What if life skills were taught in school?

Suggestions from Sara Boboltz, in 7 Things We Should Start Teaching In Schools ASAP:

1. Taxes
2. Budgeting and finance
3. Computer coding
4. Emergency medical training
5. No-bullshit sex ed
6. Cover letters and resumes
7. Sustainable living
Bonus: Splitting checks at a restaurant

What if we raised 'global children'?


Stacie Nevadomski Berdan, author of Raising Global Children, says:

"According to the National Research Council, one of the numerous research reports on this growing topic of discussion, Americans' 'pervasive lack of knowledge about foreign cultures and foreign languages threatens the security of the United States as well as its ability to compete in the global marketplace and produce an informed citizenry.' As Americans, we must see to it that our children develop the flexible qualities of character and mind necessary to handle the challenges that globalization poses. To become global citizens, they must learn how to communicate and interact with people around the world. We must raise global children.

Traits such as curiosity, empathy, compassion and flexibility cannot be bought, they must be taught. To be sure, travel, ethnic restaurants and cross-cultural museum exhibits can enhance a child's global mindedness. But so, too, can the treasure trove of books, music, movies, magazines and maps available at the local public library."

Her book suggests:

  • Encouraging curiosity, empathy, flexibility and independence
  • Supporting learning a second language as early as possible
  • Exploring culture through books, food, music and friends
  • Expanding a child’s world through travel at home and abroad
  • Helping teens to spread their own global wings
  • Advocating for teaching global education in schools 

Trusting in humanity

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My dream on this journey was to trust in humanity. I imagined pedaling into villages and being offered places to stay, meals to share, stories to discover.

On my last cycle-touring afternoon as I cycled in Montelimar, home of nougat, I spotted a creperie and wondered if they used my gluten-free-friendly sarassin (buckwheat) or regular old ble (wheat). I parked and strolled in to find an older gentleman behind the bar and a not-so-old gentleman drinking at the bar. I asked in my broken French about the gluten. I was shown the menu with the best deal yet: $12 for a salad, savory crepe, and sweet crepe. And he would make them both with just sarassin. Woohoo!

I sat down and the man at the bar began to talk with me. Realizing that my English is far superior to my French he shared with me, in English, that earlier this morning he had seen me, a fellow traveler, and called out to me in French, asking where I was headed. I hadn’t responded. I didn’t even remember this encounter. But now, seeing as we were in the same place he could ask me again. Fascinated about my journey he asked many routine questions: How many kilometers do I ride per day? (60-80) How heavy is my bike? (Not sure, but it’s heavy) Where do I stay? (Friends, other cyclists, camping when it’s warm) Where and when did I start this journey? (Amsterdam, 20 Sept) When and where will it end? (Barcelona, late November).

We got to talking and I shared that I didn’t have a place to stay yet, as I was going to email some people and check hotel rates after this delicious lunch. He said he had a place down the block with a spare room and I could crash with him. I had a good vibe from this guy. I came to learn that he had been to India 7 times. Seven times!!!! And had stayed several months each time, with gurus, sadus, and babas. We chatted for a long time and then I agreed to stay with him.

I’m happy to report that after a homemade gluten-free, vegetarian dinner we became fast friends. I shared my mandala art and we traded travel stories. It was a lovely evening.

And my dream came true. I met a nice stranger, found trust, and a comfy bed.

What if "homework" was about living life and learning yourself?

Instead of boring worksheets and more sitting(!!!), what if homework looked something like this:

1. Go Outside
2. Get Bored
3. Spend Time Alone
4. Read
5. Make Something
6. Write
7. Clear the Table (Contribute to your home/family)
8. Rest 

What if children explored some dangerous activities and instead of stopping them we joined them?

From the authors:

Fifty Dangerous Things (you should let your children do) is the first book from the people who created Tinkering School. With projects, activities, experiences, and skills ranging from “Superglue Your Fingers Together” to “Play with Fire,” along with 48 other great ideas, the book is a manifesto for kids and parents alike to reclaim childhood. Easy to follow instructions, fun facts, and challenging undertakings that will engage and inspire whole households.

Why Fifty Dangerous Things? First off, Five Dangerous Things just weren’t enough (although the audience at TED thought it was a good starting point). More importantly, there are many “dangerous” things that are interesting, eye-opening, enlightening or just plain fun! And while there are aspects of danger in virtually everything we do, the trick is to learn how mastery actually minimizes danger. Most of us learn how to walk without toppling over at a very young age, so that walking is no longer dangerous. Next we learn to negotiate stairs. Why stop there? Why not practice and become proficient at walking on the roof or walking on a tightrope? These are just a few of the Fifty Dangerous Things that we invite you to try.

What if instead of telling student's they are wrong, we help them get it right?

I remember having the wrong answer in class. It was devastating. And I didn't learn what the correct answer was because I was too upset. Brooke McCaffrey read "The Skillful Teacher" by Jonathan Saphier, Mary Ann Haley-Speca, and Robert Gower, in which the authors discuss the concept of 'sticking with a student.' With this method, instead of the typical response of moving on, the teacher keeps his or her attention and focus with the student who provided the incorrect answer and uses a variety of strategies to help that student reach the right answer. For instance, the teacher might validate what is right or good about an incorrect answer and then offer the student a cue."

So instead of teaching the world in black and white, right and wrong, let's show children how to figure things out. It's not about the answer, it's about the learning. 

What if half of the school day was outside play?

It's great to give students movement breaks, stay 5-minutes longer at recess, and even have standing desks, but Angela Hanscom, a pediatric occupational therapist, reminds us that children need to move. They need to develop body awareness, which inevitable improves learning. All of our systems are connected, remember? They all need to be nourished, and not just for a few extra minutes.

She writes:

In order to create actual changes to the sensory system that results in improved attention over time,  children NEED to experience what we call “rapid vestibular (balance) input” on a daily basis. In other words, they need to go upside down, spin in circles, and roll down hills. They need authentic play experiences that get them moving in all different directions in order to stimulate the little hair cells found in the vestibular complex (located in the inner ear). If children do this on a regular basis and for a significant amount of time, then (and only then) will they experience the necessary changes needed to effectively develop the balance system–leading to better attention and learning in the classroom.

So, what if half of the school day was outside play? 

Choosing family

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Flashback to April 2015: She met me at the airport. I saw her and hugged her and we instinctually sat down on a bench and started talking, eating the smoothie and avocado she brought. After 30 minutes we realized we were still sitting in the airport, so distracted by our catching up in person that we never left. We headed out on a train towards Gent.

We are soul mate best friends who hadn’t seen each other in 4 months.

The Bed and Breakfast she had been running is in the center of Gent, Belgium, and is owned by a family who we knew from their stay at Sadhana Forest. The B&B is a huge, old, wooden, house that creaks as you walk through it. The many floors and rooms each have their own personality and their own half-finished projects. At one point I had to step through a human-sized hole in the wall of the son’s bedroom in order to use the bathroom. The three rented rooms and the vegan smoothie, bread, and spreads breakfast were just right.

We commandeered bikes from the house and set out on adventures: riding through squares, along canals, to find french fries and chocolate and vegan restaurants and coffee, and to experience the city together as though we lived there and did this sort of thing everyday.

From my journal: “I am here in Gent, walking down winding cobblestone paths, coming upon the setting sun over the canal… Last night we went to steamy jazz club down a graffiti-ed alley that vibrated your soul. The players changed frequently but the jam never stopped. It was electric and I couldn’t stop smiling. I even got up and danced in this club, so overcrowded people were sitting on the stage.”

I could see myself living in Gent. It’s a perfect mix of old-world architecture, some new modern design, and tons of young artsy people speaking in mixed-language concoctions.

A few weeks later we biked like crazy fools up and down the hills of her hometown, Barcelona, stopping to explore graffiti-strewn neighborhoods, the beach, markets, the best touristy things- all flying down the bike paths of huge main roads, slicing the city in parts until I knew my way without having to think about it. We sat in cafes drinking espresso, drawing mandalas, making plans for new adventures, sharing our emotions, creating programs to solve the world’s problems.

We slept and ate, and ate, and ate at her parent’s home: the apartment she grew up in. A 7-story building filled with 14 apartments in total that are each occupied by a member of her family. They collectively own the building. I marveled at the modern home, interior-designed by her mom and dad, with Andy Warhol prints and Beatles anthologies and sculptures and terraces.

Routinely we would enter her apartment to find her mom making gluten free vegan lasagna, pizza, risotto, Spanish spinach (with raisins and pignoli nuts), smoothies, whipped frozen pear desserts, soymilk flan and chocolate soymilk flan… gluten free snacks waiting on the kitchen counter for us to take on our daily adventures.

Barcelona is marked for me by family- both of ours, with whom I spent much time. Both of our families struggled to understand our desire to volunteer and travel. We both grew up upper-middle class from parents who wanted us to grow up, get jobs, and be happy. We desire different things. We want to give back and learn and share. We want to make the world a better place.

I’ve made what seems like big life decisions in the past few years, though they seem like obvious next steps to me. I give my service, my volunteerism. I’m vegan. I practice gift economy. I believe in child-led learning. I value experience over stuff. This is who I am.

My mom wants to know what my goals are. This is a good exercise for me. I want to make the world a better place than I found it, on many levels- as a friend, teacher, care-taker of the environment, a lover, a sister, a daughter, to animals, to people I work with, to strangers and old friends, to the education movement and field of, to communities I come across, to shopkeepers and train-ticket takers, to materials I interact with, through art, making people smile, love. To leave energy, creativity, and positivity wherever I go- sprinkled like fairy dust. These are my goals.

One night in Barcelona my family met me at her house and we all had dinner together: both of us with our parents, meeting for the first time. Like children who have tons of playdates before their mom’s meet. Or lovers who are ready to take the next plunge. We’d been talking about each other to our families for almost 2 years. We were ready to share together. Our parents hit it off. Our moms with their silk scarves, black, patent leather shoes, and funky jewelry. The men talking music and history and culture. We sat there, across the table from each other as we translated between our parents, smiling till it hurt, feeling blessed to have the room filled with years of so much love, from across the globe.

People of my generation talk about choosing their friends as family. She is my soul-sister. I choose her.

What if drawing was recognized as the important skill that it is and was taught in schools?

As an artist and avid draw-er I couldn't have said this better myself. The following is from this article.

Drawing remains a central and pivotal activity to the work of many artists and designers – a touchstone and tool of creative exploration that informs visual discovery. It fundamentally enables the visualisation and development of perceptions and ideas. With a history as long and intensive as the history of our culture, the act of drawing remains a fundamental means to translate, document, record and analyse the worlds we inhabit. The role of drawing in education remains critical, and not just to the creative disciplines in art and design for which it is foundational.

As a primary visual language, essential for communication and expression, drawing is as important as the development of written and verbal skills. The need to understand the world through visual means would seem more acute than ever; images transcend the barriers of language, and enhance communications in an increasingly globalised world.

Alongside a need for drawing skills for those entering employment identified by a range of industries in the creative sectors – animation, architecture, design, fashion, film, theatre, performance and the communication industries – drawing is also widely used within a range of other professions as a means to develop, document, explore, explain, interrogate and plan. This includes the fields of science, technology, engineering, mathematics, medicine and sport.

What if we let children use knives and other sharp tools?

Reasons to give your child a kitchen knife (and teach them how to use it), which I agree with for the same reasons, from the following article:

1. Independence
2. Invested in food
3. It's what we used to do as a civilization! (We already know it can be done safely, you don't hear about accidental kitchen accidents among children from the 1800s).
4. Trust
5. Taking risks and learning consequences
6. Pride 

What if, instead of disciplining children, we helped them find the root of the problem?

I've been a big fan of Dr. Ross Greene for years. He teaches parents and teachers to talk with children about their feelings and experiences to solve problems collaboratively, eventually leading to self-regulation. This is instead of punishment and consequence that we see in many schools and homes, which address behavior but don't get to the root of the problem, and often make children feel bad about not being in control of their behavior. Instead, as Dr. Greene says, let's teach children to recognize their emotions and control their behavior. Habit begets habit, you know? What if adults could also do this? Wouldn't that be something? I know too many adults who have difficulty controlling their emotions and consequently act poorly.

What if we all had emotional self-intelligence? 


This article explains the effectiveness of Dr. Greene's approach with regard to teacher training, prison recidivism rates, and behaviorally-struggling children. The following are the highlights:

University of Rochester psychologist Ed Deci, for example, found that teachers who aim to control students' behavior—rather than helping them control it themselves—undermine the very elements that are essential for motivation: autonomy, a sense of competence, and a capacity to relate to others. This, in turn, means they have a harder time learning self-control, an essential skill for long-term success. 

Stanford University's Carol Dweck, a developmental and social psychologist, has demonstrated that even rewards—gold stars and the like—can erode children's motivation and performance by shifting the focus to what the teacher thinks, rather than the intrinsic rewards of learning.

You'd talk with the kid to figure out the reasons for the outburst (was he worried he would forget what he wanted to say?), then brainstorm alternative strategies for the next time he felt that way. The goal is to get to the root of the problem, not to discipline a kid for the way his brain is wired.

If Greene's approach is correct, then the educators who continue to argue over the appropriate balance of incentives and consequences may be debating the wrong thing entirely. After all, what good does it do to punish a child who literally hasn't yet acquired the brain functions required to control his behavior?

The CPS (Collaborative and Proactive Solutions) method hinges on training school (or prison or psych clinic) staff to nurture strong relationships—especially with the most disruptive kids—and to give kids a central role in solving their own problems. For instance, a teacher might see a challenging child dawdling on a worksheet and assume he's being defiant, when in fact the kid is just hungry. A snack solves the problem.

The teachers and the student would come up with a plan to slowly get him more involved.

From Greene's perspective, that's the big win—not just to fix kids' behavior problems, but to set them up for success on their own. Too many educators, he believes, fixate on a child's problems outside of school walls—a turbulent home, a violent neighborhood—rather than focus on the difference the school can make. "Whatever he's going home to, you can do the kid a heck of a lot of good six hours a day, five days a week, nine months a year," Greene says. "We tie our hands behind our backs when we focus primarily on things about which we can do nothing."

Dr. Ross Greene's website: http://www.livesinthebalance.org/
Great books by Dr. Greene: The Explosive Child, Lost at School 

What if we could explain 'racism and what to do about it' to children in a way that won't scare them but will create informed leaders?

Aya de Leon is a mom who wants to teach her daughter about racism, about our history, about our present. She created a story, with pictures, that explains what happened to African Americans through slavery and the Civil War in a way that is developmentally appropriate to a child's mind. Her story states the facts in simple language and shows how to overcome, how to join together, how to speak up when people are mistreated, and how to be a leader.

https://ayadeleon.wordpress.com/2015/07/04/confederate-flag-2-how-to-talk-to-small-children-about-racism-celebrating-bree-newsome-for-the-fourth/

Hills, trucks, strangers, and airplane wheels

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I had really wanted to camp on this cycle trip of mine. Unfortunately for me, France is experiencing colder weather than usual for this time of year. My wonderful hosts in Lyon let me stay one more day to set up some more Warm Showers hosts for my trip down the Rhone River.

I headed out yesterday morning from Lyon. I was advised to take the train the first 20 kilometers as it’s industrial and there are no separate or scenic bike routes. I often don’t heed this advice as I enjoy seeing all the parts of a city: the center, the residential, the posh, the up-and-coming, the industrial, the suburban, even the highways and major intersections. You get a real feel for the people when you see the many different environments they create and how those places interact with each other: Are there clear boundaries? Does the friendliness of people change as the neighborhoods change? Do drivers and pedestrians smile back? What’s the sanitation like? The graffiti? The teenagers? The construction workers? The construction signs? These are all aspects of the culture of a people that we often don’t look for, yet they are the majority, the everyday, the this-is-what-we’re-like. If you combine this with the tourism side, the city center, the museums, you can really get a feel for their values, how they live, and how they want the world to see and think of them.  

Finally I met with the river in what looked on the map like a small city. I crossed over the river on a cute little pedestrian bridge into Vienne. I found a small shopping center, locked up the bike, found an all-you-can-eat Chinese buffet, and the center for tourism where I went first to get wifi locations and some route advice. The center had many young people working there who were all deeply apologetic and maybe even a bit embarrassed that there was almost no wifi in town. Not even there at the tourism center. They were, however, excited to tell me about the sign-posted, newly paved cycle route along the river that I could take for pretty much the next 300 km.

Before leaving Vienne I had to find some internet to contact my next hosts, get there exact address and find my route to them with the assistance of my phone’s GPS and the map app Pocket Earth. I stumbled into the “old city” filled with churches and even a courtyard with a small Pantheon. And there was Bar du Temple, what may have been the only bar/café in town with wifi. They seemed prepared for me: they gave me coffee and didn’t hesitate to charge my phone behind the bar while I took in the lunch crowd and slowly sipped a double-espresso.

Very soon after I found myself on a 2-meter wide bike path, just a bit higher than the river, with the changing autumn leaves, and not a soul in sight. I had the whole river to myself! It was very cold so I layered up and then I got lost in the scenery, void of vehicles, people, or noises other than nature. There was peace and calm and I couldn’t stop smiling; this was the adventure I had dreamed of when I first learned about cycle-touring; riding between water and farmland with the changing smells of nature.

Two hours and 40 km quickly passed. I ventured off the river route, called Via Rhona, into a hamlet to find my hosts. Without realizing it I had begun a steep ascent filled with very fast-moving cars and trucks zigzagging up and away. Quickly the shoulder I was riding on disappeared, and after my previous 70 km of the day I was exhausted. I was about 300 meters high and didn’t know how much further it or I could go. I could see on my map that I was only a few kilometers away from my host’s home. What to do?

Across the road was a truck, on a shoulder-pocket that seemed to be there just for emergencies. I waited for traffic to subside and hurried across. The driver was cleaning his dinner gear and getting ready to get back on the road to drive some Boeing wheels across Europe to get repaired. Most of his truck was empty and he graciously offered to drive me over the rest of the hill. It turned out to be only 1 km more, but 200 more meters high.

Finally I was on my bicycle on a back country road with 2 km to go. But the road was still slowly rising and I was more tired then ever. I cycled-and-paused probably 20 times. Unbeknownst to me, my host began to get worried and came out looking for me in his car. He found me and drove all of my bags to his house, riding slowly in front of me, cheering me on out his window. I was able to ride the last kilometer with all of my might, moving faster (without all of my gear!) up the slow gradient.

The young couple I stayed with live in the middle of nowhere, in a huge house (4 bedrooms!) in a hamlet, with a garden. They just turned 30. They have huge parties where they host all 30 of their friends for a weekend at a time, with friends sleeping everywhere. They moved here for a job opportunity. Plus it’s so inexpensive to live here. She’s an optician and he is a chemist who specialized in centrifuges. They come home for lunch. They are saving up to take off on a year-long journey comprised of cycling, hitchhiking, and a few different continents. We hit it off right away. They made me pumpkin soup and promised to show me a scenic bike path, down the hill, for the next part of my journey.

Once again I am humbled by the kindness in this world. Yes, the Warm Showers network is special in that we’ve had similar experiences and can guess, pretty accurately, the needs of each other. But everyone from the bartender who charged my phone, to the truck driver who gave me and my bike a ride, to these hosts for whom I was their first Warm Showers guest(!) treated me like family. With a quiet understanding, an extra blanket to sleep with, a cup of hot coffee waiting for me in the morning, and the knowledge that we are bound as members of humanity, we are connected. I could see these people at any time in my life and, again, we’d help each other out. And if we don’t see each other again, we know, at least, that we’re all continuing to connect with new people in an effort to make the world feel like one big community.

What if we reinvented the idea of family vacation and created an adventurous family lifestyle?

A young family takes their 4 year-old on hikes like the Appalachian Trail and the Pacific Crest Trail, instead of school. Together the family learns about nature, to take care of each other, to persevere through tough circumstances. Over time they are closer, more at ease with each other. What if we reinvented the idea of family vacation and, instead of taking a leisurely holiday with minimal family interaction, created an adventurous family lifestyle? What's really important, making money to sit on the beach at a resort, or making just enough money for food and emergencies and a life of exploring? 

http://www.backpacker.com/special-features/kindergarten-can-wait/

Gratitude for strangers, trains, and the Alternatiba Festival

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I am in awe of the kindness I’ve received along this journey. The kinship I feel with every other human I meet is life affirming. We really are all one.

And now for some excerpts:

Shortly after leaving Amsterdam I found myself cold and soaked from heavy rain that I was too late in gearing up for. Halfway to my next destination was Rotterdam. I cycled aimlessly through the city wondering what to do: find a place to stay for the night, keep going in the rain, buy better rainproof gear… And then I turned a corner and found the Bever store, a well-regarded sports apparel chain in the Netherlands. Knowing the staff there are outdoor sports enthusiasts I was looking for some sympathy and maybe even some ideas. I entered the store and the front-of-store clerk immediately offered to watch my bike and gear. (In any other store you wouldn’t even be able to bring your bike inside!) I parked by the register and began to walk around, looking for better waterproof gloves. Another Bever-guy came over and, taking one look at my dripping self, offered to take my sneakers and socks to put on the heater for a while. He also got me a cup of coffee while yet another Bever-guy looked up weather forecasts. “The rain should be stopping in exactly 30 minutes,” he said matter-of-factly. Yeah right, I thought. These three guys kept me caffeinated and dry for about an hour until the rain did actually stop. When customers came in they apologized for not being able to stay and chat. I warmed up, put my feet in plastic bags, and geared up to keep moving. The Bever-guys said that if at any point it started to rain or the roads were slippery I should come back and I could stay with one of them in Rotterdam that night. One of them even gave me his email to keep in touch and share blogs.

While sharing this story recently, my audience seemed to think the Bever-guys were helping me because I was a single woman in need of assistance. My feeling from that day in the Bever store was more of camaraderie. They knew I wanted to keep going because they, too, would want to keep cycling and not be held up by weather. It did not feel like a gender-reaction; it felt like a cyclist-understanding.

A week or so later I stayed with a friend’s family in northern France and woke up to find that my friend’s mom had done my laundry and hung it to dry in the sun in her garden. When I thanked her she said, “I’m a mom! That’s what I do!” in French.

Just this past week on my way from Paris to Lyon I booked a train online, and checked the box for bringing my bicycle aboard. Arriving at the station, the conductor took one look at me, blew a drag of cigarette smoke in my face, and started yelling at me that no-way-was-my-bike-getting-on-this-train. I explained my special ticket. He said I was wrong. And then all of a sudden three lovely French people came to my rescue; they talked with the conductor, reasoned with him, explained my situation, asked him to make an exception, and then they made a plan, in French, that I later became aware of. One distracted the conductor, while the other two told me to dismantle my bike and then they all took parts of my bike and luggage and said to meet back up in my train car 10 minutes before arrival. It was such a whirlwind. I sat in my seat realizing that I had my bike frame and some clothing but not my wheels or camping gear and these strangers in different train cars with names I didn’t know could fall asleep and miss the stop and then what would I do? Sure enough we all met back up, I reassembled the bike, loaded it up and then began to say thank yous and goodbyes. The French people were not a unified group- there was a man and woman who knew each other, and another man who was on his own. The couple invited me to AlternatiBa, an alternative lifestyle festival happening that day. The other man said he was also going to it but first there was a Velorution event, a bicycle revolution. He didn’t speak much English, but motioned for me to follow him. I explained that I had to meet my lovely Warm Showers hosts and drop off my bags. He looked at my map and again motioned me to follow him. First we went to his home, met his wife, had some coffee, and washed the bike grease off our hands. Then he led me to my hosts. Then we went, with his wife, on a bicycle/alternative lifestyle extravaganza. We even met up with the man and woman from the train who were running a booth about vandalizing violent public advertisements. Just my kind of people.

I had met the most wonderful people who saved the day, just because helping out fellow humans is what we do.

What if children were trusted to make decisions about their own learning?


Unschooling is a type of parenting more than a type of education. It involves a family or community all supporting a child’s interests and respecting and trusting the child to make decisions about his or her own learning. My dream is that this could one day be the model for typical western schooling.

In typical western schooling we expect to drop our children off and have someone else help them learn and grow. in this setting often one teacher has 25 students and cannot possibly know the children well enough to let them all delve their own passions. In addition, in our measurement-obsessed culture of one-size fits all, pre-set, often scripted curriculums and standardized testing, we think we are able to teach all children the same, and easily measure children’s success. But we are excluding most of the ways that children thrive: the arts. 

In unschooling there’s no easy way to measure a child’s “success”. However, through photo documentation, drawings and writings by children, videos make of and by children about their experiences and learnings, we can construct a portfolio that shows a child’s journey, which in reality cannot be measured. Each human’s journey is their own. If learning is the goal (as opposed to set adult-decided content) it is not difficult to ascertain. 

When we take away these individual, institution-based measurements and look at children over years who’ve been exposed to unschooling we find children who are motivated, dedicated, and driven to study topics that excite them. They’ve developed research and leadership skills, and have, through this process learned how to learn- how to dive into a subject, explore it from all angles, share it with others, and sometimes use it to make social change.

Of course, this only works in a family and/or community who is conscious of exposing it’s children to all different kinds of culture, geography, literature, science, and more. In this way, children’s interests are sparked and the adults can observe patterns in the children’s interests and continue to suggest and expose them to other activities and organizations that the child might be interested in.

Unschooling is so beneficial for children. First of all it shows them that their ideas matter- it gives their ideas validation. Second it show them that the adults in their life support and trust them. Third it give children the freedom to become the kind of learner that they are. In typical western schools, material is presented as listening or reading, but not everyone learns best these ways. Some children need to do. Some need to watch others do on a youtube video before feeling ready to try it themselves. By allowing children the freedom to become their own learner, we imply that there are many right ways to learn. Fourth, and as a teacher in the US for 10 years, I think one of the most important aspects of unschooling is that it doesn’t rank subjects or attach ages to them. If a child wants to learn to read at 12, that’s ok. If they want to study dance from ages 6-10 that’s ok. If they want to work at a skateboard shop and learn about skateboard design from 10-12, that’s ok. And so all of these ways of interacting with the world and being a productive member of society are valued. In typical western schools it’s feels like it’s only the reading, writing, math, science and social studies that count. We forget about integrated disciplines and the arts. We try to boil it all down and give children, what we think, is a well-rounded education but it misses so much, often including the arts.

But how can we, adults, decide, what is a well-rounded education for a child? Children come from different backgrounds and have different interests, so it only makes sense that they have a say in what they learn. There is no “right” set of skills a human needs. Humans seek and develop skills based on their interests. Unschooling creates an environment where education is not just child-led, but child-created. And what we choose to learn is what’s right for each of us. There are tons of things I learned in my typical western education that served me no good. However, there are also things I learned that excited me but were just a beginning. So outside of school I dove deeper. It was the choices I made, outside of school, that were my real education. And there were only a handful of things from school that sparked me outside of school. But imagine how much would spark you if you got to choose and if the adults around you made suggestions based on your choices! It’s so powerful.

Imagine what it would be like to have the world as your classroom? To have experiences and topics of study suggested to you by adults who are learning your interests and want to encourage them. It reminds me of adult networks: people in different circles of your life who know you and know your interests and keep that on their radar. It feels special when someone suggests just the thing that sparks you. Unschooling is a way to create this from birth.

What if college students had to create public art projects that maximized social impact?

College students in Mumbai are addressing the needs of their city through school projects. They have created and implemented, with police support, murals, political commentary, repurposing of places that are frequently peed on (you read that right), and play spaces soliciting community feedback. They also created "The White Wall Project: A whitewashed wall, stage and canopy" to inspire gatherings, performances, and film screenings."

But my absolute favorite of these college students' projects were the ones that interacted directly with young children. They created playgrounds in the slums made from reused materials (tires, bamboo scaffolding). They hosted interactive art festivals fostering creative self-expression. And they performed plays inspired by the oral history of Mumbai on top of buildings next to public squares. Who said a rooftop can't be a stage?

Through these initiatives, read: university projects, these students have begun to transform the largest city in the world. Living in India I'm all too aware of the filth and forever-accumulating garbage in the streets preventing public gatherings. One college student began stenciling an image of Gandhi which ignited into a public-cleaning campaign and now, these inspiring college students, are also cleaning the streets of their beloved city. This is the next generation of India.

This is what higher education could be. 

What if teacher-training involved public speaking and audience engagement?

What if teacher-training involved public speaking and audience engagement? 

This is one of the most powerful TED talks I've ever seen regarding our current state of education and teacher-training. For years I've been advocating for teachers to have training in how to understand, respond to, and react to their audience- their students. I think it a huge disservice to students when teachers aren't excited, engaged, and animated about content. This guy says teachers should watch rappers and preachers and take notes on how they engage their audiences. Amen.

The Sadhana Forest Tour (with me as your guide)

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THE SADHANA FOREST TOUR

My favorite part of volunteering at Sadhana Forest: giving a 2-hour tour of the community and our reforestation work, at least once per week, but often 2-3 times per week to school groups, tourists, and locals. I tell the stories that make up our history, the multitude of ways in which Sadhana Forest manages resources and conserves water, about our other projects inside India and around the world, the principles and values we live by, and our innovative, time-tested tree-planting methods. It’s exhilarating. I expend all of my energy and enthusiasm sharing with anywhere from 1-150 strangers at a time, what is so special about this place I call my home. I enjoy “reading” my audience and assuaging their potential boredom with humorous anecdotes. It’s such a great feeling to affect a huge group of people with laughter, and subtly encourage them to think about their effect on the environment and each other.

Side story: This also means that I’ve created a sort of celebrity for myself and can’t go anywhere within a 10-kilometer radius without being recognized. It’s lovely, it really is. But I know a bit what celebrities feel like now; sometimes I just want to be anonymous and drink a cup of coffee in a café while reading or drawing. Quiet time, you know? My best Kate-sighting experience occurred when I was looking for an art store in Pondicherry and I stopped into a random clothing shop to ask for directions. The man behind the counter smiled a huge smile and whipped out his phone to show me a video of ME doing the tour at Sadhana Forest! He then proceeded to walk me to the art store I was looking for. Super kind and wonderful. (And a bit scary that strangers have videos of me speaking about reforestation. Things I never dreamed of.)

What if all products had to be disassemble-able so they could have multiple lives?

What if we exposed children to the idea that resources are finite, and products become obsolete too quickly? What if we challenged children to create products from their previous counterparts? What if all products had to be disassemble-able so they could have multiple lives? Wait a minute! Children naturally do this! They takes things apart and put them back together and take them apart and make new things! This is a huge conversation that, I believe, we should be having with children. Let's inspire them to create not just from what we already have, but with the idea that what they create will not be an end in itself.

In this video they explore the idea that products should be made in a way that make them easily disassemble-able so they can go back to their manufacturer at the end of their life to be reused in new incarnations. I like the idea of companies re-hacking their own products.