EU408: A Field Guide: Challenging Our Beliefs About Learning

We’re back with the second episode in our new series on the podcast, in which we’re working our way through Pam’s book, The Unschooling Journey: A Field Guide.

Today, we’re beginning our exploration of the deschooling phase of the journey with stage six: Challenging Our Beliefs About Learning. Deschooling has several aspects, and this is one of the big ones. We may carry many beliefs about the way that school is connected to learning and the way we expect children to learn.

In order to challenge those beliefs, we dug into five truths about learning: teaching is not a prerequisite for learning, curriculum is unnecessary for learning, children are always learning, learning is fun, and learning is not hard. Once we start to question our existing beliefs, many of these new truths come to the surface. And they really build on each other until we’re living in a whole new paradigm!

We loved diving into learning and we hope you find this episode helpful!

Watch the video of our conversation on YouTube.

THINGS WE MENTION IN THIS EPISODE

Pam’s Substack article, “But if they don’t go to school, how will they learn?”

Learn more about Pam’s book, The Unschooling Journey: A Field Guide.

We invite you to join us in the Living Joyfully Network, a warm and welcoming online community of like-hearted parents. It’s a non-judgmental space where you can steep in these unconventional ideas around parenting, relationships, and learning, and explore what they might look like day-to-day in your uniquely wonderful family. We offer a free month trial so you can see if it’s a good fit for you. Click here to join us.

Sign up to our mailing list on Substack to receive our email newsletters as well as new articles about learning, parenting, and so much more!

Check out our website, livingjoyfully.ca for more information about exploring unschooling and navigating relationships.

EPISODE TRANSCRIPT

PAM: Hello everyone, I am Pam Larrichia from Living Joyfully and today I’m joined by my co-hosts Anna Brown and Erika Ellis. 

ANNA AND ERIKA: Hello! 

PAM: So we are back with another episode in our Field Guide series. We’re working our way through my book, The Unschooling Journey, A Field Guide, which is framed around the hero’s journey and it’s a weaving together of myths, contemporary stories, and just tales from my own journey.

In our first episode, if you haven’t listened to that yet, you can go back, we dove into the first phase of the unschooling journey, which was Choosing Unschooling, in which we answered the call to unschooling. We found our guides, which in a fun twist are so often our children. We navigated past various threshold guardians as we crossed the threshold from the ordinary world into the world of unschooling and moved through our time in the belly of the whale where we came to embrace the curiosity of a beginner’s mind.

Now we are firmly in the deschooling phase of our journey, which encompasses seven stages and really does represent the bulk of our transformational work. Joseph Campbell calls this next stage the Road of Trials, which through the lens of unschooling, I have broken into two stages because I experienced them as quite distinct from each other. The first focuses on challenging our existing beliefs about learning and then the second one on those related to parenting.

In this episode, we’re going to talk about five truths about learning. And if you’re new to unschooling and this is your first time exploring these truths, you’re likely to be dancing with these ideas more intellectually to just understand what they mean and some of their further reaching implications because it’s just mind-blowing enough to hear these the first time and go what, that doesn’t match with what I’ve known so far. Anyway, if you’ve been unschooling for a while and feel like you already intellectually embraced these ideas, now’s the time to peel back some more layers to build more connections and context around them.

You’ll be strengthening your web of understanding with your own experiences, because you’ve been doing this for a while, so building your wisdom. And you are moving towards really believing and feeling these truths in your own bones, owning them for yourself. 

All right, after all that preamble, the first truth we are going to explore is that teaching is not a prerequisite for learning. And right off, oh my gosh, there are just so many aspects to this one truth, isn’t there?

ANNA: It’s true. And I think it’s so interesting, because all of us can think of so many things we’ve learned without being specifically taught in that one way. And, oh my goodness, just look at babies learning to walk and talk without expert classroom instruction. And yet somehow schools have really sold us on this concept that to learn you need to be instructed by someone.

And not only that, but learning happens while sitting at a desk. And let’s throw in some power dynamic, loss of autonomy, a little peer pressure for good measure. But even without all of that soup, the idea that we need another person to teach us in a very specific way is just so limiting.

But what’s funny, personally, is that I didn’t want to homeschool in the beginning. I was very resistant because I didn’t want to be a teacher. So that statement right there shows you how deep I was in the idea that learning was about a teacher giving information to a student.

I think it was just so baked into my experience and what I’d been told for my whole life. And so even when in my own life, there were all these examples of me learning things all the time as an adult on my own in different ways. But somehow those didn’t count now. It was just so interesting to unpack that for myself. 

And watching my kids was really what changed that, with a little point in the direction of observing from John Holt. I could see that I couldn’t even stop them from learning. They were just these little sponges, so interested in taking in everything, turning it around, trying to make sense of it, building context, building their own unique web of learning that we talk about so often. And then I started to kind of deconstruct the whole process. 

So, even with the most amazing, well-meaning teachers, and there are so many of those beautiful people out there, if a student wasn’t interested, it wasn’t going to work. And I also read a lot about brains at that time and how we don’t learn well under stress. And that’s when I started to think, is school ever a helpful environment for learning? Does it ever make sense? And I’m just not sure that it does. And I think learning can happen there, but it’s kind of despite the terrible environment, not because of it, not as if it’s an optimal environment. 

And like you said, it’s so individual. How does each person take in information? I prefer reading. I’m not auditory at all. David’s much more hands-on and experimental. So, long lectures just wouldn’t hold his attention. He needs to be moving at all times. 

There are definitely times I turn to people who know more than me about a particular subject. I love that. It’s fun to see how they approach it, how they move through the challenges. But in the end, their approach may or may not work for me, but I can learn more about them, the subject, and ultimately myself as I’m able to move in and out of that type of learning environment. 

I think the big thing here is just as we start to question and observe, ourselves, kids, our partners, see all the different ways that learning is happening every day around us. And it really just opens up such a new world.

ERIKA: I love that. This idea is so huge. Once I started thinking about it, it’s like, oh my gosh. And it was one of my biggest paradigm shifts at the beginning of my own unschooling journey was realizing this truth. And I had a lot of fun digging into the word “teaching,” which started to not even make any sense to me anymore. 

Once I thought about it, it’s like somebody can say, “Well, I taught these kids how to do whatever.” And it’s like, but did you? You could say that you told them about it, but you really can’t say what happened inside of their brains. And so, I really liked questioning the word “teaching” overall and trying to move to the idea of just learning. 

Learning does not require teaching. Learning happens inside of the learner. And having someone teach you could be a way of learning something, but those two are not necessarily connected. And just because a teacher says that they taught people does not mean that they learned it. I know that’s true from my own experience in school and my experience as a classroom teacher in high school. I’ve taught more than high school. I taught music classes and some little kid classes as well. 

Everyone is so unique, every individual is so unique. And what I’ve seen is that process of teaching, the way that I would teach makes sense to my brain. It’s such a challenge to try to, what they would call in school, differentiate your instruction in order to meet everyone’s brains. But then the thing that’s missing from that is the interest.

And so, the way people actually learn is by being open to learning and about being ready to learn. And so the format is less important. And the teacher is just a possibility. It’s not the only thing. And it’s not the thing that makes learning happen. 

I really think that having that experience as a teacher probably helped me get there a little bit faster on this part, because I’ve seen it. And so, I know that the classroom experience can be really frustrating for teachers and students. But I think you’re right, it’s not an optimal environment for learning in any way. Because we’re trying to get every single different person onto the same page in the same method. Trying to learn the same thing. And that just doesn’t really make sense if we think about how different everyone is. So yeah, I love this one.

PAM: Yeah, I mean, for me, too, Erika, this was one of my big first shift. Because as you were saying, Anna, I didn’t want to be a teacher. When the kids came home, it was, oh, so I’m supposed to teach them now. But to recognize that teaching didn’t mean learning was happening at all. Why don’t I use the lens of learning for a while? Because anytime I use the word teaching in a sentence, I could actually rephrase it to look at learning instead. And looking at it through that lens was just so helpful for me on my journey. And it’s something to dance with, which we talked about. 

We’ve talked about the pendulum swing. We may think, oh, well, if teaching doesn’t make them learn, I guess I won’t teach. And then if we’ve started thinking of everything we share as teaching, I shouldn’t tell them things, right? So, you just let them figure it all out themselves.

And then you recognize, oh, no, I can be part of this picture, as you were talking about, and I like dipping in and out when somebody else has more knowledge that you’re interested in getting. And Erika, you pointed out how important the interest part is. Because that is when it all bubbles up, right?

When somebody is interested, maybe they’re asking questions, maybe they’re trying to do something. And we’re like, hey, I know a little something about this. This is how it works for me, do you want me to show you how it works for me? Keeping in mind that learning looks very different for each person.

But we can still share the stuff that we know, that we think, all those pieces. So, the dance of the relationship of learning, for me, it’s really, really fun. And I don’t need to frame that as teaching. It’s just our relationship and how we all enjoy learning new things that we’re interested in at the moment. 

And so, Erika, something you said there at the end leads very much to the next truth that we wanted to talk about, about how people learn better when they’re interested and how teachers have this thing that they are supposed to be teaching. But so, anyway, second truth, curriculum is unnecessary for learning.

That is something that many of us grew up with. It was a foundational truth that we didn’t even visit. School curriculum is all about just creating and delivering this linear system all around teaching delivery. It’s about divvying up all the bits that they want to teach over the next however many years equally, so that, this is what we do in grade one math, grade two math, grade three, blah, blah.

And while most teachers understand that the most effective learning happens when the topic is relevant to the learner’s life, at least even better if they’re actually interested in it, that’s just not possible within this system, right? And most of the time, curricula is out of step with the learner.

So, we flipped the perspective between teaching and learning. Let’s consider learning without following a curriculum. What would that look like? And what would that look like through the lens of a particular child? And when you think about it, that unique set of knowledge and skills that will be valuable to that child will be different, definitely, maybe a little bit, maybe wildly, from a school’s generalized curriculum, right? 

I think it’s so interesting to contemplate what our child chooses to learn just by following their curiosity and their interests as actually creating a beautifully individualized quote “curriculum” that really just fits them like a glove, because it meets them where they are in each moment. 

ERIKA: I like how that turns it on its head. We could still use the word curriculum, if we want to. It’s just completely different than it was in the school context. And I really think that this truth was hard to see when I was in the middle of it, because they’re saying that school is about learning, but school is more like a game where you have a goal to get good grades.

And so, when you’re in that system, it doesn’t really matter what’s on the curriculum. That’s just the process of this particular game that we’re trying to play. So, it didn’t matter if something that I would want to learn was missing from that curriculum, because the point was to get good grades on this curriculum, so who cares? But in the real world, there’s just so much outside of school learning. 

If you think about almost anyone’s work in the real world, there are just so many aspects to it that are specific to that field that would never have been covered in school. I learned that curriculum was really chosen because it’s easy to test, or it’s easy to assign grades to these particular areas. Math could be so interesting. But school math has to be easy to grade. And the testing is really easy, based on the things that they’ve chosen for the curriculum. And so, once I realized that, it’s just so much less important than it feels when you’re inside that system.

What people are supposed to learn in school, are not actually the most important bits of knowledge for living life. It’s much more random than that. And so, that’s why so many people get out of school and they’re like, why didn’t they teach us about these important things? Taxes, or how to buy a house, or fix my air conditioning system, or whatever, like things that would actually be useful, or even being in relationship, communication tools. Those would be useful things for life. 

What I’ve seen since then, in our unschooling lives, is that kids following their interests really does include everything that they’ll need to know for the life that they want to lead, which makes perfect sense. If they’re living the life they want to lead, they’re going to be learning the things that make sense for that.

And so, any additional learning that looks more like school subjects could come up naturally, or maybe they’re just curious. What if they’re like, I’m curious about what school math is like. And so, it could be a side project if it’s interesting to them. But another great benefit of learning without a curriculum is like you were talking about the pacing and the order in which they learn is so individual and unique.

So maybe they would be considered very far ahead in one area or behind in another area, according to school, but in the real world, that there’s no ahead and behind, there’s not a fixed order to things in the same way. And so it’s like what you were saying, developing their unique web of learning based on what makes sense to them and developing their own interests and skills as they grow with their unique brains, which is just going to look so different for different people.

ANNA: Yeah. Oh my gosh. I love that piece of really deconstructing the whole of it. What is the goal? And what tools do they have?

Because they’re saying, we’re going to take the things out of math that are the easiest to measure. We’re not looking at what are the most important things of math to learn about, because they may not be easy to measure. And as soon as you start to unpack and deconstruct that a little bit, it’s like, wait a minute, why are we all in service of this system? What is that serving? 

I think a big sticking point for me with school learning has always been that linear aspect of it. It’s interesting, because it stuck out to me at first when I was pregnant and going through natural childbirth classes, we talked a lot about how labor isn’t linear. Doctors and hospitals would have you believe that you’re dilating at this set rate per hour. And if you don’t, they want to intervene. Well it’s one centimeter per hour we need to be doing.

But that’s not how the body works. You know, it’s fits and starts, rests and surges. And so quickly, I could see how that made sense with learning, too. We aren’t going to learn one number a day. And then the next day, we’re going to learn one number. And let’s learn one color. No, no more colors today. Just this one color. And I saw my kids get interested in colors when they were so young, and wanting to know the color of everything, running around the house. What’s this? What’s that? Showing me all the pieces. That’s how they get excited about things and want to make sense in their brain. 

I saw them dive so deeply as they were exploring any topic, because you could see them building this context, building their web, placing the new information into their existing web. It is anything but linear, and any interruptions or redirections just messed with their flow.

And that really reminded me of another thing I remember from my own time at school, was being in class in the middle of a large geometry proof, and the bell would ring, and on to a completely unrelated subject. Now we’re going to talk about history. And only to have to get back into that mindset for the proof later that night to do my homework, because it didn’t get finished during the class. And I hated it. I loved proofs so much, but I wanted to do them from start to finish without interruptions, because there’s so many pieces to it. But the constant interruption just killed my natural love of learning and love of math.

And I just started playing the game, like you’re talking about, Erika. I just started playing the game. Okay, this is what they’re wanting me to do, is just check these boxes. So, give them what they want for the test, and then promptly forget it, because it doesn’t mean anything. And what I learned was not the material that was being presented, but how to survive and master that system. And so, I just think that’s happening every day in schools all around us, and nobody’s talking about that piece.

And I will say that I definitely looked at all the different curricula when my girls were young. I was like, oh, there’s all these cool nature-based ones, because that’s what I love. But like we’ve talked about with any kind of classes before, I’d look at these things, and I’d feel like, oh my gosh, they’re so dumbed down, because even those more alternative curricula, we’re trying to make it linear. We’re going to learn about this bug today. Doesn’t matter if you’re seeing other bugs outside. We’re just going to do this one.

And after observing  my kids learning when they were so young, I knew context was everything. And to divorce a subject from the context of it just made it so abstract. It lost the meaning and just became about memorization.

Okay, we’ll memorize what these bugs are. We won’t look at where they are, where we’re finding them. And it almost felt like it was tying their hand behind their back, because the world is so rich with things to learn, to see in context, to explore. And I came to believe that really no curricula could improve upon engaged parents exploring, supporting kids as their interests popped up in their kind of natural environment. 

And I say that to say, it’s not just schools that can do this. We can do this in homeschooling as well, if we’re trying to follow this linear model and not really watching how humans learn and understanding the specific brains of the people in our family.

PAM: Yeah, that’s that whole curriculum piece, right? And another aspect that came up for me recently, in this area, someone commented on one of my Substack posts where I was talking about learning, and I’ll link to it in the show notes. But it was really interesting. They were very favorable. But the one thing they were concerned about was learning gaps. Gaps in their knowledge.

And it’s just so bright now, having thought through all this. But look at all the assumptions that are just built into that learning, the idea of a learning gap, or summer learning loss, all those ideas. Because, number one, you basically got a curriculum against which you are comparing what somebody should know at some age for you to determine that’s a gap or you didn’t learn that when you were supposed to. So you’ve tied in curriculum there. 

And no matter how much people talk about lifelong learning, if you’ve still got a curriculum that something should be known by some particular age, lifelong learning doesn’t fit. It doesn’t matter when somebody learns something. When you have bring that lifelong learning lens to it, it’s like, when is it important? When are they interested in it? When will they actually use it? That’s a great time to learn it.

It’s not like you need to learn in the past, in case someday you need it in the future, which is a lot of what curriculum is based around. So, I just found that to be super interesting, that there are just so many pieces wrapped up that just assume curriculum is the way people learn. And that just shows up and says, but I’m worried about learning gaps, which you can totally understand, but my goodness.

ERIKA: I totally understand it. But it’s so interesting, because if you think about something, like if you were to point out to that adult about their learning gaps, something that they don’t know about, it’s like, oh, but that isn’t important. So, the school curriculum devalues everything outside of it. And so, learning gaps can only happen with school learning. You wouldn’t say, I have a learning gap about auto mechanics or something. I’m not expected to know that. And so, I think that’s super interesting and really something for us to turn around in our minds so that we value all of the different things that people might want to learn about and not just this one set.

ANNA: Right, because I guarantee any of those kids that we’re talking about having a learning gap, they know things off the charts that other people, adults included, don’t know, because they followed a passion or interest. We see that all the time. And like you said, you wouldn’t say I have a learning gap because I don’t know about chainsaws like my husband does, but that serves him. And so, yeah, I think that’s one of those thoughts like my thought about how I don’t want to be a teacher. It’s that it’s so baked in. It’s so baked in that we don’t even see it.

PAM:

Yeah, yeah. And that’s what I was excited to point out. It’s not that when that thing was being taught that we were just sitting in a corner, not doing anything, we were just learning so many other things. And I think this conversation also comes up some with some unschooling families when their kids decide to try school or they want to go check it out. And then all of a sudden, they’re measuring their knowledge versus the knowledge they think the child should have in whatever grade, etc. And, oh, we need to catch up.

But instead of the phrasing “catch up” and “behind,” bring the lens of they’ve been learning all sorts of other things. Yeah, maybe not what matches specifically that curriculum, but they’ve been learning all sorts of other things. And they don’t lose those if they decide to go check out school. That is there, as you were talking about before, Anna, how rich life is, the context, all the things we know that are related to who we are as a human being and the things that we’re interested in. 

And if school becomes something we’re interested in, it’s like, oh, I’m not behind, but I’m bringing my full self. And then I can learn those other things, rather than getting all stressed, like, oh, my gosh, did we fail because they don’t know?

ANNA: Okay, one quick thing before we move on, because I think it’s where we have that hierarchy, where we’re thinking school is somehow this important monolith, whatever we want to call it. And really, that’s why this deconstruction process is so important to understand school for what it is. It serves a particular purpose, and it is what it is.

But if you were to take your child and put them into an auto mechanic shop, you wouldn’t expect them to know all the things in the auto mechanic shop. You would know they need to figure those things out and learn them. And someone might tell them about stuff, and they might read a book, and they might try different things.

But why can’t we have that same environment with school to go, okay, yeah, they haven’t learned about how they annotate things and do this particular thing a certain way, so then they’ll learn about it, versus there’s something inherently wrong that they don’t know about it. Because it’s its own system, no different than any of these other systems. It’s not better or worse, but that takes the deconstruction to understand what’s behind it and how we got here. 

PAM: Oh, that’s beautiful, beautiful. Okay, yes, we should move on. The third truth is that children are always learning, because I mean, they really, really are. Humans are, right? But when you look at kids, you can see it in action, whether or not you can name it, whether or not they can name it, they are learning.

Even when they’re cocooning, even when they’re watching a favorite show on repeat, they are having an experience. And the idea that children are always learning implies that learning doesn’t just happen at school, it doesn’t just happen with the teacher. 

So, let me go back another layer, and that nudges us to consider the idea that all learning is valuable, just like we were saying, like auto mechanics to somebody who needs that information and skill is just about as valuable to stuff that would appear in a regular school curriculum.

Learning about themselves, learning about being in relationships with others, as you were talking about earlier, Erika, learning what they like and what they don’t like, what they’re curious about, what seems uninteresting, and how that changes over time. That is just all such valuable learning. Facts and skills are just other bits that are on that buffet table of learning, which each person can individually select at any particular time, what they’re interested in. And without the curriculum, and with this always learning lens, that brings us right back to that rich context that you were talking about, Anna, because if we’re following a curriculum, we’re really just picking out those bits.

But when we’re like, I’m interested in this thing, all the things that are connected or that we notice come with that, when we’re not just focused on the quote “important little bits.” 

ANNA: And I think we’re at such an interesting time in human history, too, where we have access to everything, to people, to resources, to information that is very unique to our time, if we look back over the long scale. But no matter what, it’s really almost impossible to stop a human from learning. Even if you had no internet, you’re still going to be learning what’s important to you, what’s right in front of you. Every minute, we are taking in information, learning about ourselves, those around us, the environment.

Learning is so much broader than the idea of subjects at school. And as I said earlier, divorcing concepts from context is really counter to actually learning about the concepts. And I feel that way about math, English, history, music, all of it. It’s that interconnectedness. It’s that understanding why we need it, why it’s important, how it serves us in the life that we want to live. That’s what gives it meaning and helps it stick.

I loved watching my oldest as a toddler when she was putting things into context. The lion we saw in a book, then she saw it on a show, then she saw it at the zoo. And you could just see her building this web of understanding about it. And it’s so amazing to watch. 

I think that’s the special thing about kids is that they have so much context to build. So it’s happening very quickly. I think we’re all doing it as adults too, but we’ve been working on that web a little bit longer. So, I think it’s so much easier to see in that young child. 

And I think just that important piece of not ranking learning. Learning numbers is no more valuable than learning to draw or learning that you don’t like bright lights or learning how to be in relationship. It all has value. 

And I guess if there would be a ranking, it would be more about what helps you the most in your unique life. That’s really what we’ve been talking about. What helps you explore your interests, achieve your goals, be the person that you want to be. That’s a very different metric than what school values. And I think it’s why people get disenfranchised because they think I’m supposed to be learning this. They’re telling me this is important, but it’s not helping me towards my goal of being an artist or a musician or even a mathematician because it’s very different than what they’re doing in school. And so, I think that’s where people get where it feels bad and they start to think “I can’t learn” and all of those pieces. Okay, I’m going to stop.

ERIKA: I remember getting those questions about, why do we need to learn this school? And I think most of the time I was pretty honest about, it’s on the curriculum and it’s going to be on a test. And so, that’s why we’re learning it. It’s interesting to some people and not to everyone. 

And I really think, people intuitively know that children are learning, especially when they’re babies and toddlers, like, as you were describing, you can just see it happening. But then we might forget if we think that learning happens in school. And so, we might forget that they were capable of that and they are still capable of that. And we all are. 

So if we think big kid learning needs to look like school, adult learning has to look like college courses, then you may not notice what’s actually happening and that learning is happening all the time.

But as we were talking about earlier, what they learn might be outside of that limited range of what is like observable learning in school. And what’s really interesting for me to think back on is what I learned in school was also mostly outside of the range of what was tested. The memories I have of school and what I learned there were about people, how to be safe, like what the signs are of dysregulation, is what I would call it now.

But that kind of hypervigilance, watching how people are behaving, how the teachers are behaving, how we’re being treated, and all of that kind of stuff. That is much more my memory of school than any particular little curriculum item that I would have learned and then forgotten. 

And so, how kids learn outside of school might not look anything like how it was taught in school, or how you remember learning it and everyone’s brains are different.

I definitely have seen unschooling parents say they’re just not learning anything or things like that. And it’s just like, maybe let’s look at it differently, because that’s not possible. And so, the way that a unique child puts together their own web of learning, I love that image for it too. It makes so much sense that each person’s construction of their web is unique to them. 

And I’ve heard my kids come back about things and be like, oh, that’s what that meant when I saw that on that show one time. They will literally make connections, and I can see it happen, but it may not look anything like something that I would have thought they were supposed to have learned.

But it’s just natural human learning. And there are so many internal things that people are learning. I think even in my experience in school, or other kids’ experience in school, there are so many internal things they’re learning about themselves, they’re learning about relationships and human nature, it might look like they’re learning nothing. But I trust that they’re getting what they need out of those moments and putting together their own web.

PAM: Right? That is so often conventionally devalued, because in school, that’s not measured. You want to measure just on those little bits that you know now. And then when we move on, the next time you kind of circle back, it’s just not valued. When you learn something and connect it, like you were saying earlier, Anna, it can’t really be measured. So, we can’t give it a grade. So, we just don’t consider it at all. It’s not part of school, which is how we come to see learning. 

Oh, my gosh! And I think that richness is just what is so missed, that context, that building that web of deeper understanding, that’s just so valuable. Okay, I’ll be quick. 

The fourth truth to explore. I love this one, too. And that is that learning is fun. Ooh, yes. Let’s try that one on for a bit. I think an interesting aspect of this idea. It’s something that you will, when you start learning about unschooling, you will come across it pretty quickly. The idea that our focus isn’t on learning a particular skill. We talk about following their interests and their passions instead of following a curriculum. 

So, from there, they pick up the skills that we’ve talked about that are helpful along the way, but they do it on their own timetable versus the curriculum’s timetable. I like to use reading as a classic example, because that’s something that people are concerned that their kids learn quickly. And that’s totally understandable, because at school, learning to read is definitely a goal. One that they hold out as key for a child to be able to learn. And again, that makes sense, because at school, not being able to read can definitely interfere with learning, because so much of the communication at school is written. It’s a characteristic of that system. Here’s your worksheets, write this test. It’s all about words and reading. 

But when the goal is pursuing their interests and passions, they have the time and space to find all sorts of ways to engage with the thing that they’re interested in. And we are there to read things for them whenever they like, if that’s how they want to bring in some information.

And they also have the time and space to explore just that complex puzzle of reading in their own way, and at their own pace when their unique brain is ready for it. So not reading is in no way a handicap to learning when we’re unschooling. Another layer around the idea that learning is fun.

It reminds us that people learn in different ways, as we’ve been talking about this whole time. Real learning is just so much more interactive and fluid than a classroom can accommodate. You really just have this one teaching style learning with reading, writing, communication, that’s really what you’ve got for learning there.

Okay, then there’s yet another layer, because we like peeling back layers, and seeing how when kids are following their curiosity and pursuing their interests and goals, so often this learning happens almost incidentally, like they’re just having fun. They’re just like doing the thing they wanted to do. And it doesn’t even need to be labeled as learning.

Once we get to that layer, at first we want to see, we want to expand our understanding of what learning is by basically labeling everything they do as learning. And then it’s like, when everything is a thing, then we don’t even need to label it. But because when they’re just engaging and doing the thing, it just now makes sense to them, and they remember it, like we were talking about earlier, because they chose to engage with it, it means something to them, and they’re going to be using it because it’s something they’re interested in.

So even if something gets challenging or frustrating for a little while, so often they choose to keep going, because it’s helping them accomplish something that they want to do. And again, they learn along the way, they learn how to deal with frustration, feelings, learn how to move through those, maybe learn how to take a break. They learn how to choose, is this worth continuing pushing through or do I want to give it a break now? Do I never want to see it again? And then they learn six months later, it’s not quite as hard as it was when they first burst out with it. But yeah, learning can be so much fun.

ERIKA: Yes! And I feel like when they do hard things because it’s important to them instead of because someone’s telling them to, all of those things, it’s so curious to think about. And I really think the fact that in our schools, at least in my country right now, they’ve pushed the curriculum lower and lower into the younger ages, because it’s like, oh, well, if we want them to be at this level at this age, then they should be preparing for that earlier.

And so, I mean, it’s gotten to the point where there is three-year-old curriculum that’s preparing them for four-year-old. All of this exists now. And so, this is not developmentally aligned. It doesn’t actually make any sense. And it backfires, because then kids think that they are stupid, or they think, I’m not good at this, or whatever internal messages they develop. But it’s really because we’re putting things on them in schools that their brains are not ready for, literally not ready for it. 

And so, there are kids who can thrive in that environment. But it’s pretty unusual. And so, following what’s most interesting to them, it’s like a little secret. I feel like it’s just the best way for them to learn everything. 

And I love that you pulled reading out, because it’s a tool. Reading is not an end result. And in school, it feels like reading is this end result. And we get so focused on it. Can they read? Can they read? It’s like, okay, but reading is a tool that humans use. Writing and reading are to help us share information with each other.

This is a way that we can learn about things or research things or whatever. And so, reading is part of life, because it’s helpful to us. It’s not important as a skill on its own. Treating it like that, like a tool that is helpful, makes so much more sense. 

What I saw with my kids is they were curious about reading. They wanted to be able to do it because it would help them. It helps them in their games. It helps them communicate with others and all of this. And so, it really was a journey that they owned for themselves and it didn’t feel like me pushing them to learn it younger than they were ready to learn it. It felt like their curiosity was the driving force and then they picked it up as they needed in a way that made sense for their own brains. 

And so, I think kids just naturally learn about what’s fun and interesting to them. And when they’re young, it looks like playing and when they’re older, maybe it still looks like playing, or maybe it starts to look like something different and unique to them. It could be projects or processing ideas with us or interacting with friends. Maybe they want to sign up for a certain class. Maybe they love collecting certain things or whatever it is. It’s so unique to each individual person. I think the idea that learning isn’t fun that school gives us is so terrible and damaging to people.

ANNA: Oh, it really is. Oh, and I love that you mentioned that reading is a tool, a tool among many other tools to learn and take in information. And I just love this whole idea that learning is fun. 

And I think it’s because I love learning all the things, that it is fun! And I love your point, Pam, about how unschooling, the learning almost appears incidental, but it’s so purposeful in the way that it’s helping the learner move towards something that’s important to them, whether that’s a goal, an understanding, whatever it might be.

And I think because it can appear incidental, we brush it aside or think it’s not as important, or that it’s not this drudgery. And with any passion, the learning isn’t linear or confined to a subject. With a passion for Minecraft, you’re learning about building, geometry, animals, strategy, gems, tools, so many things. A passion for horses, the same. It incorporates all the school subjects, but then so much more, the connection, the nuances, all the pieces. 

And so, observation is really our friend here. Watch and walk alongside your kids and be amazed, because I was constantly amazed. And I think, Erika, you touched on this, unfortunately, one of the side effects of a poor school experience is a belief that learning has to be hard and it has to be drudgery to mean anything. But that’s not true. Learning is magic. It’s amazing.

And again, there’s a deep internal drive that we have as humans to learn and understand the things around us. And as you both mentioned, it may not look like learning if we’re so narrowly defining learning, if we’re holding onto this school book drudgery as our definition of learning. But if you broaden your definition, you will see it’s rich and rewarding and absolutely equipping them to live a life that’s meaningful to them.

PAM: Yeah. And you started talking about it and that’s the next truth that we’re going to explore, because they’re very related. So, that’s that learning is not hard. Through the lens of unschooling, that’s our next truth, that learning is not hard.

And I found it distinct, because I could think learning is fun and hard. Like I want to enjoy learning, but it’s something hard that I do. So, I think that that’s why for me, I separated these out as well. And when you think about showing up at school, and this ties into what you were saying earlier, Erika, about the curriculum getting pushed down and down earlier and earlier, when kids are presented with this stuff, it really is so easy just to pick up the message that learning is hard.

Because there are so many reasons in the classroom following this curriculum that it is hard for them. It’s totally true. Trying to learn something that you’re not interested in can definitely be hard. Trying to learn something that your brain is not ready to process and connect and bring together can definitely be hard. If it’s just something that’s not part of their day-to-day lives, so maybe they’re not super interested in it, but also they won’t be using it because it’s not something they need to do, then that is hard to learn because it often just doesn’t make sense. 

It’s just this little floating point, which earlier you mentioned, Anna, that’s when we end up stopping trying to understand what we would call learning and just memorize that factoid, because it has no context in our lives or in our interests. So, I just have to memorize this thing to perform on the test and to play that game. 

So, for lots of brains, learning in school and following curriculum is hard. And then just put yourself in there. If you’re trying to be interested in the thing, questions are so discouraged. And not because the teacher’s just like, I don’t want to, but they don’t have time. If it’s not on the curriculum, we don’t have time to spend 20 minutes discussing it, because it won’t be on the test. How many people ended up asking that question eventually? It’s like, is this going to be on the test? And if not, you could just forget about it. It’s like, okay, I don’t even have to try memorizing or understanding it, because it’s not going to be on the test. 

When you imagine kids in school, their days really are just filled with that push and pull of what is it that I need to know? How do I memorize it? And in all that, because of all the testing and the grading, we become so afraid of being wrong and we can’t ask questions. So, we stop being curious about stuff. We have to answer questions on the test in exactly the same way that we were told. So, we don’t even try to think of other ways that might connect for us better or understand better. We have to say it the way it’s supposed to be said. So, our creativity fades. I just feel it’s become so ingrained in that school experience that we now think that is the human experience that learning is hard. Full stop. That’s just it. Learning for anybody is hard. 

But what so many unschooling parents have seen over these decades, as we’ve talked to more and more unschooling parents, what we’ve seen with our children is it’s the environment that makes a fundamental difference in how learning feels. When you’re doing the things that are interesting to you or that you want to learn, you’re following your curiosity, you’re following your needs, your own goals, oh my gosh, learning can be fun.

And the incidental piece is like, it’s not hard because I’m meeting it where I am. And I’m meeting it right at the place where I can learn. If I do jump too far ahead, it’s like, this makes no sense. I’m going to find information or a person or whatever that’s going to meet me where I am. So, now I can just soak it up like that sponge. We can learn like little kids do no matter our age. When you think of challenging or frustrating moments in it, it doesn’t feel like the learning piece is hard. It’s just like, ooh, I’m trying to figure out this piece and I want to play around with it. I want to figure it out. It’s much less about defining all learning as hard, because this particular piece is challenging or frustrating for me in this moment. It’s just so interesting.

ANNA: It’s true. And so this is going to sound a little bit cynical, but I think it’s really one of the ways that the powers that be keep us in line. Learning’s hard. You can’t do it on your own. You need these experts in this building or you’re not going to be successful. You’re not going to get a job. You won’t amount to anything. 

Because as soon as you realize learning isn’t hard when it’s in service of an interest and that you don’t need that expert and that building, the whole system starts to crumble. But truly what you said is so important to tease apart. Memorizing facts devoid of context is hard, especially for some brains. For other brains, memorization comes really easily and I think those people do well in school. And so, like most things, there is a grain of truth to the idea that learning is hard. It can be, but it doesn’t have to be.

And for me, I think watching the babies and toddlers learning so much in such a short amount of time just really blew the lid off the idea that we can’t learn without proper instruction. But even then, they pick out specific things. Well, then reading’s going to be hard or math is going to be hard.

But again, it’s made harder by that environment and by that environment not taking into account different brains and different timelines. And if something does seem hard, is it still hard if we let go of the agenda around it, the timeline around it, the context? Is it a context issue that’s making it feel hard? Can we examine something that we’re saying feels hard and just understand it a little bit more?

A few months ago, a Network member talked about how people will say learning gets harder as you get older. It’s another truism, learning gets harder as you get older. When really, it’s that being in that school environment gets harder because as adults, we have much more context for living alongside learning. So, the artificial environment and arbitrary hoops make much less sense and are much less tolerable than when we were kids and didn’t know there was a choice. 

And I think that there are actually some kids that intuitively know there’s a different way and they end up not doing well in school, because they just keep bucking, like, I’m going find my way out of this tiny little narrow place that you’re putting me in, because I know there’s another world out there. And for a lot of us, we don’t really discover that until we’re adults and realize we just performed for that system for many, many years. And now there’s this whole other world out here.

ERIKA: My kids didn’t go to school and I didn’t question it when I was in school. And so, this was a lot of new information for me and super interesting. But what I observed with my kids was that they just resist anything that doesn’t interest them, period.

And that’s not every personality. My husband, Josh, and I are really curious and interested in almost anything, where my kids are more interested in very specific things. And so, I can be like, isn’t this cool? And they’re just like, no, like, why would I care about that? So, it’s so unique. 

And then imagine in school where they’re not even saying, isn’t this cool? Most of the time, they’re just saying, you have to learn this. It’s important to learn it. Of course, it’s going to be hard. It’s going to be hard to learn something if your brain either isn’t ready for or if it holds no interest at all. It just is so logical now for me to think about that. 

But when I was in it, I didn’t know what was the problem with these other kids, that they weren’t actively participating or they weren’t trying hard or to do better. So looking back on it, I’m like, okay, that doesn’t make any sense though. The reason why I’m doing well in this system is because I’m good at memorizing or because I’m able to put my internal feelings and thoughts to the side in service of, this is what they said to do. I want to get this good score, whatever. 

And so, looking back when I was first coming to unschooling, I felt a little bit jealous of the people who had realized about school when they were actually in school and were a little bit more rebellious, because I just totally got sucked into the game. I didn’t even see it. I did start to see it when I was a teacher in school. 

But the more I think about this story that most people tell about learning being hard and learning being no fun, the more upset I get about this. Because it really doesn’t have to be that way. And I think it affects people for the rest of their lives, either thinking that they can’t learn or that they hate certain topics. And I think this is also the core of the “adults versus kids” conflicts that people have in their lives.

Because if the adults are saying, this is the most important thing, and the kids are saying, this is hard and I hate it, that clash is so terrible. And so, I think some kids can push themselves through it, but I don’t think that it’s natural and it doesn’t really make any sense because, like you were saying about the memorization aspect of it, the things that I remember from school are few and far between.

It’s not like that memorization type of learning to put it down on a test. It’s not learning that lasts or that makes any sense as something we take with us through our lives as important information. And so, yeah, this one upsets me.

PAM: I know, it’s so true. That is what is so fascinating about this stage of the journey, I think. Okay, so it’s been a long time. I do want to thank everyone for joining us. And we do really hope that you enjoy diving into this stage of the de-schooling phase as we challenge some of our conventional beliefs about learning. 

I really think, as you were saying, it fundamentally sets us up so negatively, those conventional beliefs of how you have to be taught by a teacher, you have to follow a curriculum, learning is hard, learning is not fun, all of those pieces, we bring all that weight with us into adulthood. And we carry the message that we can’t learn. But then all the fun stuff that we’re doing and the deep dives into our own passions and interests, we don’t call them learning because they weren’t on a school curriculum, right?

ANNA: We devalue it.

PAM: We still carry the message, I can’t learn. Oh sure, I love this and I could do this for hours, but that doesn’t count, right? I mean, it’s just so deep, the messages that we carry.

We do invite you to join us in the Living Joyfully Network to continue these kinds of conversations. It is a warm and welcoming online community of like-hearted parents, absolutely. And a nonjudgmental space where you can steep in these unconventional unschooling ideas and just explore what they might look like in the day-to-day of your unique and wonderful family of individuals.

No matter where you are on the journey, just learning about it, been doing it for years, there are always layers to peel back around as things come up at different ages and stages. And we are very excited to welcome you. To learn more, just follow the link in the show notes or go to livingjoyfully.ca and just choose Network in the menu. And thank you so much, Anna and Erika!

We wish everyone a lovely, lovely day.

ERIKA: Bye! 

ANNA: Bye, take care.