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![]() personalized, non-coercive, active, interest-led learning from life |
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from Life Learning magazine,
January/February 2003
When I was younger, my parents did the worrying about the
structure of my days. When they enforced a study period it was
because they were concerned about the multiplication or history
I didn’t know, but my only awareness was of that half hour of
practice; I gave little thought to the reasons why or why not I
should be practicing, and when I was allowed to play imaginary
games for days on end I never thought about the alternatives.
What structure or lack thereof was healthy for my development
was of no concern to my young self; I simply followed my
inclinations and dealt with outside influences when they came,
leaving the analyzing of my actions to the adults.
But in the process of growing up I outgrew that oblivion. As my
perceptions widened I started consciously anticipating the
results of my actions and becoming, in a way, my own unschooling
parent, balancing guiding and being guided by the learning
process in my own life.
Inspiration is a key element in the learning process, and thus
much of my observation has been of this phenomenon that seems
beyond our control. Who can say why I picked up Peterson’s Guide
to Western Birds ten days ago when I’d never before had the
slightest interest in birds? Suddenly I was creeping around the
garden, binoculars in hand, guide book lying on the grass, and
. . .
To read the rest of this
essay, as well as all back and future issues of Life Learning,
subscribe today.
At age 17, Katherine Michalak, unschooled all her
life, plans to live with her family indefinitely. She is loathe
to leave her garden, her friends (er, family members), their
beautiful home and the tiny town of Crestone, Colorado, nestled
against 14,000 ft. peaks. College is not a high priority but
writing is. She is a four-time contributor to Growing
Without Sschooling
and has had an article on human rights published in the local
newspaper.
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