparent.com/family/parenting/academic-benefits-of-unschooling/ 11 academic benefits of unschooling In Unschooling to University, Judy Arnall, a parenting expert and ‘unschooler’ to five kids, makes the case for ditching the classroom. By Judy Arnall October 1, 2019 Photo: iStockPhoto Many people ask, “How do kids pick up 12 grades of knowledge if they don’t go to school or homeschool?” The answer is that children acquire knowledge through play, projects, volunteering, field trips and everyday life. They don’t need to “catch up” because they are learning in a different way and much of it is invisible. When they get older, they may switch to a different track; one where all that accumulated knowledge is proven with gradable output such as exams, essays, presentations, and research projects. Here are 11 academic benefits that unschooling provides: 1. Critical thinking is encouraged Large bureaucracies do not handle questioning well. They operate, by their very nature, on the contingent of obedience. If there are too many disrupters, they get bogged down and lose time and efficiency. Critical thinkers are disruptive because they interrupt the prescribed flow of content delivery. Classroom dissenters are often dealt with by being sent to detention or shamed into silence. All children should be critical thinkers. They should respectfully question everything they don’t understand, from content to rules and regulations. Critical thinking is about gathering information, exposing embedded values and assumptions, breaking down data, and analyzing arguments. Unschooling promotes questions without punishment. 2. Problem solving is encouraged When schools have problems, teachers, principals, and support staff are expected to solve them. -
A Survey of Grown Unschoolers I: Overview of Findings 56 Survey Method for Our Study of Grown Unschoolers
A Survey of Grown Unschoolers Unschooling I: Overview of Findings A Survey of Families and Unschooled Adults Peter Gray Seventy-five unschooled adults report on their childhood and adult experiences. Published on June 7, 2014 by Peter Gray in Freedom to Learn In a study that preceded the one to be described here, my col- league Gina Riley and I surveyed parents in unschooling families— that is, in families where the children did not go to school and were not homeschooled in any curriculum-based way, but instead were allowed to take charge of their own education. The call for partic- ipants for that study was posted, in September, 2011, on my blog (here) and on various other websites, and a total of 232 families who met our criteria for participation responded and filled out the ques- tionnaire. Most respondents were mothers, only 9 were fathers. In that study we asked questions about their reasons for unschooling, the pathways by which they came to unschooling, and the major benefits and challenges of unschooling in their experience. I posted the results of that study as a series of three articles in this blog—here, here, and here—and Gina and I also published a paper on it in the Journal of Unschooling and Alternative Learning (here). Not surprisingly, the respondents in that survey were very enthu- siastic and positive about their unschooling experiences. They de- scribed benefits having to do with their children’s psychological and physical wellbeing, improved social lives, and improved effi- ciency of learning and attitudes about learning. -
Transforming Education and Our World
39229-106263 EdRev NL.indd 1 3/23/11 10:48 AM 39229-106263 EdRev NL.indd 2 3/23/11 10:48 AM The Alternative Education Resource Organization (AERO) was founded in 1989 by Jerry Mintz. AERO is a branch of the School of Living, a non-profit organization founded in Contents 1934 by Ralph Borsodi. AERO’s goal is to advance student- BEING THERE driven, learner-centered approaches to education. AERO is with Jerry Mintz. page 2 considered by many to be the primary hub of communica- FROM THE EDITOR’S DESK tions and support for educational alternatives around the by Ron Miller. page 3 world. Education Alternatives include, but are not limited to, Montessori, Waldorf (Steiner), Public Choice and At-Risk, FEATURED ARTICLES Democratic, Homeschool, Open, Charter, Free, Sudbury, The World Becomes What You Teach Holistic, Virtual, Magnet, Early Childhood, Reggio Emilia, by Zoe Weil . page 4 Indigo, Krishnamurti, Quaker, Libertarian, Independent, At the Least, Do No Harm: A Polemic Against Schooling Progressive, Community, Cooperative, and Unschooling. One by John Taylor Gatto . page 6 of AERO’s areas of expertise is democratic process and demo- “You Can’t Be Neutral on a Moving Train”: cratic education, but equally important is the networking of Reflecting on What It Means to Educate Students to all forms of educational alternatives. It is through our work Become Democratic, Global Citizens in the 21st Century and mission that we hope to create an education revolution. by Dave Lehman . page 9 AERO’s mission is to help create an education revolution to Bringing Democracy to Education make student-centered alternatives available to everyone. -
Are All Homeschooling Methods Created Equal? Author: Deborah Taylor-Hough Publication Date: June 2010
Homeschooling Methods - 1 Title: Are All Homeschooling Methods Created Equal? Author: Deborah Taylor-Hough Publication Date: June 2010 Are All Homeschooling Methods Created Equal? In his provocative essay, “Against School,” John Taylor Gatto (2003) details many of the problems he sees with America’s public schools and methods of education. Gatto (2003) quotes H. L. Mencken in The American Mercury that “The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to down dissent and originality.” As a former New York State Teacher of the Year, Gatto’s views of public education were developed after years of firsthand experience within the very system he critiques. When receiving his Teacher of the Year award, Gatto said, “We live in a time of great school crisis. We rank at the bottom of 19 industrialized nations in reading, writing, and arithmetic. At the very bottom” (Taylor, 2009). In “Against School,” Gatto tells his readers what he sees as the cure for the situation of today’s schools. He would like to see parents counteract the effect of the schools by teaching their children 1) to be leaders and adventurers, 2) to think critically and independently, 3) to have a well-developed inner thought life, 4) to spend time alone learning to enjoy their own company, and 5) to interact with adult-level books and materials in a wide range of subjects covering the Liberal Arts and Sciences (Gatto, 2003).