Self Directed Education in Community
Pathfinder will be a dynamic learning community supporting self-directed education starting out serving the needs of ages 5-14.*
Each member will be:
- free to choose their daily activities,
- responsible for their choices, actions, & education,
- and empowered to participate in fair and transparent school governance.
PATHFINDER COMMUNITY VALUES
We value the human rights of all people, including children.
People learn to make good decisions by being trusted to decide for themselves.
Community limits on behavior should be clear, transparent, and consented to. We also value consent decision-making, and consent to participation in activities.
We value conscious culture creation, and balance the needs of the community with the needs of the individual.
A research driven approach TO EDUCATIOn
What is Self-Directed Education?
"We believe that education is the sum of everything a person learns that enables that person to live a satisfying and meaningful life, and that people come into the world equipped with everything they need to educate themselves."
Self-Directed Education is learning through living. It can include organized classes or lessons, if freely chosen by the learner; but most Self-Directed Education does not occur that way. It comes from everyday life, as people pursue their own interests and learn along the way. The motivating forces include curiosity, playfulness, and sociability—which promote all sorts of endeavors from which people learn. Self-Directed Education necessarily leads different individuals along different paths as they find their interests and passions.
Time to Play, Time to Learn
Studies show that play is deeply involved in child development and learning: Play improves memory, creative problem solving, and self-regulation. Strong bodies, good coordination, social skills, and imagination are natural consequences of free play.
Additionally, since all pursuits are considered equal, students at self-directed schools have an amazing opportunity to focus on tasks for hours on end, creating worlds and mastering complex skills from woodworking to goat farming to algebra. Students can follow their interests wherever they lead- and you guessed it, interest has been shown to be vital to deep learning.
For more notes, see our Research page.
Autonomy Increases Motivation
People learn best when they are self-motivated. Researchers have known for some time that autonomy (student choice in the learning process) increases motivation and learning effectiveness. For example, a comprehensive literature review of empirical research on autonomy and learning concludes that “there is evidence that learners' active and independent involvement in their own learning (autonomy) increases motivation to learn and consequently increases learning effectiveness." Student autonomy has been shown empirically to correlate with higher levels of motivation, perseverance, and deep learning.
For more reading, check out our Research page.
Children learn best from other kids who are just slightly ahead of their own abilities. In a mixed age setting, older students have the opportunity to mentor younger children. Age mixing also allows for nurturing relationships between older and younger children, and is an effective anti-bullying strategy.
Learning is increasingly being appreciated as a social process. One strongly influential theory about learning as a social process was developed in the early 1900s by psychologist Lev Vygotsky, who argued that the human mind is formed by participating in the social world (interacting with tools, culture, and other people. A more recent influential theory suggests that learning is embedded in social practice, that we learn not by individually learning isolated bits of knowledge, but by sharing and receiving information in “communities of practice." Social learning theories have gained more steam and evidence as the internet has generated social learning forums that enable people to share knowledge in social networks.
For full academic footnotes, see our Research page.
We define "success" as meaning that alumni from similar programs- democratic schools like Sudbury Valley, and the Circle School, or unschooling homeschoolers- go on to have meaningful lives, full of purpose, as measured in alumni studies and surveys. Most of them pursue higher education, but some enter directly into the fields of their professional interest. You can read alumni studies for yourself by following these links.
Legacy of Trust- Sudbury Valley Alumni Study (book)
Unschoolers Survey by Peter Gray
TOOLS WE USE
Agile Learning Tools
We're a part of the Agile Learning Network, with whom we share values, collaborative support in creating self-directed community, and facilitation tools. Agile Learning Centers are all different in their tools and approach, but are united on common values. We are not an ALC, but we do use Agile tools for quick, clear, and efficient meetings for announcements, setting the week, and culture-hacking.
Sociocracy is a way to help people who are working towards a common goal to organize and make decisions effectively so that everyone’s voices are heard. The process originated from a school in the Netherlands founded in the 1920s by a Quaker couple who envisioned a better way to include everyone in governance. It has since been refined expanded, and applied all over the world in businesses, cooperatives, housing communities, and schools as a governance structure.
Consent Decision Making
Consent is a part of sociocratic decision making. The principle of consent is, "Can I live with it? Is it safe enough to try, and good enough for now?" Objections based on any conflict with the aims of the group are harvested in a round to try to get feedback and improve proposals. After decisions are tried out, they can be changed, dropped, or adopted for another time period.