Children learn the same way everyone does when they are completely free of others’ expectations and other interfering impediments to learning. They learn by wondering about something, thinking about it, finding out about it, perhaps reading about it or discussing it or looking it up on the internet, all driven by their own curiosity.
Subjecting anyone of any age to coercive education (unwanted criticism) is not taking them seriously. Nor is it even taking the valuableness of criticism seriously! Let alone taking the growth of knowledge seriously.
We parents sometimes imagine that we can teach our children to be sensitive to others’s wishes by being utterly insensitive to theirs, but actions speak louder than words, and our children are more likely to be kind and thoughtful if we have been kind and thoughtful to them.
Taking Children Seriously is a new VIEW of children—a non-paternalistic view: like other groups of human beings, children are people, not pets, prisoners or property. Full people whose lives are their own, not a different kind of person – full, equal humans who should no more be coerced and manipulated and moulded and shaped by others than we adults should be.
This author has some good criticisms of overt coercion but spends about 200 pages advocating more covert coercion. Not Taking Children Seriously.
If children are not made to write essays, will they ever learn? Does the hoped-for end result justify the coercion? An argument with a coercionist college professor.
My re-wordings of what people say about a child, usually to make it about an adult, but in this case making it about learning to breathe instead of whatever the poster was saying children need to learn, aims to show the reality of what is being proposed.”
Unschooling or home educating parents often draw distinctions between what they are doing versus what a school teacher or homeschooling parent would do, but I often see little difference between schoolish educational coercion and what they themselves advocate. There is a pedagogical agenda in both cases.
You may think you are helping your child learn when you answer your child’s burning question pedagogically, with a question, such as ‘What do you think?’ or ‘How might we find the answer to that?’, but it is more likely to annoy them so much they avoid asking you questions in future.
Many unschoolers have a very narrow definition of ‘education’ and hold an incoherent theory in which the putative ill-effects of coercion only apply to areas deemed ‘education’. They range from ‘never offer, never refuse’ (not interventionist enough imo) to having a pedagogical agenda, or in some cases they get their children to do projects.