1. Coming hopefully tomorrow, maybe Friday: Breaking Down Hierarchies in Learning: Re-Imagining the Student-Teacher Relationship Through Unschooling

    Sneak peek quote: “What remains a constant with unschooling is that learning and teaching—how it works, who does it, and when it happens—is being re-imagined, and approached with an attitude of openness. This challenging of existing knowledge hierarchies—who is thought to have “authority” and who not—is to me one of the most radical and important elements of life learning. We’re not just re-imagining learning, we’re changing how people relate to each other.”


  2. I’m working on a post titled Breaking Down Hierarchies in Learning: Re-Imagining the Student-Teacher Relationship Through Unschooling. It’s going pretty well, I think!

  3. Text reads: Effective Parenting 101 “Instant obedience and mindless compliance are poor goals, indeed, when raising children. A thoughtfully questioning, passionately curious, and humorously resourceful child who wants to know why, who delights in inventing ‘compromises,’ and who endlessly pushes the boundaries tends to become a thoughtful, passionate, resourceful adult who will change the world rather than being changed by the world” -L. R. Knost



  4. "A wise man said to me, “How will the children appreciate the environment, how will they appreciate nature if they never dance in the rain or sleep in the sun, if they are always corralled to ‘go outside’ under limits and rules? Children need to be at one with nature if we expect them to have a connection to our world.” I couldn’t agree with him more. I am seeing that my children have a secret friend in nature and although she was always speaking to me, it is only now that I am listening to her and understanding her language. I am so grateful that my children opened my eyes and my ears and for my not-so-silent friend in our unschooling journey. We do dirt, we do wild and we do free and there is no other way I would rather it be."
  5. Text reads: We are spending way too much time worried about our children’s performance and grades—their heads—and not nearly enough time paying attention to their hearts. -Madeline Levine (Teach Your Children Well)

    (From Explorations Early Learning)


  6. There’s a free online conference coming up August 4th to 8th, for those involved with “homeschooling, unschooling, free schools, democratic schools, and other forms of alternative, independent, and non-traditional education.” Speakers include Ocean Robbins, Oliver DeMille, Jerry Mintz, Carlo Ricci, Jamie McMillin, Matt Hern, Pat Farenga, Blake Boles, Leslie Barson, Monica Cochran, Paula Rothermel, Clark Aldrich, Elliot Washor, Yale Wishnick, Jackie Gerstein, Luba Vangelova, Bernard Bull, Scott Nine, Amos Blanton, and Brycen RR & Laurie A. Couture.

    If you’re interested in alt ed of any sort, I highly recommend checking out this conference!

  7. Text reads: Because play involves conscious control of one’s own behaviour, with attention to process and rules, it requires an active, alert mind. Players do not just passively absorb information from the environment, or reflexively respond to stimuli, or behave automatically in accordance with habit; they have to think actively about what they are doing. -Peter Gray (Free To Learn)

    (From Explorations Early Learning)

  8. Text reads: I’m more interested in arousing enthusiasm in kids than in teaching the facts. The facts may change, but that enthusiasm for exploring the world will remain with them the rest of their lives. -Seymour Simon, children’s science book author


  9. "

    A couple things happen when we focus all of our collective attention on boys and whether or not they are reading. First, we tell boys that they are not reading, and that reading is not an inherently “boyish” thing to do. We expect them, in fact, not to read, and boys who love reading are outside the norm. Next, we start gendering books and telling boys that they like certain kinds of books, that they are interested in humor and adventure and fun. And they specifically do not like the sort of books that help kids at this age figure out how to be in the world, and they specifically do not like literary books or hard books or emotional books. And they absolutely positively do not want to read a book starring a girl.

    When we give panels on boys and reading with only (or even predominantly) male authors, we tell boys they are only supposed to like books by men. (This will be surprising to JK Rowling and Suzanne Collins.) We tell them that only men have something to say to them. When we say boys won’t read books with girl heroes, we are constructing that reality for them. (It gets troubling in all kinds of ways — the act of reading as a child is about empathy for and connection with the protagonist, and it’s quite problematic to tell boys we don’t expect they can empathize with girls.)

    And in all of this, we’re telling boys that we don’t expect a lot from them.


  10. "Our educational system is formatted on the industry model, with the bell, the desks in a row, and children separated by age. Born with the beginning of industrialization, this model exists for producing the factory workers and consumers of the capitalist system."
    — Marike Reid-Gaudet, “Unschooling and Free Schools” (via privileged-person)