Participate in Dr. Peter Gray’s Unschooling Research Survey

Dr. Peter Gray, whose Freedom to Learn blog is well known to many unschoolers and homeschoolers, is conducting a research survey specifically about unschooling. I’ve met and worked with Peter several times, I have reviewed this survey, and I’m comfortable disseminating it. Peter notes:

Attached here, as a Word document, is the survey.  If you are still willing, I ask you to download the document, fill it out by typing directly on it, and then email it back to me, still as a Word document.  My sincere hope is that publications resulting from this survey will produce a greater understanding of unschooling.

If at all possible, I ask that you return this within the next two weeks.

Download the Word document, Unschoolers Survey

Back to Playing, Not Back to School

It’s been a busy few weeks for me and I haven’t updated my blog in a while. However, I’ve been collecting some stories I want to share with you that give support for living and learning with children in non-technocratic ways.

At a time in our culture when economists and educators who view schools as giant machines that process people for jobs and social cohesiveness are in control, it is always refreshing—and important—to find researchers and opinion leaders from within the school system who support more human, relationship-based approaches to living and learning with children. One example of the technocratic view of education is the diminishment of physical activity, especially free play, for children. Many parents have internalized the messages the schools have been putting out over the years—your children need lots of academic rigor and the earlier they are brought into line with school standards the better—to the point that children’s free play, pick-up sports games, and other child-initiated and organized games are considered frivolous, if not an actual waste of time. However, as homeschoolers know and have written about for decades, free play is how children naturally learn and develop interests and skills. John Holt explains how this happens beautifully in his revised edition of How Children Learn, in his chapters “Games & Experiments” and “Fantasy Play.” Most recently, Dr. Peter Gray has edited a special edition of the American Journal of Play that focuses on the importance of play for children and its diminishment among schoolchildren.

The journal is available for free, and I urge you to read it if you, or people you know, are having doubts about how much time your children spend playing instead of doing school work. Here is some information about the issue to whet your reading appetite.

Go out and play! Parents today are less likely than ever to utter these words. However, hovering helicopter parents who restrict their kids’ unstructured play may actually harm, rather than help, children according to an interview with Lenore Skenazy (syndicated columnist and author of Free-Range Kids) and Hara Estroff Marano (author of A Nation of Wimps). The authors’ condemnation of overprotective parenting appears in a special themed issue of the American Journal of Play devoted entirely to the importance of free play among children.
Guest editor Peter Gray, Research Professor of Psychology at Boston College, has gathered a distinguished group of contributors who probe the near-extinction of free play and its effects on children and society from historic, anthropologic, and psychological perspectives:

“Why Parents Should Stop Overprotecting Kids and Let them Play,” an interview with Lenore Skenazy and Hara Estroff Marano

“The Special Value of Children’s Age-Mixed Play” by Peter Gray, Research Professor of Psychology at Boston College

“The Decline of Play and the Rise of Psychopathology in Children and Adults” by Peter Gray,Research Professor of Psychology at Boston College

“Evolutionary Functions of Social Play: Life Histories, Sex Differences, and Emotional Regulation” by Peter LaFreniere, Professor of Psychology at the University of Maine

 

“Marbles and Machiavelli: The Role of Game Play in Children’s Social Development” by David F. Lancy, Professor of Anthropology at Utah State University, and M. Annette Grove

“Empowering Groups That Enable Play” by David Sloan Wilson, SUNY Distinguished Professor for the Department of Biology and Anthropology at Binghamton University; Danielle Marshall, Senior Manager of Research and  Education at KaBOOM!; and Hindi Isherhoff, former board president of City Repair

“The Design Your Own Park Competition: Empowering Neighborhoods and Restoring Outdoor Play on a Citywide Scale” by David Sloan Wilson, SUNY Distinguished Professor for the Department of Biology and Anthropology at Binghamton University.

The American Journal of Play is published by The Strong in Rochester, New York. For more information, visit www.journalofplay.org.

Another piece of the technocratic school is technology. Homeschoolers have been dealing with online learning for many years now, being courted, even co-opted, by some companies to embrace their products. Now research is showing that “High-tech classrooms don’t mean higher test scores.” This article, that I read in the Boston Globe, has three fascinating paragraphs near the end that I feel summarize one of the many problems that school innovation suffers from: how well-funded advocates can capture and control school funds into their agenda despite a basis in sound research. Homeshoolers have for decades heard that teaching your own children is irresponsible because there is little research to support it (which is just hogwash, by the way); however, when Big Schooling wants to do something it thinks is worthwhile it will press on regardless of what research exists. For instance:

In 1997, a science and technology committee assembled by President Clinton issued an urgent call about the need to equip schools with technology.

If such spending was not increased by billions of dollars, American competitiveness could suffer, the committee said.

To support its conclusion, the committee’s report cited the successes of individual schools that embraced computers and saw test scores rise or dropout rates fall. But while acknowledging that the research technology’s impact was inadequate, the committee urged schools to adopt it anyhow.

One reason our children are outside less and doing less physical play with each other is their increased access to technology that tethers them to screens. If only this money were spent improving playgrounds, parks, and public spaces; improving library resources (such as public computer access) and children’s health and nutritional needs; creating programs that encourage children and adults to mingle in person in their communities. If those billions had been spent in these ways since 1997 I think we would have improved children’s social capital and, in doing so, improved their school performance. Even if it didn’t improve their test scores, it would have had a positive effect on their everyday lives, which is, to me, even more important than test scores.

Finally, if you worry that you’re not spending enough time on academics with your children at home, this article might help you loosen up and let your kids play in the mud, ride their bikes, or help you do something around the house instead of doing school. The Associated Press reports that South Dakota, Colorado, and Wyoming have shortened their school week in response to budget cuts. The article notes:

According to one study, more than 120 school districts in 20 states, most in the west, now use four-day weeks.

The schools insist that reducing class time is better than the alternatives and can be done without sacrificing academic performance . . .

 . . . Melody Schopp, South Dakota’s state education secretary, says schools that have switched to four days haven’t suffered in achievement tests.

Research Proves Kids Can Learn Complex Things On Their Own

I learned about this research from a press release, since the research paper itself is in German. However, I find it striking in several respects, not just because it supports self-directed learning for children.

1) The release opens with this sentence: "Self-directed learning has long been heralded as the key to successful education. Yet until now, there has been little research into this theory." Something that is "long-heralded" must have some basis in reality for people to recognize its efficacy, and there is more than a little research into this theory. A brief perusal of my Research page, the work of Holt, Neill, and alternative schools everywhere, research such as that done by Alfie Kohn, Frank Smith, and Thomas Armstrong, as well as studying history prior to the invention of compulsory schooling about 150 years ago, shows that self-directed learning is not just how every baby learns a most complex thing—how to speak—but also how most children and adults learned until we corralled everyone into classrooms.

2) Professor Kristina Reiss, one of the researchers is quoted:

"We now know that students – also those who are weaker in math – have the skills to master even very complex subject matters at their own pace,” continues Reiss. “Although extended phases of self-directed learning are often advocated, they are still not part of the everyday school curriculum. But they are an important option for teachers as varied lesson formats ensure a lively and interesting learning experience.”

It really bothers me that this research admits that providing time and space for self-directed learning should be advocated for use in schools, but when unschoolers claim they are doing this (GWS has printed their stories since 1977) they are often taken to task by educators for not providing a rigorous, or even adequate, education to their children.

3) Germany, Sweden, and other countries outlaw homeschooling because they claim their public and private schools provide a professional education that no parent can provide. This makes little sense if self-directed learning is in play since the teacher, if there is one, is "the guide on the side, not the sage on the stage" in that situation. It is interesting resources, access to people and places, doing things alone and with people, supportive parents, friends, and mentors that encourage self-directed learning, not necessarily a professional teacher's "varied lesson formats."

I can sense the thrust of where this research will be used in classroom practice from the quote above: it will be used as another technique to get kids to do what teachers want them to do in order to complete the teacher's lessons, rather than as a genuine attempt to build on a child's self-directed learning, as unschoolers have successfully been doing for decades.

ON A SIMILAR NOTE:

The Journal of Unschooling and Alternative Learning, another academic resource that supports self-directed learning, has a call for papers for their next issue. As an advisor to the Journal, I've been asked to solicit articles for the next issue. If you're interested in doing so, here's the information you need:

I am pleased to invite submissions for the eleventh issue of the online peer-reviewed publication, the Journal of Unschooling and Alternative Learning (JUAL), to be published as papers become accepted. Authors of original research interested in submitting manuscripts to be considered for publication in JUAL should review the JUAL home page, and the Submissions for detailed information on submission requirements.
 
JUAL seeks to bring together an international community of scholars exploring the topic of unschooling and alternative learning, which espouses learner centered democratic approaches to learning. JUAL is also a space to reveal the limitations of mainstream schooling.

JUAL understands learner centered democratic education as individuals deciding their own curriculum, and participating in the governance of their school—if they are in one. Some examples of learner centered democratic possibilities are unschooling, Sudbury Valley, Fairhaven, and the Albany Free School. In terms of unschooling, we view it as a self-directed learning approach to learning outside of the mainstream education rather than homeschooling, which reproduces the learning structures of school in the home.
It will offer readers relevant theoretical discussions and act as a catalyst for expanding existing knowledge in specific areas of practice and/or research on learning relevant to the journals mandate. The journal will be available at http://www.nipissingu.ca/jual/index.asp as a free publication containing material written in French or English. JUAL will initially be published as articles become accepted for publication. When enough articles to make an issue are available, we will publish them as an issue.
 
I invite you to circulate this announcement to colleagues, graduate students, researchers and/or organizations who may be interested in submitting a manuscript to JUAL for consideration.
 
Questions can be addressed to the editors of JUAL by contacting Carlo Ricci at carlor@nipissingu.ca.

Gallup Poll and CNN Story: Schooling Down, Unschooling Up

These two news stories, one a Gallup poll report and the other from CNN, show us how hard change is to make, but also how it gradually occurs despite institutional resistance.

"Near record-low confidence in public schools" is the headline for the Gallup report. From the report:
"Public schools currently rank in the middle of the pack of institutions tested -- 8^th out of 16 -- in the general range of the presidency, U.S. Supreme Court, and medical system. The current rating is down significantly when compared with confidence levels seen throughout the 1970s and at points in the late 1980s, when about half or more Americans expressed confidence in U.S. public schools." Since 2005 only 34% of those polled "say they have a "great deal" or "quite a lot" of confidence in public schools."

It is no surprise that people are losing their faith in our institutions, which increasingly seem to benefit themselves and their benefactors more than the people they are supposed to serve. What is surprising, to me, is how the common remedy for schools goes unquestioned: do more of the same, only do it more intensely. More tests, more school days, more teacher testing, more bureaucratic hoops disguised as educational needs. It makes me wonder if any of the "small is beautiful," people-centered reforms that have been ignored for decades will ever stand a chance of being tried by institutional education.

However, I'm heartened, as always, by the growth of homeschooling, alternative schooling, and, most important, of unschooling. This recent story by CNN reports the growth of these alternatives; perhaps the 66% of citizens who do not have confidence in public schools will stop waiting for someone to give them an option and demand access to what over 2 million homeschooled children have: authentic learning in the real world, with support as needed from adults.

Unschooling in the News

While homeschooling generates a lot of media stories, there is definitely an increase in the number of stories devoted to unschooling in recent time. Here are a couple you might want to know about.

1) National Public Radio did a feature on unschooling, written by a 16 year old. It begins:

I didn't have a reason to read until I was 10, so I didn't. Eventually, when I did learn, it wasn't because of a book, test, a teacher — or even because I was embarrassed I didn't know how. I learned to read because of a card game I wanted to play called Magic the Gathering.

In order to play this new and exciting game, I had to be able to read about the different characters on the cards. I'm 16 now and I learn what I want to learn, when I want to learn it, and not always in the conventional ways.

You can read or listen to Sam Fuller’s complete segment on NPR's site.

2) Dr. Carlo Ricci, publisher of the Journal of Unschooling and Alternative Studies, is interviewed on Canadian television. The interviewer asks many of the usual questions that both homeschoolers and unschoolers typcially get ("What about socialization? What about getting into a well-known college?") and Dr. Ricci responds to these inquiries with clear, authoritative responses.