Unschooling ou l'école de la vraie vie

« [...] our education system attempts to impose order (in a very complicated way) on a complex system (a large number of young learners). Instead of allowing them to learn, it attempts to 'teach' them in a highly controlled and inflexible way. It also prescribes 'curricula' which attempt to tell people in what order, and using what tools, processes and media, they should 'learn'. The result is that learners are brainwashed to believe there is only one correct 'order' to learn things in, and that they need to be 'taught' in order to learn. As a result (from lack of self-confidence and lack of practice), they lose the innate capacity to learn, the ability to decide what to learn, and the ability to decide how best to learn things. The complicated system makes the situation much worse.

« A complex approach to education would provide only the minimal amount of structure to encourage the recapture of these lost capacities. Eventually every learner would decide what was important to learn, and self-direct the way and pace they learned it. More importantly, they would learn by being shown, by observing, by exploring, by enquiry, by discovering, and by doing/practicing, not by being told. That means the whole community would have to become partners in the learning experience. The benefit would be that the learner would acquire much deeper capacities much faster, and be more able and more willing to give back much more to the community from which she learned. This is the essence of 'unschooling' (as contrasted to 'home schooling', which often merely moves the same dysfunctional processes from the school environment to the home environment). [...] »

Dave Pollard

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