Unschooling, as a way to support your children interests feels for me as a very divergent practice. There is a lot of informal learning, exploration, following one’s curiosity and seizing the moment. Lots of bits pieces and sometimes even a big part of a puzzle. What worries me the most is convergence, creating conditions for documentation, systematisation, reflection that would be aligned with the values of unschooling.
Thinking of that today I realised that it might be useful to look at it in terms of knowledge work framework from my PhD (gosh, that post is almost ten years old by now).
In a formal school environment most accent lies on the tasks part: learning specific things in a specific moment is a task. From an unschooling perspective learning is more of a process, while driving force for it could be a “task”, a need to make something happen, as an own project (build alarm system that rings a bell when somebody enters your room) or a real-life need (being able to write your name) and could be an interest that doesn’t really have a goal. When there is a goal (that bull’s eye on the picture) then lots of convergence happens. Otherwise, it depends. Some kids (and some parents 🙂 are naturally skilled in diverging, so making sure that all of it comes together is a task by itself.
To be continued…