To Raise Confident, Independent Kids, Some Parents Are Trying To 'Let Grow'
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He doesn't have much of a backyard at his condo, so the woods behind his house essentially serve the same purpose. He spends hours out there: swinging on a tire swing, tromping across the ravine to a friend's house, and using garden shears to cut a path. He lays down sticks to form a bridge across the small stream that flows in the winter.\u003c/p>\n\u003cp>And he does all of this without any adult supervision.\u003c/p>\n\u003cp>Matthew's mom, Laura Randall, wants her son to gain the sort of skills and confidence that only come with doing things yourself. But she didn't just toss her 7-year-old out the door with some hiking boots and garden shears one day. They worked up to it gradually with what Randall calls \"experiments in independence.\"\u003c/p>\n\u003cp>\"Just those moments, incrementally bigger moments, where he can choose to be on his own,\" Randall explains. Randall knows this isn't the norm for today's parenting style, where kids are shuttled from one supervised, structured activity to another. Gone are the days where kids ride their bikes alone until the streetlights come on.\u003c/p>\n\u003cp>And Randall has encountered people who think she's a bad parent — like the man who identified himself as an off-duty police officer, and started yelling at her when she left Matthew alone in the car for a few minutes while she ran into the pharmacy to pick up a prescription.\u003c/p>\n\u003cfigure id=\"attachment_52066\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52066\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101757-5e5e84ec07de7b7e8a2af7607a79dc8ef8206daf-5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Matthew makes a transaction at the counter of a local market in his neighborhood. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Randall knows that parents in several states have \u003ca href=\"https://www.npr.org/2018/08/27/641351421/raising-kids-in-an-age-of-fear-results-in-impossible-choices-for-parents\">been arrested for leaving kids unattended\u003c/a>, for letting them walk to the park on their own, or even allowing them walk to school. And so she was worried about what this man might do.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"[H]e ... says, 'Do you know how many kids go missing a year?' And I said 'By coincidence, I think I do know, and it's very small!' \"\u003c/p>\n\u003cp>They talked it out, and the man eventually threw up his hands and walked away. Randall's heart was pounding, but she felt confident defending her parenting — partly because she had connected with a group called Free Range Kids, which promotes childhood independence, and gives families the information they need to push back against a culture of overprotection. Its founder is Lenore Skenazy.\u003c/p>\n\u003cp>\"This very pessimistic, fearful way of looking at childhood isn't based in reality,\" Skenazy explains. \"It is something that we have been taught.\"\u003c/p>\n\u003cp>For years, Skenazy sought to correct the \u003ca href=\"https://letgrow.org/resources/really/\">misconception of childhood dangers\u003c/a> — telling parents that childhood abductions and murders are at \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2015/04/14/theres-never-been-a-safer-time-to-be-a-kid-in-america/?utm_term=.91947bf92bc6\">record lows\u003c/a>, even as \u003ca href=\"http://www.freerangekids.com/crime-statistics/\">perceptions of danger\u003c/a> have risen.\u003c/p>\n\u003cfigure id=\"attachment_52067\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52067\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101759_enl-0988e941800002033784ab9a5051ff79e4700680-5-800x527.jpg\" alt=\"\" width=\"800\" height=\"527\">\u003cfigcaption class=\"wp-caption-text\">Laura Randall and her son, Matthew, 7, toast each other with pizza on a recent weeknight in their neighborhood. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But even as she talked about the benefits of giving kids independence, of free time, and of self-directed play, she realized that addressing the individual parents was only half the battle. Because even if they have the facts, parents could still feel uncomfortable if they're the only ones affording their kids these freedoms. Also, it could get lonely being the only kid riding your bike down the street.\u003c/p>\n\u003cp>\"You send your kid outside and there's nobody out there for them to play with — they're gonna come right back in,\" Skenazy laughs. \"Because there is somebody to play with if they're online.\"\u003c/p>\n\u003cp>Skenazy set out not just to change parents' minds, but the culture at large. And founded a project called \u003ca href=\"http://letgrow.org/\">Let Grow\u003c/a>.\u003c/p>\n\u003cp>While its goal is a cultural shift, its methods are almost laughably simple. Let Grow is reaching out to elementary schools across the country to assign kids the Let Grow project as homework. Participating kids decide to do something on their own that they haven't done before — whether it's walking the dog around the block, or making dinner, or walking a few aisles over in the supermarket to get some eggs. The schools also set up \"Let Grow play clubs\" — mixed ages, no structure, and no adult direction. Just free, child-led play.\u003c/p>\n\u003cp>\u003ca href=\"https://www.pmschools.org/domain/931\">Lori Koerner\u003c/a> is the principal at Tremont Elementary in Long Island, one of a dozen New York schools piloting the project. She said that they saw a direct effect in the classroom. \"The children were just more self-assured, and confident.\"\u003c/p>\n\u003cfigure id=\"attachment_52068\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52068\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101771_enl-a0ad81cb3858136498b352788203ae52ab3b1356-5-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">At the park, Matthew went off on his own, and encountered two men and their dogs. He asked the men if he could play with them and they said yes. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Koerner says with Let Grow, kids discover skills and abilities they didn't know they had. And they also discover what it's like to fail. While on the surface might not sound all that appealing, failure is how kids learn how to overcome obstacles, try out new ideas, and become \u003ca href=\"https://hbr.org/2015/01/what-resilience-means-and-why-it-matters\">resilient\u003c/a>. It's also \u003ca href=\"https://www.forbes.com/sites/amymorin/2014/12/14/5-ways-resilient-people-use-failure-to-their-advantage/#a6e6acb10f8b\">how adults learn as well\u003c/a> — ask any CEO.)\u003c/p>\n\u003cp>\"If we don't offer them these opportunities to communicate, to collaborate, to problem-solve, then how can they be successful in a global society?\" Koerner asks.\u003c/p>\n\u003cp>According to psychologists, that's an important question. \u003ca href=\"https://www.bc.edu/bc-web/schools/mcas/departments/psychology/people/faculty-directory/peter-gray.html\">Dr. Peter Gray\u003c/a>, research professor at Boston College who focuses on child play, says that erring on the side of caution isn't helping children. By trying to give kids a leg up, scheduling every free minute with karate or Little League or music lessons, parents are in fact doing them enormous harm.\u003c/p>\n\u003cp>Gray says that over the past 50 years, as we've seen a \u003ca href=\"https://www.psychologytoday.com/files/attachments/1195/ajp-decline-play-published.pdf\">decline in children's freedom\u003c/a>, we've seen an increase in responses on standardized questionnaires that indicate both depression and anxiety disorders. Specifically, an eight-fold increase on depression, and five-to-ten-fold increase on generalized anxiety disorder. Gray notes that this is just a correlation, and he's looked at many possible explanations.\u003c/p>\n\u003cp>\"It doesn't correlate with economic cycles, wars, or divorce rates. But it correlates very well with the decline of children's freedom to play.\"\u003c/p>\n\u003cp>To Gray, this makes perfect sense. Especially when you consider that not having control of their decisions and life creates an external rather than internal \u003ca href=\"https://www.psychologytoday.com/us/blog/moments-matter/201708/locus-control\">locus of control\u003c/a>.\u003c/p>\n\u003cp>Internal locus of control is \"the degree to which you feel that you're in control of your own life, versus the degree you feel you're a victim of fate and circumstance and powerful other people,\" he says. \"Every decade, young people report less internal locus of control, more external locus of control.\"\u003c/p>\n\u003cp>Putting kids in control helps them learn to solve problems, and cope better in new environments. Gray says \u003ca href=\"http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/7-1-article-how-play-makes-for-a-more-adaptable-brain.pdf\">animal studies\u003c/a> even indicate that free play can promote pathways in the prefrontal cortex, strengthening control over the emotion-eliciting areas of the limbic system.\u003c/p>\n\u003cp>For parents, like Laura Randall, it's all part of the goal of parenting.\u003c/p>\n\u003cp>\"There's the short game, where you're sort of doing the best you can in the moment,\" Randall explains. \"But there's the long game. And there's paying attention to allowing a little risk, because it will pay off in the long run.\"\u003c/p>\n\u003cp>Randall understands that life has real risks. But so does getting in a car. And most of us still do it every day, because that's how to get where we want to go. For her son Matthew to become a confident, competent adult, Randall wants him to go outside, make his own mistakes, and figure things out. And she hopes he won't be the only kid out there doing it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+Change+In+Education%3F+Look+Beyond+The+Usual+Suspects+%28Like+Finland%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n","blocks":[],"excerpt":"Raising free-range kids in the age of helicopter parenting is tough. But supporters of free play and a more independent childhood say the longer term benefits are in the child's best interests. ","status":"publish","parent":0,"modified":1536035145,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1328},"headData":{"title":"To Raise Confident, Independent Kids, Some Parents Are Trying To 'Let Grow' | KQED","description":"Raising free-range kids in the age of helicopter parenting is tough. But supporters of free play and a more independent childhood say the longer term benefits are in the child's best interests. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52070 https://ww2.kqed.org/mindshift/?p=52070","disqusUrl":"https://ww2.kqed.org/mindshift/2018/09/03/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow/","disqusTitle":"To Raise Confident, Independent Kids, Some Parents Are Trying To 'Let Grow'","nprByline":"DEENA PRICHEP","path":"/mindshift/52070/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Walking through the woods alone can be a scary prospect for a kid, but not for 7-year-old Matthew of Portland, Oregon. He doesn't have much of a backyard at his condo, so the woods behind his house essentially serve the same purpose. He spends hours out there: swinging on a tire swing, tromping across the ravine to a friend's house, and using garden shears to cut a path. He lays down sticks to form a bridge across the small stream that flows in the winter.\u003c/p>\n\u003cp>And he does all of this without any adult supervision.\u003c/p>\n\u003cp>Matthew's mom, Laura Randall, wants her son to gain the sort of skills and confidence that only come with doing things yourself. But she didn't just toss her 7-year-old out the door with some hiking boots and garden shears one day. They worked up to it gradually with what Randall calls \"experiments in independence.\"\u003c/p>\n\u003cp>\"Just those moments, incrementally bigger moments, where he can choose to be on his own,\" Randall explains. Randall knows this isn't the norm for today's parenting style, where kids are shuttled from one supervised, structured activity to another. Gone are the days where kids ride their bikes alone until the streetlights come on.\u003c/p>\n\u003cp>And Randall has encountered people who think she's a bad parent — like the man who identified himself as an off-duty police officer, and started yelling at her when she left Matthew alone in the car for a few minutes while she ran into the pharmacy to pick up a prescription.\u003c/p>\n\u003cfigure id=\"attachment_52066\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52066\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101757-5e5e84ec07de7b7e8a2af7607a79dc8ef8206daf-5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Matthew makes a transaction at the counter of a local market in his neighborhood. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Randall knows that parents in several states have \u003ca href=\"https://www.npr.org/2018/08/27/641351421/raising-kids-in-an-age-of-fear-results-in-impossible-choices-for-parents\">been arrested for leaving kids unattended\u003c/a>, for letting them walk to the park on their own, or even allowing them walk to school. And so she was worried about what this man might do.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"[H]e ... says, 'Do you know how many kids go missing a year?' And I said 'By coincidence, I think I do know, and it's very small!' \"\u003c/p>\n\u003cp>They talked it out, and the man eventually threw up his hands and walked away. Randall's heart was pounding, but she felt confident defending her parenting — partly because she had connected with a group called Free Range Kids, which promotes childhood independence, and gives families the information they need to push back against a culture of overprotection. Its founder is Lenore Skenazy.\u003c/p>\n\u003cp>\"This very pessimistic, fearful way of looking at childhood isn't based in reality,\" Skenazy explains. \"It is something that we have been taught.\"\u003c/p>\n\u003cp>For years, Skenazy sought to correct the \u003ca href=\"https://letgrow.org/resources/really/\">misconception of childhood dangers\u003c/a> — telling parents that childhood abductions and murders are at \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2015/04/14/theres-never-been-a-safer-time-to-be-a-kid-in-america/?utm_term=.91947bf92bc6\">record lows\u003c/a>, even as \u003ca href=\"http://www.freerangekids.com/crime-statistics/\">perceptions of danger\u003c/a> have risen.\u003c/p>\n\u003cfigure id=\"attachment_52067\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52067\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101759_enl-0988e941800002033784ab9a5051ff79e4700680-5-800x527.jpg\" alt=\"\" width=\"800\" height=\"527\">\u003cfigcaption class=\"wp-caption-text\">Laura Randall and her son, Matthew, 7, toast each other with pizza on a recent weeknight in their neighborhood. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But even as she talked about the benefits of giving kids independence, of free time, and of self-directed play, she realized that addressing the individual parents was only half the battle. Because even if they have the facts, parents could still feel uncomfortable if they're the only ones affording their kids these freedoms. Also, it could get lonely being the only kid riding your bike down the street.\u003c/p>\n\u003cp>\"You send your kid outside and there's nobody out there for them to play with — they're gonna come right back in,\" Skenazy laughs. \"Because there is somebody to play with if they're online.\"\u003c/p>\n\u003cp>Skenazy set out not just to change parents' minds, but the culture at large. And founded a project called \u003ca href=\"http://letgrow.org/\">Let Grow\u003c/a>.\u003c/p>\n\u003cp>While its goal is a cultural shift, its methods are almost laughably simple. Let Grow is reaching out to elementary schools across the country to assign kids the Let Grow project as homework. Participating kids decide to do something on their own that they haven't done before — whether it's walking the dog around the block, or making dinner, or walking a few aisles over in the supermarket to get some eggs. The schools also set up \"Let Grow play clubs\" — mixed ages, no structure, and no adult direction. Just free, child-led play.\u003c/p>\n\u003cp>\u003ca href=\"https://www.pmschools.org/domain/931\">Lori Koerner\u003c/a> is the principal at Tremont Elementary in Long Island, one of a dozen New York schools piloting the project. She said that they saw a direct effect in the classroom. \"The children were just more self-assured, and confident.\"\u003c/p>\n\u003cfigure id=\"attachment_52068\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52068\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101771_enl-a0ad81cb3858136498b352788203ae52ab3b1356-5-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">At the park, Matthew went off on his own, and encountered two men and their dogs. He asked the men if he could play with them and they said yes. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Koerner says with Let Grow, kids discover skills and abilities they didn't know they had. And they also discover what it's like to fail. While on the surface might not sound all that appealing, failure is how kids learn how to overcome obstacles, try out new ideas, and become \u003ca href=\"https://hbr.org/2015/01/what-resilience-means-and-why-it-matters\">resilient\u003c/a>. It's also \u003ca href=\"https://www.forbes.com/sites/amymorin/2014/12/14/5-ways-resilient-people-use-failure-to-their-advantage/#a6e6acb10f8b\">how adults learn as well\u003c/a> — ask any CEO.)\u003c/p>\n\u003cp>\"If we don't offer them these opportunities to communicate, to collaborate, to problem-solve, then how can they be successful in a global society?\" Koerner asks.\u003c/p>\n\u003cp>According to psychologists, that's an important question. \u003ca href=\"https://www.bc.edu/bc-web/schools/mcas/departments/psychology/people/faculty-directory/peter-gray.html\">Dr. Peter Gray\u003c/a>, research professor at Boston College who focuses on child play, says that erring on the side of caution isn't helping children. By trying to give kids a leg up, scheduling every free minute with karate or Little League or music lessons, parents are in fact doing them enormous harm.\u003c/p>\n\u003cp>Gray says that over the past 50 years, as we've seen a \u003ca href=\"https://www.psychologytoday.com/files/attachments/1195/ajp-decline-play-published.pdf\">decline in children's freedom\u003c/a>, we've seen an increase in responses on standardized questionnaires that indicate both depression and anxiety disorders. Specifically, an eight-fold increase on depression, and five-to-ten-fold increase on generalized anxiety disorder. Gray notes that this is just a correlation, and he's looked at many possible explanations.\u003c/p>\n\u003cp>\"It doesn't correlate with economic cycles, wars, or divorce rates. But it correlates very well with the decline of children's freedom to play.\"\u003c/p>\n\u003cp>To Gray, this makes perfect sense. Especially when you consider that not having control of their decisions and life creates an external rather than internal \u003ca href=\"https://www.psychologytoday.com/us/blog/moments-matter/201708/locus-control\">locus of control\u003c/a>.\u003c/p>\n\u003cp>Internal locus of control is \"the degree to which you feel that you're in control of your own life, versus the degree you feel you're a victim of fate and circumstance and powerful other people,\" he says. \"Every decade, young people report less internal locus of control, more external locus of control.\"\u003c/p>\n\u003cp>Putting kids in control helps them learn to solve problems, and cope better in new environments. Gray says \u003ca href=\"http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/7-1-article-how-play-makes-for-a-more-adaptable-brain.pdf\">animal studies\u003c/a> even indicate that free play can promote pathways in the prefrontal cortex, strengthening control over the emotion-eliciting areas of the limbic system.\u003c/p>\n\u003cp>For parents, like Laura Randall, it's all part of the goal of parenting.\u003c/p>\n\u003cp>\"There's the short game, where you're sort of doing the best you can in the moment,\" Randall explains. \"But there's the long game. And there's paying attention to allowing a little risk, because it will pay off in the long run.\"\u003c/p>\n\u003cp>Randall understands that life has real risks. But so does getting in a car. And most of us still do it every day, because that's how to get where we want to go. For her son Matthew to become a confident, competent adult, Randall wants him to go outside, make his own mistakes, and figure things out. And she hopes he won't be the only kid out there doing it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+Change+In+Education%3F+Look+Beyond+The+Usual+Suspects+%28Like+Finland%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52070/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow","authors":["byline_mindshift_52070"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_20984","mindshift_20784","mindshift_21214","mindshift_1040","mindshift_20870","mindshift_20570","mindshift_20764"],"featImg":"mindshift_52065","label":"mindshift"},"mindshift_38038":{"type":"posts","id":"mindshift_38038","meta":{"index":"posts_1591205157","site":"mindshift","id":"38038","score":null,"sort":[1412945555000]},"guestAuthors":[],"slug":"students-lead-the-learning-experience-at-democratic-schools","title":"How Students Lead the Learning Experience at Democratic Schools","publishDate":1412945555,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38040\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-1.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-1-640x360.png\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"360\" class=\"size-large wp-image-38040\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While teaching at Catholic and public schools in the 1990s, Mark McCaig and his wife, Kim, grew increasingly frustrated with the amount of time they were having to devote to managing behavior and teaching material that didn’t interest students. They started reading about different approaches and were intrigued by the \u003ca href=\"http://sudburyvalleyschool.com/\">Sudbury Valley School\u003c/a>, a democratic school in Massachusetts where students are in charge of what and how they learn. After paying a visit, they quit their teaching jobs to create a Sudbury-type school in Maryland.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.fairhavenschool.com/\">Fairhaven School\u003c/a>, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. (In response to one of the most common questions posed by prospective parents, one parent and former staffer wrote a blog post explaining \u003ca href=\"http://www.fairhavenschool.com/ok-so-youre-sort-of-like/\">how a democratic school differs\u003c/a> from other alternative approaches to education.)\u003c/p>\n\u003cp>To foster those traits, the school aims “to strike that balance between freedom and responsibility,” McCaig says, which he sees as two sides of the same coin. The institutional framework -- rules and community responsibilities and related meetings -- “provides a sense of order that is vital, but around that, students have a lot of liberty to shape their day.” They have at their disposal a large meeting hall, a workshop, two kitchens, several smaller meeting rooms, a library, and rooms dedicated to art, computer gaming, digital arts, and play. The grounds include a stream, a forest, playing fields, a basketball court, a playground, and lots of porches.\u003c/p>\n\u003cp>\u003cstrong>How it Works\u003c/strong>\u003c/p>\n\u003cp>Designed to be an affordable, “green” learning space with a heterogeneous student body, the school is in a racially diverse, middle-class suburb of Washington, DC. Today about 15 percent of the students are non-white, and the school provides grants or reduced tuition to low-income families. The only entrance requirement is a trial week to ensure prospective students are interacting positively with others and not endangering anyone, including themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The roughly 60 students range in age from five to 18, with a fairly even distribution of ages, except for a recent uptick in 11-year-old boys who have transferred there from conventional schools. The children and adults mix freely, creating the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">essential “scaffolding” experiences\u003c/a> for the younger members of the community. All of the children, regardless of their ages, “know what they want to do, and learning is a by-product of what they do,” McCaig says. “Learning is the result of doing, not vice versa.” \u003c/p>\n\u003cp>Five-year-olds who haven’t been exposed to formal classrooms are in many ways better prepared for this ‘discovery learning’ approach, because they are more attuned to this “natural way of interacting,” says David Bjorklund, a professor at Florida Atlantic University who specializes in developmental psychology. “Children begin as explorers—they explore the environment around them, watch others, and try out what peers as well as adults are doing. … What they need to acquire, they are able to acquire quite proficiently through ‘discovery learning.’”\u003c/p>\n\u003cfigure id=\"attachment_38042\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-3.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-3-640x426.jpg\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"426\" class=\"size-large wp-image-38042\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp>Newcomers respond to this environment in different ways, reflecting their varied personalities, interests and needs (students who enroll at Fairhaven are not necessarily any more self directed to start with than other children, McCaig says, especially if they’ve grown accustomed to having lots of restrictions). Those who crave more structure, he says, create it for themselves. Some exult in their newfound freedom and immerse themselves in previously curtailed activities such as playing video games, but eventually “they figure out how to manage that part of their lives,” he notes. On the other end of the spectrum, there are students who have become so accustomed to doing what they’re told and being praised by teachers, that they find it harder to adjust to the freedom than to the responsibility.\u003c/p>\n\u003cp>The most significant responsibility at the school is that “you are responsible for what you make of your life,” McCaig says. To graduate, students write and defend a thesis that they have “prepared themselves to become effective adults in the larger community.”\u003c/p>\n\u003cp>The students’ endeavors are supported by five adult staff members, who bring varied skills and interests to the table: two are former schoolteachers; one is an artist; another is a former nature center interpreter; and the third is a movie sound technician. (The former schoolteachers also had some “unlearning” to do in order to work there effectively, McCaig says, including himself.) They help students clarify and achieve their goals, handle administrative matters, and serve as mentors or “village elders -- people with life experience who know some interesting things and can help in a crisis,” as McCaig puts it. The entire school community -- staff and students alike -- votes each year to decide whether or not to extend each staffer’s contract.\u003c/p>\n\u003cp>The adults facilitate but don’t drive anything for the students, McCaig explains. “The hard work [the students] do here is learning how to become agents of their own lives and how to make things happen, whether it’s something academic, or organizing a fundraiser, or another event.” Technology, he says, “has increased efficiency and opportunity for our students; nevertheless, the liberty, respect, and community the school provides seem far more important and valuable than laptops or smart phones.”\u003c/p>\n\u003cp>The staff members organize classes when students request them. Staffers will teach the classes or hire someone else. Some of the classes are just one to one. If students lose interest in the subject and stop coming to class, there is no penalty, but there is a consequence. “I will say we’re done,” McCaig explains. “I don’t want to spend time preparing for something and not have the social contract met. … That is part of our job, to give students the reality of how to do things.”\u003c/p>\n\u003cp>One staffer, he notes, describes Fairhaven as a place to “practice life.” Students are given the opportunity to “practice the skills that one succeeds in life with, such as communicating with people, taking on jobs, learning how to cook. Academics may be just a part of that.” He adds: “A lot of what happens seems almost invisible. … Play and conversation, broadly defined, are the two most common categories of activity here, and seldom do these ‘look like school.’ Nevertheless, our students are constantly practicing life itself, and the rewards of this practice are as profound as they are difficult to measure.”\u003c/p>\n\u003cp>Some students shift their main focus to academics after they leave Fairhaven, or during the hours they’re not in school. “We’ve had people go on to college who did few academic things when they were here, to study all sorts of subjects,” ranging from social work to biology and creative writing, McCaig says.\u003c/p>\n\u003cfigure id=\"attachment_38041\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-2-640x360.png\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"360\" class=\"size-large wp-image-38041\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Pluses and Minuses of a Democratic School\u003c/strong>\u003c/p>\n\u003cp>The freedom of democratic school does not translate into license to do whatever students wish. There is a “thick law book,” McCaig says, that has been developed over the course of 17 years at the “School Meeting,” where each staff member and student gets an equal vote. (Among other things, it describes the level of skill students need to demonstrate before being able to use expensive or potentially dangerous equipment, such as workshop tools or microwave ovens.) The students are required to participate in judiciary committees, follow the school rules, and record their hours of attendance. Students must attend school for a minimum of five hours each day, though many stay longer. The school’s governance system is explained in more detail \u003ca href=\"http://www.fairhavenschool.com/about-us/\">here\u003c/a>.\u003c/p>\n\u003cp>Freedom is relative -- some families who are accustomed to homeschooling find the rules at Fairhaven too constraining, and also don’t like the fact that, like all schools, it’s cloistered from the surrounding community. There are also those who prefer to be exposed to more adult-initiated activities. A small school such as Fairhaven is also limited by its size, McCaig notes. It doesn’t have a completely stocked science lab, for example, or a large faculty to consult. “Some students arrange those kinds of experiences for themselves off campus,” he adds. “They get internships or jobs, or take community college classes.”\u003c/p>\n\u003cp>What the students do have at Fairhaven is “basic freedoms, like freedom of movement,” McCaig says, and the ability to devote themselves to projects for as long as they want. The responsibilities that are attached to the freedoms help the students mature, he adds: “To be exposed to a place where there is so much responsibility leads to responsible people.”\u003c/p>\n\u003cp>The school culture and the transparent and democratic judicial system have made bullying almost non-existent, he says, but “we are not immune to the normal challenges life presents. People have conflicts. … The young people here are working on figuring out what to do with their lives, and answering this question and discovering how to make it happen can involve difficult work. People struggle here from time to time, and we expect this. What’s empowering is that we do not have to label or assess their struggles; rather, we are present to support and witness the students as they overcome life’s challenges.”\u003c/p>\n\u003cp>\u003cstrong>Leaving Fairhaven For Other Schools And College\u003c/strong>\u003c/p>\n\u003cp>A significant number of students (including the younger of McCaig’s two teenage daughters) eventually opt to transfer to a larger school, to meet more people, take advantage of the academic or extracurricular offerings, or just see what else is out there. “The macro issue is that students should be in charge of what they do, and if that means they want to go to public school, more power to them,” McCaig says. “It feels like a different thing than compelling them to do so.”\u003c/p>\n\u003cp>Long-time students often “want to see if they measure up, because we don’t evaluate them,” he adds. “They treat [the conventional high school] like college. They take it seriously, they know what they want, and they are there to master it.” Many have to really apply themselves at first and get additional support to catch up academically, he says, but most go on to make the honor roll within a year. “A significant number then come back,” he adds, “because they decide they find it boring.”\u003c/p>\n\u003cp>Fairhaven alumni have not experienced any particular difficulties getting into colleges, especially if they can distinguish themselves by going for interviews or submitting video interviews, McCaig says. But students with very specific goals -- such as attending a technical college with less flexible requirements—“need a conscious plan,” which often involves taking specific community college classes on the side while they’re enrolled at Fairhaven.\u003c/p>\n\u003cp>Alumni have gone on to careers as varied as helicopter technician in the military, organic farmer and social worker. McCaig gauges the success of the school in terms of whether the alumni are satisfied with their lives: “Are they happy and thriving, doing something they want to do, and making a living?” Fairhaven has not collected hard data on its alumni, but the staffers do keep in touch with them, and McCaig says their experiences are comparable to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\">those documented by Peter Gray\u003c/a> and by the Sudbury Valley School in its book, \u003ca href=\"http://bookstore.sudburyvalley.org/product/legacy-trust\">Legacy of Trust\u003c/a>.\u003c/p>\n\u003cp>Watch the trailer for “Voices from the New American Schoolhouse” below, a 2005 documentary about Fairhaven School by Danny Mydlack:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=rgpuSo-GSfw&w=420&h=315]\u003c/p>\n\n","blocks":[],"excerpt":"The Fairhaven School, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. ","status":"publish","parent":0,"modified":1412945740,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":2016},"headData":{"title":"How Students Lead the Learning Experience at Democratic Schools | KQED","description":"The Fairhaven School, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38038 http://blogs.kqed.org/mindshift/?p=38038","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/10/students-lead-the-learning-experience-at-democratic-schools/","disqusTitle":"How Students Lead the Learning Experience at Democratic Schools","path":"/mindshift/38038/students-lead-the-learning-experience-at-democratic-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38040\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-1.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-1-640x360.png\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"360\" class=\"size-large wp-image-38040\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While teaching at Catholic and public schools in the 1990s, Mark McCaig and his wife, Kim, grew increasingly frustrated with the amount of time they were having to devote to managing behavior and teaching material that didn’t interest students. They started reading about different approaches and were intrigued by the \u003ca href=\"http://sudburyvalleyschool.com/\">Sudbury Valley School\u003c/a>, a democratic school in Massachusetts where students are in charge of what and how they learn. After paying a visit, they quit their teaching jobs to create a Sudbury-type school in Maryland.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.fairhavenschool.com/\">Fairhaven School\u003c/a>, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. (In response to one of the most common questions posed by prospective parents, one parent and former staffer wrote a blog post explaining \u003ca href=\"http://www.fairhavenschool.com/ok-so-youre-sort-of-like/\">how a democratic school differs\u003c/a> from other alternative approaches to education.)\u003c/p>\n\u003cp>To foster those traits, the school aims “to strike that balance between freedom and responsibility,” McCaig says, which he sees as two sides of the same coin. The institutional framework -- rules and community responsibilities and related meetings -- “provides a sense of order that is vital, but around that, students have a lot of liberty to shape their day.” They have at their disposal a large meeting hall, a workshop, two kitchens, several smaller meeting rooms, a library, and rooms dedicated to art, computer gaming, digital arts, and play. The grounds include a stream, a forest, playing fields, a basketball court, a playground, and lots of porches.\u003c/p>\n\u003cp>\u003cstrong>How it Works\u003c/strong>\u003c/p>\n\u003cp>Designed to be an affordable, “green” learning space with a heterogeneous student body, the school is in a racially diverse, middle-class suburb of Washington, DC. Today about 15 percent of the students are non-white, and the school provides grants or reduced tuition to low-income families. The only entrance requirement is a trial week to ensure prospective students are interacting positively with others and not endangering anyone, including themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The roughly 60 students range in age from five to 18, with a fairly even distribution of ages, except for a recent uptick in 11-year-old boys who have transferred there from conventional schools. The children and adults mix freely, creating the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">essential “scaffolding” experiences\u003c/a> for the younger members of the community. All of the children, regardless of their ages, “know what they want to do, and learning is a by-product of what they do,” McCaig says. “Learning is the result of doing, not vice versa.” \u003c/p>\n\u003cp>Five-year-olds who haven’t been exposed to formal classrooms are in many ways better prepared for this ‘discovery learning’ approach, because they are more attuned to this “natural way of interacting,” says David Bjorklund, a professor at Florida Atlantic University who specializes in developmental psychology. “Children begin as explorers—they explore the environment around them, watch others, and try out what peers as well as adults are doing. … What they need to acquire, they are able to acquire quite proficiently through ‘discovery learning.’”\u003c/p>\n\u003cfigure id=\"attachment_38042\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-3.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-3-640x426.jpg\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"426\" class=\"size-large wp-image-38042\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp>Newcomers respond to this environment in different ways, reflecting their varied personalities, interests and needs (students who enroll at Fairhaven are not necessarily any more self directed to start with than other children, McCaig says, especially if they’ve grown accustomed to having lots of restrictions). Those who crave more structure, he says, create it for themselves. Some exult in their newfound freedom and immerse themselves in previously curtailed activities such as playing video games, but eventually “they figure out how to manage that part of their lives,” he notes. On the other end of the spectrum, there are students who have become so accustomed to doing what they’re told and being praised by teachers, that they find it harder to adjust to the freedom than to the responsibility.\u003c/p>\n\u003cp>The most significant responsibility at the school is that “you are responsible for what you make of your life,” McCaig says. To graduate, students write and defend a thesis that they have “prepared themselves to become effective adults in the larger community.”\u003c/p>\n\u003cp>The students’ endeavors are supported by five adult staff members, who bring varied skills and interests to the table: two are former schoolteachers; one is an artist; another is a former nature center interpreter; and the third is a movie sound technician. (The former schoolteachers also had some “unlearning” to do in order to work there effectively, McCaig says, including himself.) They help students clarify and achieve their goals, handle administrative matters, and serve as mentors or “village elders -- people with life experience who know some interesting things and can help in a crisis,” as McCaig puts it. The entire school community -- staff and students alike -- votes each year to decide whether or not to extend each staffer’s contract.\u003c/p>\n\u003cp>The adults facilitate but don’t drive anything for the students, McCaig explains. “The hard work [the students] do here is learning how to become agents of their own lives and how to make things happen, whether it’s something academic, or organizing a fundraiser, or another event.” Technology, he says, “has increased efficiency and opportunity for our students; nevertheless, the liberty, respect, and community the school provides seem far more important and valuable than laptops or smart phones.”\u003c/p>\n\u003cp>The staff members organize classes when students request them. Staffers will teach the classes or hire someone else. Some of the classes are just one to one. If students lose interest in the subject and stop coming to class, there is no penalty, but there is a consequence. “I will say we’re done,” McCaig explains. “I don’t want to spend time preparing for something and not have the social contract met. … That is part of our job, to give students the reality of how to do things.”\u003c/p>\n\u003cp>One staffer, he notes, describes Fairhaven as a place to “practice life.” Students are given the opportunity to “practice the skills that one succeeds in life with, such as communicating with people, taking on jobs, learning how to cook. Academics may be just a part of that.” He adds: “A lot of what happens seems almost invisible. … Play and conversation, broadly defined, are the two most common categories of activity here, and seldom do these ‘look like school.’ Nevertheless, our students are constantly practicing life itself, and the rewards of this practice are as profound as they are difficult to measure.”\u003c/p>\n\u003cp>Some students shift their main focus to academics after they leave Fairhaven, or during the hours they’re not in school. “We’ve had people go on to college who did few academic things when they were here, to study all sorts of subjects,” ranging from social work to biology and creative writing, McCaig says.\u003c/p>\n\u003cfigure id=\"attachment_38041\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-2-640x360.png\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"360\" class=\"size-large wp-image-38041\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Pluses and Minuses of a Democratic School\u003c/strong>\u003c/p>\n\u003cp>The freedom of democratic school does not translate into license to do whatever students wish. There is a “thick law book,” McCaig says, that has been developed over the course of 17 years at the “School Meeting,” where each staff member and student gets an equal vote. (Among other things, it describes the level of skill students need to demonstrate before being able to use expensive or potentially dangerous equipment, such as workshop tools or microwave ovens.) The students are required to participate in judiciary committees, follow the school rules, and record their hours of attendance. Students must attend school for a minimum of five hours each day, though many stay longer. The school’s governance system is explained in more detail \u003ca href=\"http://www.fairhavenschool.com/about-us/\">here\u003c/a>.\u003c/p>\n\u003cp>Freedom is relative -- some families who are accustomed to homeschooling find the rules at Fairhaven too constraining, and also don’t like the fact that, like all schools, it’s cloistered from the surrounding community. There are also those who prefer to be exposed to more adult-initiated activities. A small school such as Fairhaven is also limited by its size, McCaig notes. It doesn’t have a completely stocked science lab, for example, or a large faculty to consult. “Some students arrange those kinds of experiences for themselves off campus,” he adds. “They get internships or jobs, or take community college classes.”\u003c/p>\n\u003cp>What the students do have at Fairhaven is “basic freedoms, like freedom of movement,” McCaig says, and the ability to devote themselves to projects for as long as they want. The responsibilities that are attached to the freedoms help the students mature, he adds: “To be exposed to a place where there is so much responsibility leads to responsible people.”\u003c/p>\n\u003cp>The school culture and the transparent and democratic judicial system have made bullying almost non-existent, he says, but “we are not immune to the normal challenges life presents. People have conflicts. … The young people here are working on figuring out what to do with their lives, and answering this question and discovering how to make it happen can involve difficult work. People struggle here from time to time, and we expect this. What’s empowering is that we do not have to label or assess their struggles; rather, we are present to support and witness the students as they overcome life’s challenges.”\u003c/p>\n\u003cp>\u003cstrong>Leaving Fairhaven For Other Schools And College\u003c/strong>\u003c/p>\n\u003cp>A significant number of students (including the younger of McCaig’s two teenage daughters) eventually opt to transfer to a larger school, to meet more people, take advantage of the academic or extracurricular offerings, or just see what else is out there. “The macro issue is that students should be in charge of what they do, and if that means they want to go to public school, more power to them,” McCaig says. “It feels like a different thing than compelling them to do so.”\u003c/p>\n\u003cp>Long-time students often “want to see if they measure up, because we don’t evaluate them,” he adds. “They treat [the conventional high school] like college. They take it seriously, they know what they want, and they are there to master it.” Many have to really apply themselves at first and get additional support to catch up academically, he says, but most go on to make the honor roll within a year. “A significant number then come back,” he adds, “because they decide they find it boring.”\u003c/p>\n\u003cp>Fairhaven alumni have not experienced any particular difficulties getting into colleges, especially if they can distinguish themselves by going for interviews or submitting video interviews, McCaig says. But students with very specific goals -- such as attending a technical college with less flexible requirements—“need a conscious plan,” which often involves taking specific community college classes on the side while they’re enrolled at Fairhaven.\u003c/p>\n\u003cp>Alumni have gone on to careers as varied as helicopter technician in the military, organic farmer and social worker. McCaig gauges the success of the school in terms of whether the alumni are satisfied with their lives: “Are they happy and thriving, doing something they want to do, and making a living?” Fairhaven has not collected hard data on its alumni, but the staffers do keep in touch with them, and McCaig says their experiences are comparable to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\">those documented by Peter Gray\u003c/a> and by the Sudbury Valley School in its book, \u003ca href=\"http://bookstore.sudburyvalley.org/product/legacy-trust\">Legacy of Trust\u003c/a>.\u003c/p>\n\u003cp>Watch the trailer for “Voices from the New American Schoolhouse” below, a 2005 documentary about Fairhaven School by Danny Mydlack:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/rgpuSo-GSfw'\n title='//www.youtube.com/embed/rgpuSo-GSfw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38038/students-lead-the-learning-experience-at-democratic-schools","authors":["4537"],"categories":["mindshift_192"],"tags":["mindshift_20763","mindshift_20765","mindshift_1040","mindshift_20570","mindshift_20764","mindshift_20718"],"featImg":"mindshift_38040","label":"mindshift"},"mindshift_37091":{"type":"posts","id":"mindshift_37091","meta":{"index":"posts_1591205157","site":"mindshift","id":"37091","score":null,"sort":[1409666456000]},"guestAuthors":[],"slug":"how-do-unschoolers-turn-out","title":"How do Unschoolers Turn Out?","publishDate":1409666456,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37098\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37098\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/Mindshift3_illo2_72.jpg\" alt=\"Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift3_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift3_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift3_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Peter Gray has studied \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">how learning happens without any academic requirements at a democratic school.\u003c/a> The Boston College research professor also wrote about the long history and benefits of age-mixed, self-directed education in his book \u003ca href=\"http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994\">Free to Learn\u003c/a>. Over the years, as he encountered more and more families who had adopted this approach at home (these so-called “unschoolers” are estimated to represent about 10 percent of the more than two million homeschooled children), he began to wonder about its outcomes in that setting. Finding no academic studies that adequately answered his question, he decided to conduct his own.\u003c/p>\n\u003cp>In 2011, he and colleague Gina Riley surveyed 232 parents who unschool their children, which they defined as not following any curriculum, instead letting the children take charge of their own education. The respondents were overwhelmingly positive about their unschooling experience, saying it improved their children’s general well-being as well as their learning, and also enhanced family harmony. Their challenges primarily stemmed from feeling a need to defend their practices to family and friends, and overcoming their own deeply ingrained ways of thinking about education. (The results are discussed at length \u003ca href=\"http://jual.nipissingu.ca/2013/01/12/year-2013-volume-7-issue-14/\">here\u003c/a>.)\u003c/p>\n\u003cp>This led Gray to wonder how unschooled children themselves felt about the experience, and what impact it may have had on their ability to pursue higher education and find gainful and satisfying employment. So last year, he asked readers of \u003ca href=\"http://www.psychologytoday.com/blog/freedom-learn\">his blog\u003c/a> to disseminate a survey to their networks, and received 75 responses from adults ranging in age from 18 to 49; almost all of them had had at least three years of unschooling experience. They were split almost evenly among three groups: those who had never attended school; those who had only attended school for some portion of kindergarten through sixth grades; and those with either type of early experience who had also attended school for some portion of seventh through 10\u003csup>th\u003c/sup> grades, but not afterward. (The results are explained in detail in Gray’s recent four-part blog series, which begins \u003ca href=\"http://www.psychologytoday.com/blog/freedom-learn/201406/survey-grown-unschoolers-i-overview-findings\">here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It's possible to take the unschooling route and then go on to a highly satisfying adult life.\"\u003c/aside>\n\u003cp>He was satisfied with the number of responses, but cautions that, as with many social science studies, the necessarily limited collection method may have produced a biased sample that may not represent the entire population of unschoolers. Such studies can nevertheless yield useful insights, he says, especially when considered in concert with other data, such as other surveys, or patterns that emerge from anecdotal accounts.\u003c/p>\n\u003cp>Gray found that the results did correlate closely with his more thorough studies of alumni from the Sudbury Valley School (\u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\" target=\"_blank\">a democratic school in Sudbury Valley\u003c/a>, Massachusetts), as well as what he’d personally heard from unschoolers, and what he’d read online. Moreover, even taken in isolation, “what the study does unambiguously show,” he says, “is that it is possible to take the unschooling route and then go on to a highly satisfying adult life.”\u003c/p>\n\u003ch3>The Pros and Cons of Unschooling\u003c/h3>\n\u003cp>All but three of the 75 respondents felt the advantages of unschooling clearly outweighed the disadvantages. Almost all said they benefited from having had the time and freedom to discover and pursue their personal interests, giving them a head start on figuring out their career preferences and developing expertise in relevant areas. Seventy percent also said “the experience enabled them to develop as highly self-motivated, self-directed individuals,” Gray notes on his blog. Other commonly cited benefits included having a broader range of learning opportunities; a richer, age-mixed social life; and a relatively seamless transition to adult life. “In many ways I started as an adult, responsible for my own thinking and doing,\" said one woman who responded to Gray's survey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Very few had any serious complaints against unschooling,” Gray says, and more than a third of the respondents said they could think of no disadvantages at all. For the remainder, the most significant disadvantages were: dealing with others’ judgments; some degree of social isolation; and the challenges they experienced adjusting to the social styles and values of their schooled peers.\u003c/p>\n\u003cp>Social isolation (cited by 21 percent of respondents) usually stemmed from a dearth of other nearby unschoolers and the difficulty of socializing with school children with busy schedules and a “different orientation toward life,” Gray says. He cautions that it’s best to consider these results within the broader cultural context: “If I were to ask people who went to school, I would probably find a similar number who felt socially isolated.”\u003c/p>\n\u003cp>What stood out, he adds, is that “many more said they felt their social experiences were better than they would have had in school.” Sixty-nine percent were “clearly happy with their social lives,” he says, and made friends through such avenues as local homeschooling groups, organized afterschool activities, church, volunteer or youth organizations, jobs, and neighbors. In particular, “they really treasured the fact that they had friends who were older or younger, including adults. They felt this was a more normal kind of socializing experience than just being with other people your age.”\u003c/p>\n\u003cp>Only 11 percent said they felt behind in one or more academic areas (most commonly math), which they overcame by applying themselves when the need arose. Only two felt their learning gaps hindered them from succeeding in life, and judging by their full responses, “it was almost more like a self-image issue—they grew up feeling ignorant and then made choices based on that feeling,” Gray says. More typical experiences were like that of a woman who earned a B.A. in both computer science and mathematics, despite entering college without any formal math training beyond fifth grade. Another noted that unschooling “follows the premise that if a child has a goal, they'll learn whatever they need to in order to meet it. For instance, I don't like math, but I knew I would need to learn it in order to graduate. So that's what I did.”\u003c/p>\n\u003cp>Three people were very dissatisfied overall. In all three cases, the respondents said their mothers were in poor mental health and the fathers were uninvolved. Two of the three also happened to be the only ones who mentioned having been raised in a fundamentalist religious home, though the survey didn’t ask this question specifically. It appeared to Gray that the unschooling was not intentional—the parent had aimed to teach a religious curriculum, “but was incompetent and stopped teaching,” he notes. In all of these cases, the children’s contact with other people was also very restricted; moreover, they were not given any choice about their schooling and therefore felt deprived of school.\u003c/p>\n\u003ch3>Can Unschoolers be “College and Career Ready”?\u003c/h3>\n\u003cp>Overall, 83 percent of the respondents had gone on to pursue some form of higher education. Almost half of those had either completed a bachelor’s degree or higher, or were currently enrolled in such a program; they attended (or had graduated from) a wide range of colleges, from Ivy League universities to state universities and smaller liberal-arts colleges.\u003c/p>\n\u003cp>Several themes emerged: Getting into college was typically a fairly smooth process for this group; they adjusted to the academics fairly easily, quickly picking up skills such as class note-taking or essay composition; and most felt at a distinct advantage due to their high self-motivation and capacity for self-direction. “The most frequent complaints,” Gray notes on his blog, “were about the lack of motivation and intellectual curiosity among their college classmates, the constricted social life of college, and, in a few cases, constraints imposed by the curriculum or grading system.”\u003c/p>\n\u003cp>Most of those who went on to college did so without either a high school diploma or general education diploma (GED), and without taking the SAT or ACT. Several credited interviews and portfolios for their acceptance to college, but by far the most common route to a four-year college was to start at a community college (typically begun at age 16, but sometimes even younger).\u003c/p>\n\u003cp>None of the respondents found college academically difficult, but some found the rules and conventions strange and sometimes off-putting. Young people who were used to having to find things out on their own were taken aback, and even in some cases felt insulted, “when professors assumed they had to tell them what they were supposed to learn,” Gray says.\u003c/p>\n\u003cp>[contextly_sidebar id=\"iIlbBNSYoUUnVO12uE2FkKou3L2BMrad\"]\u003c/p>\n\u003cp>In the words of one woman: “I already had a wealth of experience with self-directed study. I knew how to motivate myself, manage my time, and complete assignments without the structure that most traditional students are accustomed to. … I know how to figure things out for myself and how to get help when I need it.” Added another: “I discovered that people wanted the teacher to tell them what to think. … It had never, ever occurred to me to ask someone else to tell me what to think when I read something.”\u003c/p>\n\u003cp>All survey respondents were also asked about their employment status and career, and 63 answered a follow-up survey asking about their work in more detail. More than three-quarters of those who answered the follow-up survey said they were financially self-sufficient; the rest were either students, stay-at-home parents, or under the age of 21 and launching businesses while living at home. But a number of those who were self-sufficient noted that this hinged on their ability to maintain a frugal lifestyle (several added that this was a conscious choice, allowing them to do enjoyable and meaningful work).\u003c/p>\n\u003cp>The range of jobs and careers was very broad—from film production assistant to tall-ship bosun, urban planner, aerial wildlife photographer, and founder of a construction company—but a few generalizations emerged. Compared to the general population, an unusually high percentage of the survey respondents went on to careers in the creative arts—about half overall, rising to nearly four out of five in the always-unschooled group. Similarly, a high number of respondents (half of the men and about 20 percent of the women) went on to science, technology, engineering or math (STEM) careers. (The same held true in \u003ca href=\"http://www.homeschoolretrospective.com/what-are-they-doing-now-the-answers-2/\">another recent survey of unschoolers\u003c/a>.) “STEM careers are also kind of creative careers—they involve looking for something, seeking answers, solving problems,” Gray says. “When you’re looking at it that way, it sort of fits.”\u003c/p>\n\u003cp>The reason for this correlation is something this survey can’t answer. “Maybe unschooling promotes creativity, or maybe dispositionally creative people or families are more likely to choose unschooling,” Gray says. “It’s probably a little bit of both.”\u003c/p>\n\u003cp>Additionally, just more than half of the respondents were entrepreneurs (this category overlapped considerably with the creative arts category). But what Gray found most striking is the complete absence (in both this and his Sudbury study samples) of “the typical person who gets an MBA and goes on to become an accountant or middle manager in some business. People with these educational backgrounds don’t go on to bureaucratic jobs. They do work in teams, but where there is a more democratic relationship within the team.”\u003c/p>\n\u003cp>He adds that this trend manifests across white- and blue-collar careers. “In the Sudbury survey, there were people working as carpenters or auto mechanics, etcetera, but in situations where they were occupationally self-directed, set their own schedules, and solved their own problems, rather than shuffled papers, or worked on assembly lines where no original work was being done.” In other words, he says, unschoolers of all types had overwhelmingly chosen careers high in those qualities that sociologists have found lead to the highest levels of work satisfaction.\u003c/p>\n\u003ch3>What Factors Matter Most in Unschooling\u003c/h3>\n\u003cp>Finally, the survey offered some insights about what makes for successful unschooling. Parents’ involvement levels with their children differed a lot, Gray says. Some were more hands-off, whereas others helped with learning, and in some cases even learned things (such as a foreign language) alongside their child, following the child’s lead. “All of those ways seem to work,” he says. “People only complained when they felt their parents were negligent about treating the child as a human being who has needs—including emotional needs—and who helped fill those needs.”\u003c/p>\n\u003cp>The results also led to another important conclusion: “The need for parents to be aware that children need more than their families,” Gray says. “People are designed to learn not just from their own parents, but from the wider world. If you don’t send your child to school where they’re automatically connected to other kids, other values, etcetera, it’s important to find a way that the family can be sufficiently involved in the larger community, or that the child has ways to be involved. Kids need that both socially and for their learning.” This ties in with the fact that “a major complaint of the three who disliked unschooling was that their parents isolated them and prevented them from exploring outside of the family or outside of the insular group with which the family was tied,” Gray adds on his blog.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In sum: “The findings of our survey suggest that unschooling can work beautifully if the whole family, including the children, buy into it, if the parents are psychologically healthy and happy, and if the parents are socially connected to the broader world and facilitate their children’s involvement with that world. It can even work well when some of these criteria are not fully met.”\u003c/p>\n\n","blocks":[],"excerpt":"Unschoolers weigh in on how their lives have evolved, including college, career, and overall happiness.","status":"publish","parent":0,"modified":1409674043,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":2364},"headData":{"title":"How do Unschoolers Turn Out? | KQED","description":"Unschoolers weigh in on how their lives have evolved, including college, career, and overall happiness.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37091 http://blogs.kqed.org/mindshift/?p=37091","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/02/how-do-unschoolers-turn-out/","disqusTitle":"How do Unschoolers Turn Out?","path":"/mindshift/37091/how-do-unschoolers-turn-out","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37098\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37098\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/Mindshift3_illo2_72.jpg\" alt=\"Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift3_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift3_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift3_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Peter Gray has studied \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">how learning happens without any academic requirements at a democratic school.\u003c/a> The Boston College research professor also wrote about the long history and benefits of age-mixed, self-directed education in his book \u003ca href=\"http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994\">Free to Learn\u003c/a>. Over the years, as he encountered more and more families who had adopted this approach at home (these so-called “unschoolers” are estimated to represent about 10 percent of the more than two million homeschooled children), he began to wonder about its outcomes in that setting. Finding no academic studies that adequately answered his question, he decided to conduct his own.\u003c/p>\n\u003cp>In 2011, he and colleague Gina Riley surveyed 232 parents who unschool their children, which they defined as not following any curriculum, instead letting the children take charge of their own education. The respondents were overwhelmingly positive about their unschooling experience, saying it improved their children’s general well-being as well as their learning, and also enhanced family harmony. Their challenges primarily stemmed from feeling a need to defend their practices to family and friends, and overcoming their own deeply ingrained ways of thinking about education. (The results are discussed at length \u003ca href=\"http://jual.nipissingu.ca/2013/01/12/year-2013-volume-7-issue-14/\">here\u003c/a>.)\u003c/p>\n\u003cp>This led Gray to wonder how unschooled children themselves felt about the experience, and what impact it may have had on their ability to pursue higher education and find gainful and satisfying employment. So last year, he asked readers of \u003ca href=\"http://www.psychologytoday.com/blog/freedom-learn\">his blog\u003c/a> to disseminate a survey to their networks, and received 75 responses from adults ranging in age from 18 to 49; almost all of them had had at least three years of unschooling experience. They were split almost evenly among three groups: those who had never attended school; those who had only attended school for some portion of kindergarten through sixth grades; and those with either type of early experience who had also attended school for some portion of seventh through 10\u003csup>th\u003c/sup> grades, but not afterward. (The results are explained in detail in Gray’s recent four-part blog series, which begins \u003ca href=\"http://www.psychologytoday.com/blog/freedom-learn/201406/survey-grown-unschoolers-i-overview-findings\">here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It's possible to take the unschooling route and then go on to a highly satisfying adult life.\"\u003c/aside>\n\u003cp>He was satisfied with the number of responses, but cautions that, as with many social science studies, the necessarily limited collection method may have produced a biased sample that may not represent the entire population of unschoolers. Such studies can nevertheless yield useful insights, he says, especially when considered in concert with other data, such as other surveys, or patterns that emerge from anecdotal accounts.\u003c/p>\n\u003cp>Gray found that the results did correlate closely with his more thorough studies of alumni from the Sudbury Valley School (\u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\" target=\"_blank\">a democratic school in Sudbury Valley\u003c/a>, Massachusetts), as well as what he’d personally heard from unschoolers, and what he’d read online. Moreover, even taken in isolation, “what the study does unambiguously show,” he says, “is that it is possible to take the unschooling route and then go on to a highly satisfying adult life.”\u003c/p>\n\u003ch3>The Pros and Cons of Unschooling\u003c/h3>\n\u003cp>All but three of the 75 respondents felt the advantages of unschooling clearly outweighed the disadvantages. Almost all said they benefited from having had the time and freedom to discover and pursue their personal interests, giving them a head start on figuring out their career preferences and developing expertise in relevant areas. Seventy percent also said “the experience enabled them to develop as highly self-motivated, self-directed individuals,” Gray notes on his blog. Other commonly cited benefits included having a broader range of learning opportunities; a richer, age-mixed social life; and a relatively seamless transition to adult life. “In many ways I started as an adult, responsible for my own thinking and doing,\" said one woman who responded to Gray's survey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Very few had any serious complaints against unschooling,” Gray says, and more than a third of the respondents said they could think of no disadvantages at all. For the remainder, the most significant disadvantages were: dealing with others’ judgments; some degree of social isolation; and the challenges they experienced adjusting to the social styles and values of their schooled peers.\u003c/p>\n\u003cp>Social isolation (cited by 21 percent of respondents) usually stemmed from a dearth of other nearby unschoolers and the difficulty of socializing with school children with busy schedules and a “different orientation toward life,” Gray says. He cautions that it’s best to consider these results within the broader cultural context: “If I were to ask people who went to school, I would probably find a similar number who felt socially isolated.”\u003c/p>\n\u003cp>What stood out, he adds, is that “many more said they felt their social experiences were better than they would have had in school.” Sixty-nine percent were “clearly happy with their social lives,” he says, and made friends through such avenues as local homeschooling groups, organized afterschool activities, church, volunteer or youth organizations, jobs, and neighbors. In particular, “they really treasured the fact that they had friends who were older or younger, including adults. They felt this was a more normal kind of socializing experience than just being with other people your age.”\u003c/p>\n\u003cp>Only 11 percent said they felt behind in one or more academic areas (most commonly math), which they overcame by applying themselves when the need arose. Only two felt their learning gaps hindered them from succeeding in life, and judging by their full responses, “it was almost more like a self-image issue—they grew up feeling ignorant and then made choices based on that feeling,” Gray says. More typical experiences were like that of a woman who earned a B.A. in both computer science and mathematics, despite entering college without any formal math training beyond fifth grade. Another noted that unschooling “follows the premise that if a child has a goal, they'll learn whatever they need to in order to meet it. For instance, I don't like math, but I knew I would need to learn it in order to graduate. So that's what I did.”\u003c/p>\n\u003cp>Three people were very dissatisfied overall. In all three cases, the respondents said their mothers were in poor mental health and the fathers were uninvolved. Two of the three also happened to be the only ones who mentioned having been raised in a fundamentalist religious home, though the survey didn’t ask this question specifically. It appeared to Gray that the unschooling was not intentional—the parent had aimed to teach a religious curriculum, “but was incompetent and stopped teaching,” he notes. In all of these cases, the children’s contact with other people was also very restricted; moreover, they were not given any choice about their schooling and therefore felt deprived of school.\u003c/p>\n\u003ch3>Can Unschoolers be “College and Career Ready”?\u003c/h3>\n\u003cp>Overall, 83 percent of the respondents had gone on to pursue some form of higher education. Almost half of those had either completed a bachelor’s degree or higher, or were currently enrolled in such a program; they attended (or had graduated from) a wide range of colleges, from Ivy League universities to state universities and smaller liberal-arts colleges.\u003c/p>\n\u003cp>Several themes emerged: Getting into college was typically a fairly smooth process for this group; they adjusted to the academics fairly easily, quickly picking up skills such as class note-taking or essay composition; and most felt at a distinct advantage due to their high self-motivation and capacity for self-direction. “The most frequent complaints,” Gray notes on his blog, “were about the lack of motivation and intellectual curiosity among their college classmates, the constricted social life of college, and, in a few cases, constraints imposed by the curriculum or grading system.”\u003c/p>\n\u003cp>Most of those who went on to college did so without either a high school diploma or general education diploma (GED), and without taking the SAT or ACT. Several credited interviews and portfolios for their acceptance to college, but by far the most common route to a four-year college was to start at a community college (typically begun at age 16, but sometimes even younger).\u003c/p>\n\u003cp>None of the respondents found college academically difficult, but some found the rules and conventions strange and sometimes off-putting. Young people who were used to having to find things out on their own were taken aback, and even in some cases felt insulted, “when professors assumed they had to tell them what they were supposed to learn,” Gray says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In the words of one woman: “I already had a wealth of experience with self-directed study. I knew how to motivate myself, manage my time, and complete assignments without the structure that most traditional students are accustomed to. … I know how to figure things out for myself and how to get help when I need it.” Added another: “I discovered that people wanted the teacher to tell them what to think. … It had never, ever occurred to me to ask someone else to tell me what to think when I read something.”\u003c/p>\n\u003cp>All survey respondents were also asked about their employment status and career, and 63 answered a follow-up survey asking about their work in more detail. More than three-quarters of those who answered the follow-up survey said they were financially self-sufficient; the rest were either students, stay-at-home parents, or under the age of 21 and launching businesses while living at home. But a number of those who were self-sufficient noted that this hinged on their ability to maintain a frugal lifestyle (several added that this was a conscious choice, allowing them to do enjoyable and meaningful work).\u003c/p>\n\u003cp>The range of jobs and careers was very broad—from film production assistant to tall-ship bosun, urban planner, aerial wildlife photographer, and founder of a construction company—but a few generalizations emerged. Compared to the general population, an unusually high percentage of the survey respondents went on to careers in the creative arts—about half overall, rising to nearly four out of five in the always-unschooled group. Similarly, a high number of respondents (half of the men and about 20 percent of the women) went on to science, technology, engineering or math (STEM) careers. (The same held true in \u003ca href=\"http://www.homeschoolretrospective.com/what-are-they-doing-now-the-answers-2/\">another recent survey of unschoolers\u003c/a>.) “STEM careers are also kind of creative careers—they involve looking for something, seeking answers, solving problems,” Gray says. “When you’re looking at it that way, it sort of fits.”\u003c/p>\n\u003cp>The reason for this correlation is something this survey can’t answer. “Maybe unschooling promotes creativity, or maybe dispositionally creative people or families are more likely to choose unschooling,” Gray says. “It’s probably a little bit of both.”\u003c/p>\n\u003cp>Additionally, just more than half of the respondents were entrepreneurs (this category overlapped considerably with the creative arts category). But what Gray found most striking is the complete absence (in both this and his Sudbury study samples) of “the typical person who gets an MBA and goes on to become an accountant or middle manager in some business. People with these educational backgrounds don’t go on to bureaucratic jobs. They do work in teams, but where there is a more democratic relationship within the team.”\u003c/p>\n\u003cp>He adds that this trend manifests across white- and blue-collar careers. “In the Sudbury survey, there were people working as carpenters or auto mechanics, etcetera, but in situations where they were occupationally self-directed, set their own schedules, and solved their own problems, rather than shuffled papers, or worked on assembly lines where no original work was being done.” In other words, he says, unschoolers of all types had overwhelmingly chosen careers high in those qualities that sociologists have found lead to the highest levels of work satisfaction.\u003c/p>\n\u003ch3>What Factors Matter Most in Unschooling\u003c/h3>\n\u003cp>Finally, the survey offered some insights about what makes for successful unschooling. Parents’ involvement levels with their children differed a lot, Gray says. Some were more hands-off, whereas others helped with learning, and in some cases even learned things (such as a foreign language) alongside their child, following the child’s lead. “All of those ways seem to work,” he says. “People only complained when they felt their parents were negligent about treating the child as a human being who has needs—including emotional needs—and who helped fill those needs.”\u003c/p>\n\u003cp>The results also led to another important conclusion: “The need for parents to be aware that children need more than their families,” Gray says. “People are designed to learn not just from their own parents, but from the wider world. If you don’t send your child to school where they’re automatically connected to other kids, other values, etcetera, it’s important to find a way that the family can be sufficiently involved in the larger community, or that the child has ways to be involved. Kids need that both socially and for their learning.” This ties in with the fact that “a major complaint of the three who disliked unschooling was that their parents isolated them and prevented them from exploring outside of the family or outside of the insular group with which the family was tied,” Gray adds on his blog.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In sum: “The findings of our survey suggest that unschooling can work beautifully if the whole family, including the children, buy into it, if the parents are psychologically healthy and happy, and if the parents are socially connected to the broader world and facilitate their children’s involvement with that world. It can even work well when some of these criteria are not fully met.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37091/how-do-unschoolers-turn-out","authors":["4537"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_20570","mindshift_20718"],"featImg":"mindshift_37098","label":"mindshift"},"mindshift_32254":{"type":"posts","id":"mindshift_32254","meta":{"index":"posts_1591205157","site":"mindshift","id":"32254","score":null,"sort":[1382553337000]},"guestAuthors":[],"slug":"harnessing-childrens-natural-ways-of-learning","title":"Harnessing Children’s Natural Ways of Learning","publishDate":1382553337,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32273\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/fourondfloor/4709568214/sizes/o/in/photolist-8baLxY-9v8m4X-cG9ekA-v4hUQ-4JsQGu-4JRWfF-qhvbx-7MZ3oH-9j5xxM-aiu1hu-5jggPH-4DmvrY-6c2DHz-fv5vnS-4LtvCx-8KaCTo-BXBDA-spBrL-5usH73-gpWnp-7Lij19-v24T7-v25t9-v25bG-v25fQ-v25qT-5ApWax-5AvM4W-v257z-9h1pW8-dCEVNP-AkGGr-v25J8-9o2UU-5H6sk-6fe8Dp-5KtFkp-5KtJCi-7nzwsv-6mPx8P-bcK82x-bzKehK-eK4X2N-5Hoh1G-8K7Cn2-eaTDy-5HUVKs-6Bmm66-5huFne-afPLzf-afPLyC/\">\u003cimg class=\"size-full wp-image-32273\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1.jpg\" alt=\"4709568214_998c04c0f8_o\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Luba Vangelova\u003c/strong>\u003c/p>\n\u003cp>Fed up with the restrictions at his conventional school, 10-year-old Scott Gray convinced his parents to transfer him to one where children control their own education.\u003c/p>\n\u003cp>His father, Peter Gray, who's a developmental psychologist, watched his son thrive and began seeking to understand how children learned in such a setting, and what lessons could be drawn from it. Years after his son graduated, Gray discusses his conclusions in his recent book, \u003ca href=\"http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994\">Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life\u003c/a>.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.sudval.org\">Sudbury Valley School \u003c/a> -- a “democratic school” where children are involved in setting and enforcing the rules of behavior, and are free to decide what to do with their time -- had been around since the 1960s. So Gray, based at nearby Boston College, began his exploration by surveying its graduates to assess what happens to kids after they leave such a low-pressure learning environment.\u003c/p>\n\u003cp>“The school totally violates our cultural beliefs about what children need to do to become educated,” he says. “They’re free to play and explore. Yet kids from a variety of backgrounds and personalities seemed to do well there.” The survey revealed that its graduates had had no difficulty pursuing higher education and careers that interested them, and almost all reported feeling better prepared for adult life than if they had attended a conventional school. Says Gray: “That first study convinced me that the school works.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Children can educate themselves and are good at doing so if the conditions are right.”\u003c/aside>\n\u003cp>To understand how the kids were learning, he and a graduate student observed them closely. Analyzing data collected over hundreds of days, they concluded that free play and exploration hold “incredible learning opportunities, especially in mixed-age groups,” Gray says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To better understand why, he looked at it from an evolutionary perspective. For the vast majority of human history, people led a hunter-gatherer existence and evolved to thrive in that milieu. He surveyed anthropologists who had studied surviving human-gatherer societies and was struck by the similarities between how children learned in those groups and at Sudbury Valley. The school’s results now made sense to him.\u003c/p>\n\u003cp>“What became clear is that children are naturally motivated to acquire culture,” he says. “They do this largely by playing with other children, thereby rehearsing the necessary skills, consolidating them, and trying out the values of the culture. All this led me to conclude that children can educate themselves and are good at doing so if the conditions are right.”\u003c/p>\n\u003cp>That meant a community of age-mixed children and caring and knowledgeable adults; an expectation that children can be trusted and put in charge of their educations; and opportunities to play freely with the tools of the culture (today, this would include things like books, computers, and cooking and woodworking materials).\u003c/p>\n\u003cp>Kids learn social skills best by interacting with other kids, and a wide age range (age four and up) allows older kids to “create ‘scaffolds’ for the younger ones, bringing them up to higher skill levels,” Gray notes. “In turn, the older kids gain a sense of maturity and learn to be nurturing. Explaining things also helps them consolidate and understand the information better.”\u003c/p>\n\u003cp>Adults serve as resources and administrators for the learning community. Gray says a certain minimum number of adults are needed to represent different skills and personalities, but that no formal training is necessary. The adults just need to be “very responsible and aware of the broader picture, and be seen by kids as honest and reliable individuals who talk to them as real people,” he says.\u003c/p>\n\u003cp>\u003cstrong>LEARNING THROUGH LIFE\u003c/strong>\u003c/p>\n\u003cp>Learning unfolds organically at Sudbury Valley, where classes -- when they occur at all -- are organized upon request and are optional. “But for the most part,” Gray says, “their learning is just through life, which for a child means exploring and doing interesting things. Self-directed learning really just means self-directed life, a consequence of which is learning what you need to know to live life.”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-32260\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/9780465025992_p0_v3_s260x420.jpg\" alt=\"9780465025992_p0_v3_s260x420\" width=\"260\" height=\"398\">One student, who went on to become a successful machinist and inventor, had spent much of his time tinkering with things to see how they worked. Another, who became the captain of a cruise ship, had played a lot with toy boats and then real ones. Yet another, now a high-fashion pattern maker, had made clothes for her dolls and her friends.\u003c/p>\n\u003cp>The same principles apply to both abstract and concrete learning. “We live in a numerate and literate culture,” Gray says. “You can’t avoid learning arithmetic -- you learn it in order to measure things, make change, tell time. Many games involve adding, subtracting and dividing. So the kinds of numerical skills that are important for life, you learn through life.” Kids who have a deeper interest in the subject readily apply themselves to learn higher math, as did one Sudbury Valley graduate who went on to earn a PhD in the subject.\u003c/p>\n\u003cp>“Complex material can be learned by reading manuals, books or web sites,” Gray says. “Kids who want to know about rocket science can learn 95 percent of what they need to learn that way. They need a teacher only when they come to some problem they can’t solve and have a very pointed and specific question to ask. Then they can ask an adult, perhaps an expert they find online, who can give advice. People feel good about sharing their knowledge if someone really wants to know. And self-directed learners tend to feel confident going to adults they don’t know and asking for help.”\u003c/p>\n\u003cp>Gray says two things led him to conclude that self-directed learning comes naturally to all children (barring exceptionally rare and serious brain disorders): They all start out as self-directed learners when they’re infants and toddlers, and a wide variety of kids have gone on to thrive at Sudbury Valley.\u003c/p>\n\u003cp>“Kids who like structure schedule their days more, or take classes; other kids may spontaneously move from one thing to another and see where it takes them,” he says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://catalystcommunicationsllc.com/about-us/\">\u003cem>Luba Vangelova\u003c/em>\u003c/a>\u003cem>’s work has appeared in numerous print, online and broadcast media outlets, including The New York Times, Smithsonian and Salon.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Fed up with the restrictions at his conventional school, 10-year-old Scott Gray convinced his parents to transfer him to one where children control their own education. His father, Peter Gray, who's a developmental psychologist, watched his son thrive and began seeking to understand how children learned in such a setting, and what lessons could be drawn from it. ","status":"publish","parent":0,"modified":1393359939,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1097},"headData":{"title":"Harnessing Children’s Natural Ways of Learning | KQED","description":"Fed up with the restrictions at his conventional school, 10-year-old Scott Gray convinced his parents to transfer him to one where children control their own education. His father, Peter Gray, who's a developmental psychologist, watched his son thrive and began seeking to understand how children learned in such a setting, and what lessons could be drawn from it. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"32254 http://blogs.kqed.org/mindshift/?p=32254","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/23/harnessing-childrens-natural-ways-of-learning/","disqusTitle":"Harnessing Children’s Natural Ways of Learning","path":"/mindshift/32254/harnessing-childrens-natural-ways-of-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32273\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/fourondfloor/4709568214/sizes/o/in/photolist-8baLxY-9v8m4X-cG9ekA-v4hUQ-4JsQGu-4JRWfF-qhvbx-7MZ3oH-9j5xxM-aiu1hu-5jggPH-4DmvrY-6c2DHz-fv5vnS-4LtvCx-8KaCTo-BXBDA-spBrL-5usH73-gpWnp-7Lij19-v24T7-v25t9-v25bG-v25fQ-v25qT-5ApWax-5AvM4W-v257z-9h1pW8-dCEVNP-AkGGr-v25J8-9o2UU-5H6sk-6fe8Dp-5KtFkp-5KtJCi-7nzwsv-6mPx8P-bcK82x-bzKehK-eK4X2N-5Hoh1G-8K7Cn2-eaTDy-5HUVKs-6Bmm66-5huFne-afPLzf-afPLyC/\">\u003cimg class=\"size-full wp-image-32273\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1.jpg\" alt=\"4709568214_998c04c0f8_o\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/4709568214_998c04c0f8_o1-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Luba Vangelova\u003c/strong>\u003c/p>\n\u003cp>Fed up with the restrictions at his conventional school, 10-year-old Scott Gray convinced his parents to transfer him to one where children control their own education.\u003c/p>\n\u003cp>His father, Peter Gray, who's a developmental psychologist, watched his son thrive and began seeking to understand how children learned in such a setting, and what lessons could be drawn from it. Years after his son graduated, Gray discusses his conclusions in his recent book, \u003ca href=\"http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994\">Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life\u003c/a>.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.sudval.org\">Sudbury Valley School \u003c/a> -- a “democratic school” where children are involved in setting and enforcing the rules of behavior, and are free to decide what to do with their time -- had been around since the 1960s. So Gray, based at nearby Boston College, began his exploration by surveying its graduates to assess what happens to kids after they leave such a low-pressure learning environment.\u003c/p>\n\u003cp>“The school totally violates our cultural beliefs about what children need to do to become educated,” he says. “They’re free to play and explore. Yet kids from a variety of backgrounds and personalities seemed to do well there.” The survey revealed that its graduates had had no difficulty pursuing higher education and careers that interested them, and almost all reported feeling better prepared for adult life than if they had attended a conventional school. Says Gray: “That first study convinced me that the school works.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Children can educate themselves and are good at doing so if the conditions are right.”\u003c/aside>\n\u003cp>To understand how the kids were learning, he and a graduate student observed them closely. Analyzing data collected over hundreds of days, they concluded that free play and exploration hold “incredible learning opportunities, especially in mixed-age groups,” Gray says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To better understand why, he looked at it from an evolutionary perspective. For the vast majority of human history, people led a hunter-gatherer existence and evolved to thrive in that milieu. He surveyed anthropologists who had studied surviving human-gatherer societies and was struck by the similarities between how children learned in those groups and at Sudbury Valley. The school’s results now made sense to him.\u003c/p>\n\u003cp>“What became clear is that children are naturally motivated to acquire culture,” he says. “They do this largely by playing with other children, thereby rehearsing the necessary skills, consolidating them, and trying out the values of the culture. All this led me to conclude that children can educate themselves and are good at doing so if the conditions are right.”\u003c/p>\n\u003cp>That meant a community of age-mixed children and caring and knowledgeable adults; an expectation that children can be trusted and put in charge of their educations; and opportunities to play freely with the tools of the culture (today, this would include things like books, computers, and cooking and woodworking materials).\u003c/p>\n\u003cp>Kids learn social skills best by interacting with other kids, and a wide age range (age four and up) allows older kids to “create ‘scaffolds’ for the younger ones, bringing them up to higher skill levels,” Gray notes. “In turn, the older kids gain a sense of maturity and learn to be nurturing. Explaining things also helps them consolidate and understand the information better.”\u003c/p>\n\u003cp>Adults serve as resources and administrators for the learning community. Gray says a certain minimum number of adults are needed to represent different skills and personalities, but that no formal training is necessary. The adults just need to be “very responsible and aware of the broader picture, and be seen by kids as honest and reliable individuals who talk to them as real people,” he says.\u003c/p>\n\u003cp>\u003cstrong>LEARNING THROUGH LIFE\u003c/strong>\u003c/p>\n\u003cp>Learning unfolds organically at Sudbury Valley, where classes -- when they occur at all -- are organized upon request and are optional. “But for the most part,” Gray says, “their learning is just through life, which for a child means exploring and doing interesting things. Self-directed learning really just means self-directed life, a consequence of which is learning what you need to know to live life.”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-32260\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/9780465025992_p0_v3_s260x420.jpg\" alt=\"9780465025992_p0_v3_s260x420\" width=\"260\" height=\"398\">One student, who went on to become a successful machinist and inventor, had spent much of his time tinkering with things to see how they worked. Another, who became the captain of a cruise ship, had played a lot with toy boats and then real ones. Yet another, now a high-fashion pattern maker, had made clothes for her dolls and her friends.\u003c/p>\n\u003cp>The same principles apply to both abstract and concrete learning. “We live in a numerate and literate culture,” Gray says. “You can’t avoid learning arithmetic -- you learn it in order to measure things, make change, tell time. Many games involve adding, subtracting and dividing. So the kinds of numerical skills that are important for life, you learn through life.” Kids who have a deeper interest in the subject readily apply themselves to learn higher math, as did one Sudbury Valley graduate who went on to earn a PhD in the subject.\u003c/p>\n\u003cp>“Complex material can be learned by reading manuals, books or web sites,” Gray says. “Kids who want to know about rocket science can learn 95 percent of what they need to learn that way. They need a teacher only when they come to some problem they can’t solve and have a very pointed and specific question to ask. Then they can ask an adult, perhaps an expert they find online, who can give advice. People feel good about sharing their knowledge if someone really wants to know. And self-directed learners tend to feel confident going to adults they don’t know and asking for help.”\u003c/p>\n\u003cp>Gray says two things led him to conclude that self-directed learning comes naturally to all children (barring exceptionally rare and serious brain disorders): They all start out as self-directed learners when they’re infants and toddlers, and a wide variety of kids have gone on to thrive at Sudbury Valley.\u003c/p>\n\u003cp>“Kids who like structure schedule their days more, or take classes; other kids may spontaneously move from one thing to another and see where it takes them,” he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://catalystcommunicationsllc.com/about-us/\">\u003cem>Luba Vangelova\u003c/em>\u003c/a>\u003cem>’s work has appeared in numerous print, online and broadcast media outlets, including The New York Times, Smithsonian and Salon.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32254/harnessing-childrens-natural-ways-of-learning","authors":["4537"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_797","mindshift_20570","mindshift_498"],"featImg":"mindshift_32273","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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