Episode 25: Self-Directed Learning Beyond Academics
Often when self-directed learning or home education in general is discussed, the focus is on skills that are considered academic or subject-oriented such as reading, writing, mathematics, science, history and others. However, a growing number of other things such as learning to swim, skate, learn an instrument and drive a car are now assumed to need formal, paid instruction as well. Sometimes this is preferred and beneficial but could some of it be marketing or fear-based? What happens when children learn life skills or pursue interests in their own time or with support from family? Please join us as we discuss a topic that might be of interest regardless of how or where your child is educated.
We Discuss:
That lessons and paid instruction have become a standard assumption of how many things are learned
People’s surprise and at times, disbelief, when they hear that kids have learned to do something without lessons or structured instruction, either on their own or with family support
That often it’s hard to know exactly how we learn to do things – whether it comes from formal instruction, natural learning or a combination
How reliant we’ve become on experts and the lack of trust in our own abilities without formal instruction
What this type of learning might have looked like before compulsory school and the existence of structured activities (eg. What would learning to swim have looked like over a century ago?)
How safety is often given as a reason to push forward with life skills
Doing things together as a family and learning over time
Ideals versus realities when it comes to what people learn to do
Digging down to what the core message or fear might be about why we think our child needs to do something
How forcing or pushing kids doesn’t lead to readiness to learn and, in fact, often leads to resistance
The assumption that school and formal learning are the answer to everything from literacy to avoiding poverty
The early age at which kids begin structured lessons and the focus on falling behind socially if they don’t
The idea of “magic moments” and key ages for development, and parents feeling pressure to get things going in a well-rounded range of areas – learning a musical instrument, a second language, gymnastics, etc
Whether the expectation to start things early might turn kids or even adults off of trying things later
That the most important thing in those early years is developing healthy attachment, relationship and a sense of self, rather than specific skills
The scarcity mindset of there not being enough time
Giving ourselves grace that we can’t possibly expose our kids to everything and even know what all of those things could be
How some personalities are willing to be pushed and pulled along (but that doesn’t mean something is wholly consented to)
The message that if you’re good at something, it has to be pushed forward in a performative or competitive way or it’s a waste of talent (eg, music, sport, art, etc)
The narrative around learning a musical instrument young and that their appreciation when they’re older will be worth it
The potential fear-mongering and marketing around linking certain extracurricular activities to academic success (music to math and cultural appreciation for example)
That some kids enjoy linear, step-by-step lessons and that’s great as well … it’s just the opportunity to have various paths to learning something
The lack of prevalence of true play opportunities in our society
The beauty of opportunities that involve family learning or activities rather than drop off – they are often around if we look for them
The discomfort of learning something new or daunting with an audience of parents watching
The movement of music, sports and dance from community-oriented to elite and competitive/auditioned and how the regular level doesn’t seem enough anymore
The beauty of home ed lessons and the agency that home ed families have in organizing and tailoring group activities in ways that work for us
How integral feeling safe and secure are to learning and having the calmness and openness of mind to really learn and take in information
Driving and the assumption that formal lessons are absolutely necessary
Finding the choice within lessons even if that’s the chosen path, eg. Could we find an instructor that’s a good fit?
The assumption that being a certified teacher is the answer to being qualified to teach or lead almost everything, even things that parents or other people are just as likely to be able to mentor with
Our kids as reminders to us that there are many ways to learn things
Outsourcing when it fits our kids’ personalities and goals
How it’s about skill-sharing and collaborating with other family members and friends rather than feeling you have to facilitate everything as a parent
That in the adult world (jobs, relationships, hobbies) we tend to access many sources to learn something and that in itself is a self-directed skill that’s great to develop