Is Unschooling Beneficial or Harmful for Child Development?

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Discussion Overview

The discussion centers around the concept of unschooling and its implications for child development. Participants explore various perspectives on whether unschooling is beneficial or harmful, touching on its theoretical foundations, practical applications, and potential outcomes for children who are unschooled versus those who attend traditional educational institutions.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Exploratory

Main Points Raised

  • Some participants describe unschooling as a hands-off approach to education, allowing children to make their own decisions without formal structure.
  • Others express concern that unschooling may lead to negative outcomes, such as lack of preparedness for higher education or the workforce.
  • A participant suggests that the Sudbury Valley method may be a better alternative, as it provides some structure and support while still allowing for self-directed learning.
  • There are claims that unschooling could result in children being uneducated, with some participants arguing that this approach is irresponsible.
  • Some participants argue that unschooling does not equate to being uneducated, emphasizing that learning can be tailored to individual interests.
  • Concerns are raised about the potential for children to lack essential life skills and knowledge if not guided properly.
  • Participants discuss the historical context of education and express frustration over the choice to remain uneducated in light of past struggles for educational access.
  • Some participants mention the need for evidence or studies to support claims about the effectiveness of unschooling versus traditional education.
  • There is a discussion about differing definitions of "education" and how they impact perceptions of unschooling.
  • Critiques are made regarding the portrayal of unschooling in media, suggesting that sensationalism may misrepresent the practice.

Areas of Agreement / Disagreement

Participants do not reach a consensus on the benefits or drawbacks of unschooling. Multiple competing views remain, with some advocating for its potential while others strongly oppose it.

Contextual Notes

Limitations include a lack of empirical evidence presented in the discussion regarding the outcomes of unschooling versus traditional education. Participants express differing definitions of education, which complicates the discussion.

  • #91
Evo said:
It's just so stupid, for most of history an edcuation was the privilege of the wealthy. Women were denied formal educations as were the poor. And now we have people that willingly decide to remain uneducated. So many people fought for so long for the opportunity to get an education and these people throw it away.

And let's not forget women's rights have and still are ignored by some men. (Some men see eye to eye and fail to see the female's point of view.) Those men can wreak havoc on a female's life even in the 21st century. I've known a few professional women that have left the field of science due to harassment or threats or insults by men in the workplace. I personally have been a victim but hung in there!:) I usually advise females (young or old) to set their goals high. Work hard and seek a job where you have direct contact with the CEO and other females within the organization to discuss concerns that may crop up. Also, educational standards where I live are set extremely high for K-12 grades. Property tax includes school bonds. Let's just say, the money that flows out of my bank account for those school bonds is just under a thousand a year. I don't mind because the kids in the my school district are extremely intelligent, active in sports, and very happy.
 
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  • #93
I've been lurking so far on this topic. I'm out of the lurking closet now.

zomgwtf said:
I had originally stated that people are being unfair towards THESE people because they have decided to be 'unschooled'.
Snarky reply: Life is unfair.

The vitriol (well-deserved) is not aimed at the kids. It is aimed at the parents. Those kids will most likely be good at one thing only: Collecting money that is not theirs. They might get this money from the government, or they may get it by more nefarious means. There is, perhaps, a bit selfish going on here, that many of us do not particularly like parents who are raising their kids to be welfare bums or worse. Or maybe not. Maybe, just maybe, we have the best interests of those kids at heart.


lisab said:
Having a high school (or college) education says this about someone: he is capable of doing something he doesn't want to do. And that is very valuable to an employer, because no job is without drudgery.
That has to qualify as the understatement of the month. If would love a job that is 50% or less drudgery. The drudgery may be necessary, but it is still drudgery. Learning to deal with that is important.

Desiree said:
frankly most of the pioneers of science actually discovered things out of their own curiosity while they had little or no formal education at all.
Now we're getting to the heart of things. You are talking about people who are six or more sigma away from the norm.

First off, Desiree, please name one pioneer of science who had little or no formal eduction. Certainly not Einstein. He had a PhD in physics, which he obtained before his miracle year. Certainly not Newton. His mother tried to "unschool" him. Fortunately, educators convinced his mother otherwise. Certainly not Gauss, or Poincaré.

Our education system is not aimed at the 6+ sigma people, those who come along less than once a generation. It can't be. Those people come along less than once a generation. Our education system certainly does need to be improved. That does not mean throwing it out.
 
  • #94
One observation I've made over the years is unschooled children and adults cuss in public. If children see adults cussing then they think it is ok to cuss too. I don't think the cussing language in dialogue with someone else is considered good manners. I see it only on the Interent. The cusser's use those little stars on their keyboard.
 
  • #95
Count Iblis said:
It was good enough from 200,000 BC right until the late Middle Ages.

even in the middle ages, you would expect them to be working in some sort of apprenticeship situation unless they were aristocracy.
 
  • #96
Proton Soup said:
even in the middle ages, you would expect them to be working in some sort of apprenticeship situation unless they were aristocracy.
Even back to the earliest humans, you learned a skill in order to contribute and survive. Going back to earliest recorded history, obviously, you had scribes, you had farmers, shepherds, stoneworkers, artists, you name it.
 
  • #97
D H said:
First off, Desiree, please name one pioneer of science who had little or no formal eduction. Certainly not Einstein. He had a PhD in physics, which he obtained before his miracle year. Certainly not Newton. His mother tried to "unschool" him. Fortunately, educators convinced his mother otherwise. Certainly not Gauss, or Poincaré.

Our education system is not aimed at the 6+ sigma people, those who come along less than once a generation. It can't be. Those people come along less than once a generation. Our education system certainly does need to be improved. That does not mean throwing it out.

I agree with you. I also totally disagree with the complete lack of education. However going through present worldwide education system to get 'educated' is not the only/best thing to do. There are lots of ways and opportunities in life to learn and acquire knowledge and skills. I am not a fan of the idea of having kids sitting around at home all day and doing nothing. Off course such kids will be 'socially paralyzed' in their adulthood, however in order to prevent that, current education system is not the only/best option for them.

As for the pioneers of science, I meant those people who, off course, were educated, but not necessarily formally through their prevalent education system at their time. Their accomplishments and contributions to science were partly due to the knowledge that had been passed on to them from previous generations, and mainly due to their own curiosity.
 
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