Category Archives: Sudbury Schools and Sudbury Valley School

Thoughts on “Dreaming of an unschooling village”

Jens,
Interesting article you wrote:
Dreams of an unschooling village

http://alternativestoschool.com/2014/10/15/dreams-unschooling-village/

Our family moved to Framingham, MA to be close to Sudbury Valley School. Let me address a few points you hit on in your article:
– learning from real life
– free play
– nature

LEARNING FROM REAL LIFE
The tricky thing about this is that a lot of work today is not work that works well for kids seeing what is going on — “the butcher, the baker, the candlestick maker”. There are plenty of hours in the day for them to see me working at my computer. And when they are older, the Sudbury model makes it easy to incorporate apprenticeships or other “real world” learning into one’s day. The idea that one can have a cohousing or other intentional community where many/most of the parents are around and doing things that are of interest to kids is slightly flawed in my opionion for a few reasons.
1) young kids are mostly not going to be interested (see FREE PLAY below)
2) the young adults could learn a thing or 2, but the chances that there will be a match between work interests is slim)
3) most adults are going to be working either offsite or even if onsite, it’s not necessarily going to be interesting to kids.

And then there is work work, but in MA (and most places I assume) one can’t work until you are 14. LINK

Much more common is finding matches in hobbies. Avocations rather than vocations. Artistic and music pursuits, sports, cooking, gardening, hiking, etc, etc. So that’s very valuable of course, but this will mostly be outside of traditional work/school hours as far as the adults are concerned. So one is still left with what would be interesting to do during those mid-day times. My answer, especially if both parents are working: SUDBURY VALLEY SCHOOL

FREE PLAY
Sudbury Valley School!
“In a survey of hunter-gatherer researchers… all said that the children in the group that they had studied were free to explore on their own, without adult guidance, essentially from dawn to dusk every day. They were allowed such freedom beginning at about age 4… on into their mid to late teenage years, when they began to take on adult responsibilities.” http://www.psychologytoday.com/blog/freedom-learn/201105/the-human-nature-teaching-ii-what-can-we-learn-hunter-gatherers

This mirrors glimpses I see at Sudbury Valley School. Much of the activity one sees w/ younger (4 thru pre-teen) qualifies as “play” in most people’s definition of the word. Not until people reach mid to late teenage years (young adults) do people shift substantially into thinking about “work”… either more academically minded pursuits or otherwise focusing substantially specifically on how they plan to make a living.

NATURE
Sudbury Valley School! If the trees, fields, huge climbing rocks, stream, fishing pond, pavement for basketball/4-square/scooters/etc isn’t enough, it abuts a state park which students can visit freely (age 8+ with another or 13+ by self)

Check out all those barefeet in the photos of the kids at school.

Having unlimited access to “outside” is a huge plus to Sudbury vs traditional schools.

But also don’t get too excited! It’s not like anyone HAS to go outside. What if you want to use a computer inside all day? What if you are happier in a city? You can’t predict how it will all work out. But the fact still stands… even if you are inside working and playing inside all day, it’s important to know you can go outside and there is a nice outside to go to. It’s your choice.

Sudbury Valley School (in particular) is in suburbia. And it’s the type of American suburbia which is just out of reach of substantial public transportation. Nearby downtown Framingham has some limited buses and access to a commuter rail line that goes to Boston (50min, 30min by car) and Worcester. But getting around mostly means cars (or taxis, or walking/bikes). But several families (including ourselves) have moved close enough to the SVS campus that our kids can easily walk or ride bikes to school. Some do so through the state park. Others on local roads. When our kids are older, they are maybe going to wish they had a car. And/or that they we lived in the city. And maybe that they didn’t have to help mow the lawn. Such is the flip-side of all the wonderful nature. We’ll see! I actually think Framingham is the best of both worlds. Close to shopping, and a short trip to the city, but still with all the beautiful woods and farms.

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Happiness and hard work

The Problem With Positive Thinking

http://www.nytimes.com/2014/10/26/opinion/sunday/the-problem-with-positive-thinking.html?_r=0

“Mental Contrasting…. When participants have performed mental contrasting with reasonable, potentially attainable wishes, they have come away more energized and achieved better results compared with participants who either positively fantasized or dwelt on the obstacles.”


Victor Frankl — On Superficial Happiness vs Purpose/Meaning

http://www.theatlantic.com/national/archive/2013/01/theres-more-to-life-than-being-happy/266805/?single_page=true

My problem with this article is it is using “pursuit of happiness” in a manner that is inconsistent with the meaning in the Declaration of Independence where it does mean something closer to finding meaning and purpose. One has to agree on definitions of terms before one writes a long articles.
Define happiness?


Life, Liberty, and the Pursuit of Happiness, by Daniel Greenberg

http://www.sudval.org/essays/082007.shtml

“The word happiness did not mean the same thing in the 18th century in American English as it means today. Today we relate the word to the concept of joy or pleasure. Happiness back then meant the realization of an individuals potential. This country is based on the goal that every individual citizen should be free to pursue their dream and to realize it.”
“… In a nutshell, if you think about the pursuit of happiness and all this phrase signifies, you are almost forced into a Sudbury-model school.”


Cal Newport — http://calnewport.com/
He writes about workplace happiness and generally the idea that it comes from hard work
“…it leads people who have a “passion” to believe that all they have to do is match a job to that passion — if they do so, they’ll love their work from day one. In reality, however, they are almost certainly not going to love their work from day one, as this love requires traits like autonomy, competence, and impact that can take a while to develop. The result is that they end up confused and anxious, believing, perhaps, that they choose the *wrong* passion and that they should switch to another job. The notion of “passion” has become a red herring that distracts them from the real path to meaning and satisfaction.”

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Nothing against Minecraft, but…

“Nothing against Minecraft, but wouldn’t it be great if parents tried to catch up with their children’s and their children’s peers fascination for Sudbury schools, in the way they did with Minecraft when it began to catch on?”
— Jim Whiteford, 10/8/2014, on the Discuss Sudbury Model email list

LINK

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(Traditional) Education Is Not Correlated to Success

Ansel and Leander’s School — Sudbury Valley School at Inc.com this week. http://www.inc.com/chuck-blakeman/traditional-education-the-sacred-cow-is-slain.html

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School vs Summer Camp

I find it interesting that one often hears or reads testimonials from parents (or  alumni) about how transformative their experience at a certain (usually- but-not-always  “overnight”) summer camp has been, but yet they are equally attached to the school they are sending their kids to the other 9-10 months of the year which in many ways expouses the polar opposite in ideals and structure.

Camp: play, freedom, age-mixing with teen-age counselors

School:  sitting, following someone else’s agenda, no age-mixing — spending the entire day with other kids who are exactly the same age (or at most 1 year’s difference)

How does this make sense? I guess the idea is that the school year it’s time to buckle-down, but then I would think you would hear lots of testimonials about the transformative effect of school.  “It was so hard to sit still, but wow it was an amazing experience!”

At least swap the 2 and 10 months.  Not too long ago, kids went to school for only a few weeks a year.  Like summer camp today.

Or go whole hog and send your kids to a democratic free school, like Sudbury Valley School (SVS) and let them have a transformative experience all year long!

Caveats:

I’m not saying there isn’t value in mixing things up and doing different things at different times of the year — e.g. our kids enjoy having a break from SVS to do other things, and I enjoy the seasons in New England — skiing for part of the year, swimming for part of the year, etc.

I’m also not under the delusion that a democratic free school / Sudbury school is trying to serve the same purpose as a summer camp.  My sense of the summer camps that have such rave reviews (from my kids as well) are the ones (in additional to having ample time for free play and freedom to choose activities instead of following a set plan) also have excellent teen-age and college-age (or older) counselors who excel in their roles as active mentors within their cabins/tents and during free activity periods.  That’s not exactly the same thing as a Sudbury School either where any mentoring is absolutely student-initiated.   My sense (again, from my kids) is that the active mentoring aspect is nice to have for a little bit — a few weeks per year, OK– but my kids (even when they were 4 and 5) end up MUCH preferring the complete freedom they get at SVS for a few hours each day (now it’s 5 or 6 hours, but when they were little it was just a few.)

You should see the excitement I see as they get ready for school (there is often a lot of gear!  They are WORKING on things!) and head off toward the main building to sign in each morning.

 

 

 

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Richard Feynman’s limited intelligence

Love this quote!

“I have a limited intelligence and I’ve used it in a particular direction”
— Richard Feynman at 2m50s on this specialist topic…

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Filed under common knowledge vs specialization / exposure vs expertise, contrarian, Sudbury Schools and Sudbury Valley School

Did What You Played as a Kid Influence Who You Became as an Adult?

FROM FREERANGEKIDS.com

“Here’s what one middle-aged woman remembered about the games she played in childhood:

“We had all kinds of games, playing hard every day after school, every weekend, and from dawn until our parents made us come in at dark in the summertime. One game was called chase and run, which was a kind of complex team-based hide-and-seek and tag combination… As with all our games, the rules were elaborate and they were hammered out in long consultations on street corners. It was how we spent countless hours.”

She still spends countless hours in consultations and team-building. Her name is Hilary Rodham Clinton.”

http://www.freerangekids.com/did-what-you-played-as-a-kid-influence-who-you-became-as-an-adult/

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