Asperger’s, Dynamic Thinking, and Getting off the Conveyer Belt — Part I
This promises to be an obscenely long post, with more links than any sane person can tolerate in one sitting (which is why I’m breaking it into two parts). But if any of my wonderful readers can muddle through it, I’d love to hear your thoughts.
Our RDI consultant and I are trying to get back on track with training me to work more effectively with my 15-year-old daughter who has Asperger’s Syndrome. While I don’t believe Asperger’s is an “illness” or a “defect,” I also don’t think opportunities for remediation should be ignored. I’ve written a bit, in the past, about acceptance vs. remediation. ‘Nuff said.
At the same time, I’ve been reading Leadership Education: The Phases of Learning by Oliver and Rachel DeMille, a companion to A Thomas Jefferson Education, which I read last year.
I invested in Leadership Education (which I will review soon) because I loved a lot of what the DeMilles had to say in the first book. As we plunged into unschooling, with a lot of floundering and self-doubt on my part, I found myself thinking about it more and more. These books are not unschooling books, but much of the philosophy they express fits my vision of how I’d like “freeschooling” to work for us. For example, the DeMilles urge parents to “inspire rather than require.” Instead of giving our kids assignments, and dictating exactly what they should learn, we should strive to educate ourselves and be role models of passionate life-long learners striving to fulfill our missions in life. Strong shades of John Holt there, I think.
The DeMilles also emphasize “structuring time not content.” Children should essentially be self-directed in their learning, with the benefit of excellent mentors. However, days should be structured, albeit in a flexible way, so there is clearly time for learning pursuits. Granted, learning happens every waking moment, and unschoolers argue that we shouldn’t toss a child’s activities into two heaps: “educational” and “non-educational.” And there is a grain of truth there. But I like the TJEd habit of setting aside mornings, without friends, T.V., or video games, so there is quiet time to study (for older kids), play, read, write, do hands-on projects and such.
I see a lot of value in this kind of flexible structure and discipline — of course, I first need to apply it to myself. I have talked to my family about our schedule for fall. I’d like to drop Trishy off at school at 8:30 then spend the morning, in parallel activities, with the older kids. No housework. No friends, video games, or surfing Netflix. It would be time for me to work (I have 2 online jobs), write, and advance my own studies. Sarah and James could pretty much spend the time as they liked. I picture us all at the dining room table, each reading or doing something. In short, I do NOT want to give up Freeschooling, but I want back some of that structure and focused together time.
I am seeing a tremendous need for this. The climate here doesn’t feel good to me, and I want to at least lay the basic groundwork for more discipline and direction. Sarah is lacking in a sense of purpose, and she really needs achievements — in addition to her movie reviews — that will nourish her self esteem. She seems bored and lifeless much of the time. James is going through a phase where he seems at loose ends when he’s not gaming. Granted, I think video games provide a wealth of learning opportunities, including plenty of that dynamic thinking I’m so fond of yammering on about. But what I’m seeing now is not conducive to learning. (Actually the DeMilles warn against video games and most other electronic amusements — they feel it kills love of learning. I’m not embracing that view, but I didn’t want to misrepresent them.)
The DeMilles made a few other points I want to mention. One is the importance of “getting off the conveyer belt,” rejecting standardized schooling in favor of a leadership education. A “conveyer belt” education, which centers around curricula and worksheets, teaches children to process rote information and follow directions. It breeds followers, not leaders. A leadership education, the kind pursued by Thomas Jefferson and others like him, focused on learning directly from the classics — absorbing the world’s great ideas. It nurtures thinkers, visionaries and leaders.
I will admit this indictment of “conveyer belt” education is probably an over-generalization. Clearly, the public school system trains many future professors, writers, CEOs, skilled tradespeople, entrepreneurs, and so forth. We’re not all cogs in a machine. Still, I think the basic principle is sound. A standardized education tends to be an obstacle, rather than a stepping stone, to fulfilling one’s unique mission in life.
This anti-conveyer belt philosophy reminded me strongly of the Gutstein’s work in the RDI program. They talk a great deal about dynamic thinking and kids on the autism spectrum.
According to Gutstein, dynamic thinkers can problem-solve, make decisions, and adapt to changing circumstances. Without those abilities, we can only follow orders. In RDI trainings, they’ve used the example of the movie Master and Commander (which is a good movie, by the way. And Russell Crowe is kind of sexy, don’t you think?) There are many deckhands on the ship, trained to follow clear, specific orders. However, a boy who’s being groomed to be a commander receives a different kind of training. He understands why things are done, and he uses critical thinking to make decisions and solve problems in constantly changing weather conditions. He is the one who will make plans and gives orders.
We all want our kids to be prepared to be independent thinkers and leaders. Without this, their options — in the workforce and in their personal relationships — would be pretty limited. The problems are that: 1. many school systems, driven by our government’s obsession with standardized goals and test scores, are teaching in a way that is increasingly static. Students might be learning how to digest facts that are laid out for them and follow instructions rather than to think, create and lead. Of course, some have argued that this is exactly what public schools are intended to do. I wouldn’t go that far, but I find it thought-provoking. & 2. our kids on the autism spectrum and with non-verbal learning disabilities tend to struggle with many skills essential to dynamic thinking. So how do we raise commanders rather than deckhands?
Another cornerstone of Thomas Jefferson education, in addition to the idea of “getting off the conveyer belt,” is the stages children pass through on their learning journey. They remind me a lot of Cindy Gaddis’s unschooling stages.
- Core Phase (around birth to age 8 ) — This is a time for play and absorbing your core values.
- Love of Learning Phase (around ages 8-12) — The child follows his interests and develops a passion for learning.
- Scholar Phase (around ages 12-16) — The student has a sense of his life’s mission and devotes himself to intensive study with the help of a mentor. He does this voluntarily.
- Depth Phase (around ages 16-22) — Professional/university study.
The student can’t move into the scholar phase until he’s mastered the first two. The foundation has to be in place. This is somewhat like the RDI program, in which mastering skills in the early stages lays the groundwork for later development. You can’t skip ahead.
I have a 15-year-old who is quite bright but unmotivated in many ways, with low self-esteem and few clear hopes for the future. And I’ve been badly off-track, I fear. Like trying to teach Algebra before she’s fully mastered the fundamental problem-solving skills in basic math. And thinking about long-term goals and transcripts, and expecting her to be enthusiastic about self-directed study, when she may not be developmentally ready. To borrow the TJEd framework, you can’t nurture a scholar unless the core and love of learning phases are firmly under her feet. And if she hasn’t gained the confidence that can be gleaned from meeting the milestones outlined in RDI — which include things like basic goal setting — it’s pointless to expect her to leap ahead, just because she’s an intelligent teenager.
In the next post, I’ll talk about this in more detail.
Steph,
I am so glad you posted on this subject(s).
I am in dire need of some “unstructured structure” in our home! I don’t care if it happens to be the months of summer… I want to establish it NOW, so I can be ahead of the game before Fall!
I am now motivated to “move” on my ideas & thoughts… Thank you!
Kelly
http://doulamomkk.blogspot.com
Comment by Kelly - July 11, 2009 10:35 am
Hey Steph!
Lots to ponder in your post! First, I don’t know if you knew this, but my CLP was inspired from TJEd after hearing Oliver DeMille speak at a conference. I actually approached him after his presentation and said, “it sounds a lot like unschooling.” He replied that the difference is how the parent is involved in the mentorship. But, I corrected him and said that unschooling is involved parents who are engaged in learning as mentors, so then he said, “okay, it is, then.”
However, after reading and pondering it more, I feel TJEd is a blend of classical education with unschooling. I’m still not big on the “classics” approach, even if blended with something more organic.
That said, the other BIG issue I had, particularly as I listened to him speak, is this: he talks about getting off the conveyor belt education, but then he declares that EVERYONE should want a leadership education, because it is superior, and of course, everyone wants their child to be a leader. I see you seeming to agree with this. I don’t agree, actually.
One of the participants in the audience raised her hand and asked, “What if your child isn’t the leadership type?” And he responded, “of course he is; you have to train him to be one.” That just doesn’t sit right with me. First of all, we need all types of workers in our world. If we were all leaders, nothing would be accomplished, because we need “deckhands”. Being a deckhand is not “less than” being the captain. I want my children to be proud of what they choose to do, and do it with pride and worth.
For instance, my son with high functioning autism has grown leaps and bounds the last couple of years. He is 18 now and has done 1 year of community college. He excels with little effort in math and computers. He has to work harder at the English based stuff, but he has soared in these areas! He wants to be a computer programmer. He wants to do amazing things with his talent. But, he doesn’t want to lead, though he wants to contribute meaningfully. Leading would not be a strength for him; innovating should be, and certainly having the capacity to translate the vision of the leader into a product should be his strength. He’s proud of that, and looks forward to working with leaders in the field.
Okay, now that I’ve written a book
I think that was all my comments. Oh, except that what I did with my CLP was to try to translate what happened in our home, that seemed to hint of TJEd, but in a way that honors ALL choices of profession. Mine is about finding one’s passion, and learning one’s purpose with that, in their individual life.
I think you would love to hear my thoughts about my Collaborative Learning Stage (11-13 years old). This was a HUGE poignant shift for me in my homeschooling in helping my children become goal oriented in a way that didn’t interfere with love of learning nor with passion. It was pretty cool how it all works!
Okay, I’m done. Sorry about that . . . It’s been a while since someone got me going on something that means a lot to me
-Cindy
Comment by Cindy - July 11, 2009 4:00 pm
Thanks, Cindy!
I didn’t know your model was inspired by TJEd, but it makes sense. You adapted the learning stages and made them your own.
You wrote: That said, the other BIG issue I had, particularly as I listened to him speak, is this: he talks about getting off the conveyor belt education, but then he declares that EVERYONE should want a leadership education, because it is superior, and of course, everyone wants their child to be a leader. I see you seeming to agree with this. I don’t agree, actually.
Actually I don’t entirely agree with it either. I don’t think a classics education is necessarily for everybody, just as everybody doesn’t have a calling to learn astrophysics. *LOL* Folks who read my blog know that I have a teenager who is learning through movies (many of which the DeMilles would deplore — let’s just say they’re not all “classics.”) I was just trying to summarize the main ideas I saw in TJEd and gradually begin the process of discussing how I’m applying this, along with RDI, to our own family’s journey.
What I was agreeing with (and this might not be clear, since I’m doing a lot of “thinking out loud” in our transition from homeschooling to unschooling) was that I feel all of us want our kids to be equipped to think independently and have the skills and confidence to choose to be leaders if it fits their purpose in life. Some people seem to have difficulty stepping out of a situation where they have clear guidance and specific steps to follow. This would be very constrictive to any person, I think.
That doesn’t mean, however, that I think every person needs a “Leadership Education” per se. Being a book fanatic, I’d LOVE to see my kids read more classics. But if they were focused on that, they might not have made the discoveries they have. For example, James has made some terrific strides in reading, writing and problem solving through video gaming and making video game modules. And Sarah has done wonderful things, in terms of her intellectual and emotional development, with her movie reviews. Basically I want them to be independent thinkers and have the confidence to feel they can choose what they really want to do in life, not pick from a limited array of options because they doubt their ability to think independently and solve problems. And I want them to find their own unique, God given paths. That’s about it.
Thanks for stopping by. I rarely have time to visit the Creative Homeschooling list these days, but you’ve been an inspiration and you’ve helped me through several epiphanies as a mom and home educator, particularly with my very “right brained” son.
How is your book coming?
Steph
Comment by laughingstars - July 11, 2009 6:47 pm
I just finished reading one of the TJ ed books. I really like the emphasis on structured time—and the emphasis that I be “studying” as well. Too much of the time I’m trying to get them busy with something so I can do laundry, cook, vacuum….. I’ve been trying to view the things I’m learning about differently and make a point of plopping down on the couch to read during our “structured free learning time” I do agree with the over-emphasis on leadership, but I just adjusted that in my mind to focus on the need to create thinking, questioning adults. Being a leader isn’t important, but being able critically examine and analyze the media is.
Comment by laraszoo - July 12, 2009 12:16 am
Hi Lara!
I love this: I do agree with the over-emphasis on leadership, but I just adjusted that in my mind to focus on the need to create thinking, questioning adults. Being a leader isn’t important, but being able critically examine and analyze the media is
Thanks for stopping by!
Comment by laughingstars - July 12, 2009 7:22 am
I’ve read DeMille’s books, and listened to him speak at a couple of HS conventions. I like the ideas he has- but for me, implementing them is a whole different thing. I guess I’m not willing to totally jump off the conveyor belt. I love to read and talk with people who have jumped off the conveyor belt, and see how they do things though, and in some ways wish I could do that too. But 2e do many interest driven things, have great mentors help us, and try and focus on classics.
I totally agree about everyone not needing to be a leader. There need to be some people to do the other jobs. We can’t all be the leaders. The world woudln’t function without garbage collectors, and truck drivers.
Comment by andrea - July 12, 2009 8:58 am
I like the idea of the structured time a great deal, however you manage it. I like to have rhythm and rituals to my days, and everything I do with kids and youth indicates that they usually thrive under those conditions also.
Comment by learningumbrella - July 12, 2009 9:53 am
Andrea,
I think when we absorb an idea — like TJEd — we integrate aspects of the philosophy and practice that “fit” rather than jumping ship and becoming “A TJEd Homeschooler.” KWIM? That seems like what you’ve done — taken the best of philosophies like this, along with terrific curricula and anything else that works for your family. Makes sense to me.
I don’t think everyone needs to be a leader. (I’m not — I’m happily self-employed, and I don’t supervise anyone. Except my kids — *LOL* Not that they always accept my supervision. Hah!) However, I do want my kids to have the confidence and skills they need to work independently (i.e. self employment) or to be leaders IF they choose to. As Lara said, for me it’s not so much about “being the boss” (although I’d like my kids to feel they could supervise if it happens to fit their life missions). It’s more about being a creative, independent thinker and living by your own convictions, whatever they are, rather than being a follower. You certainly reflect all these traits, Andrea.
Also, I feel it’s extremely important to be able to think independently and flexibly so that, no matter what you decide to do in life, no-one needs to micro-manage you. I guess that’s something many of us take for granted, but many people are challenged in this area.
Comment by laughingstars - July 12, 2009 9:58 am
Sara,
Good point! I think most of us thrive with flexible rhythms and routines. At the moment, I’m kind of challenged by that. It seems to ebb and flow here.
Comment by laughingstars - July 12, 2009 10:01 am
Unstructured structure=routine without scheduling, IMHO. That’s easy: develop habits and routines that follow what comes naturally…eating. Around here, we chill out and have individual down time before breakfast. After we eat, we mosey into our clothes and have a little chore time. Then we each do our own thing until lunch. After lunch, we try to get some outside time, or read-aloud time, or project time if we have one going. Then, after dinner, we play a game together, clean up a bit, and break off into our own activities til bedtime.
Insert together time where it fits for you, and ask the kiddos what they want to do with it. Your stomachs will tell you when it’s time to stop and move on to something else.
And remember, habits are best achieved through baby steps. You’ve got some great structured activities going already with your family writers group; you could simply expand it a bit to cover other subjects if you want.
~A
Comment by Adesa - July 12, 2009 12:05 pm
Being a leader is important for everyone. Being a leader means being able to assess a situation and contribute meaningfully. It does not mean everyone has to follow your vision, it just means that you have the confidence and skills to evaluate. Being a leader means that others see your abilities and respect them. You can be a leader is social relationships, computer repair, cooking – anything you are passionate about is the arena where you can lead. Some people are full time leaders (how stressful) – others are leaders only when needed. Leadership skills – critical thinking, communication, empathy, fairness, goal setting, and whatever else you feel defines a “Leader” are important to all people. Supervision of other humans absolutely is no guarantee of leadership. Management is NOT leadership…a good leader can be a good manager, however.
Comment by MaryEllen Lyons - July 12, 2009 9:22 pm
Excellent comment, Mare! You elaborated on one of the things I was trying to convey, that leadership is necessarily about being a supervisor — it’s a way of living.
Comment by laughingstars - July 12, 2009 9:40 pm
My “To Be Read” pile just increased again. Sounds like a good read. You are right Master and Commander. We just watched it the other day and I was struck by the Captain’s leadership skills. If you liked that movie, you might enjoy the Temeraire series by Naomi Novick. Same time period, but with dragons.
)
Peace and Laughter!
Comment by Cristina - July 12, 2009 10:43 pm
Interesting post. I agree with you totally. On another aspect, my take is that asperger’s syndrome during the early stages should be attended and no parent should ever forget that.
Comment by konnie - July 20, 2009 4:25 am