The Six Optimizing Conditions for Self Directed Education with Dr. Peter Gray

05/12/21 • 53 min

Dr. Peter Gray

Peter Gray is a research professor of psychology at Boston College who has conducted and published research in neuroendocrinology, developmental psychology, anthropology, and education. He is author of an internationally acclaimed introductory psychology textbook (Psychology, Worth Publishers, now in its 8th edition), which views all of psychology from an evolutionary perspective. His recent research focuses on the role of play in human evolution and how children educate themselves, through play and exploration, when they are free to do so. He has expanded on these ideas in his book, Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life (Basic Books). He also authors a regular blog called Freedom to Learn, for Psychology Today magazine. He is a founding member and former president of the nonprofit Alliance for Self-Directed Education (ASDE), which is aimed at creating a world in which children’s natural ways of learning are facilitated rather than suppressed. He is also a founder of the nonprofit Let Grow, the mission of which is to renew children’s freedom to play and explore outdoors, independently of adults. He earned his undergraduate degree at Columbia College and Ph.D. in biological sciences at the Rockefeller University many years ago. His own current play includes kayaking, bicycling, cross-country skiing, vegetable gardening, chopping wood for his home’s wood-burning stove, and writing occasional sonnets.

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Show Notes

Dr. Peter Gray has spent years researching how children naturally learn. He focused on play and what children are doing when they play and the function of play. He’s interested in play from an evolutionary perspective, children’s nature that comes about by natural selection to serve the function of education.
As Jenna was researching self directed learning, she came upon the six optimizing conditions for self directed education and found it extremely helpful in guiding her toward an environment at home that was ideal for learning.
Dr. Gray developed the six optimizing conditions for self directed learning based on what he studied at The Sudbury Valley School and through surveying ten anthropologists who had studied and lived among 7 different hunter-gatherer communities. He found many similarities between the hunter-gatherer communities and the students at Sudbury Valley School.
The first condition is the social expectation and reality that education is children’s responsibility. Dr. Gray observed that children come into the world biologically designed to educate themselves. Right from the beginning, children are curious and figuring things out on their own initiative. If adults believe that children need to be forced to learn, we can talk them out of the idea that they’re responsibility. We essentially send them the message that their curiosity doesn’t count. The adults in the child’s environment are not conveying the view that the adult is responsible for their education.
Jenna asks where does that that idea come from that adults have to educate children?
Dr. Gray explains that the original purpose for education was to teach obedience. Autonomy was valued in hunter-gatherer bands, but agriculture changed all of this. An hierarchy arose by way of land ownership. This led to feudalism, whereby everyone was dependent on the land owners. It became imperative that Serf parents teach their children to obey for their own survival in this hierarchical world. The original schools were developed by Protestants in Prussia. There were three purposes for schools at that time; reading (as it was very common at that time for average day families to be literate), indoctrination (save children’s souls), teach obedience. Willfulness was sinfulness. Children were meant to memorize content, otherwise they’d be punished. Nobody questioned it. Most teachers don’t have this goal in today’s modern world, however they are entering into a school system which was never designed for that and is incapable of promoting creativity, critical thinking and a love for learning. The only way you can pass in school is to do what you’re told to do and the only way to fail is to not do what you’re told to do. So even today, the goal is still obedience.
The second optimized condition for SDE is unlimited freedom to play, explore, and pursue their own interests. Kids need lots of time to do this, essentially all day. Kids from the age of about four on through late teenage years in hunter-gatherer communities had all day to play and explore. This is the same way Sudbury Valley School models their school. It allows children to exercis...

Dr. Peter Gray

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Show Notes

Dr. Peter Gray has spent years researching how children naturally learn. He focused on play and what children are doing when they play and the function of play. He’s interested in play from an evolutionary perspective, children’s nature that comes about by natural selection to serve the function of education.
As Jenna was researching self directed learning, she came upon the six optimizing conditions for self directed education and found it extremely helpful in guiding her toward an environment at home that was ideal for learning.
Dr. Gray developed the six optimizing conditions for self directed learning based on what he studied at The Sudbury Valley School and through surveying ten anthropologists who had studied and lived among 7 different hunter-gatherer communities. He found many similarities between the hunter-gatherer communities and the students at Sudbury Valley School.
The first condition is the social expectation and reality that education is children’s responsibility. Dr. Gray observed that children come into the world biologically designed to educate themselves. Right from the beginning, children are curious and figuring things out on their own initiative. If adults believe that children need to be forced to learn, we can talk them out of the idea that they’re responsibility. We essentially send them the message that their curiosity doesn’t count. The adults in the child’s environment are not conveying the view that the adult is responsible for their education.
Jenna asks where does that that idea come from that adults have to educate children?
Dr. Gray explains that the original purpose for education was to teach obedience. Autonomy was valued in hunter-gatherer bands, but agriculture changed all of this. An hierarchy arose by way of land ownership. This led to feudalism, whereby everyone was dependent on the land owners. It became imperative that Serf parents teach their children to obey for their own survival in this hierarchical world. The original schools were developed by Protestants in Prussia. There were three purposes for schools at that time; reading (as it was very common at that time for average day families to be literate), indoctrination (save children’s souls), teach obedience. Willfulness was sinfulness. Children were meant to memorize content, otherwise they’d be punished. Nobody questioned it. Most teachers don’t have this goal in today’s modern world, however they are entering into a school system which was never designed for that and is incapable of promoting creativity, critical thinking and a love for learning. The only way you can pass in school is to do what you’re told to do and the only way to fail is to not do what you’re told to do. So even today, the goal is still obedience.
The second optimized condition for SDE is unlimited freedom to play, explore, and pursue their own interests. Kids need lots of time to do this, essentially all day. Kids from the age of about four on through late teenage years in hunter-gatherer communities had all day to play and explore. This is the same way Sudbury Valley School models their school. It allows children to exercis...

Previous Episode

Neurodiversity and Self Directed Learning with Naomi Fisher

Show Notes

Jenna starts the show by describing her family's learning philosophy and home education style. My family has been home educating now for approximately 9 months and we’ve chosen self directed education as our approach to learning. What does that mean exactly? Well, it basically means that our children control what, when and how they learn. We actually refrain from labeling “learning” as we believe as humans we are always learning and there aren’t particular subjects or skills that trump others. Our two children are unique and require very different learning environments, resources, and lengths of time to learn new skills. We respect that and do our best to provide a conducive environment where their educational pursuits can be achieved. We do our best, as their facilitators, to enhance their environment and open the world to them, in the hopes that they can explore and learn without limitations.
This week’s episode is a continuation of a conversation with Naomi Fisher, a clinical psychologist and author of ‘Changing Our Minds’.
Two quick announcements Jenna wanted to share are:
- The Rogue Learner App will be open for the public to test. It’s an app designed for home educating families to record their learning and daily activities, books they’ve read, and any other pertinent information related to their learning journey. The app is developed to be a quick and fun way of documenting your life. It’s formatted as a photo/diary entry design. You can become a tester for the app and secure a lifetime discount by downloading the app here!
- Jenna will be taking a four week break and ending season I of the podcast with this episode. Season II will drop in a few weeks and features interviews with Peter Gray, Sophie Christophy and Summer Jean. Jenna will be working on other projects related to the website, blog and podcast. You can connect with her in the FB group on my Facebook page or Instagram.
- Families who’d like to featured on the podcast should reach out to Jenna at [email protected]. She will be working on a series for the podcast where she interviews a few families on a semi-regular basis to find out how they are implementing self-directed learning and what benefits or challenges they’ve faced along their journey.
Jenna asks Naomi about neurodiverse children and autonomy, particularly focusing on children who may not have the ability to self-regulate yet. Naomi says that every child is unique and you can not make assumptions about anyone else's experience based on your own. She goes on to explain how sometimes having a hard rule may benefit children or families because it can actually enhance learning opportunities. In some cases, the ambivalence of having too many choices or a particular choice that they can’t say no to, makes it difficult for them to focus on anything else. (just as we are these days with our phones) She uses the example of eliminating a in-app purchasing mobile game that her son played years ago, as it created a deficit in learning due to his fixation on buying gems for the game.
It’s important to always have the opportunity for change however, because eventually our children will need to make these determinations on their own (in this example, how to self-regulate with video gaming) once they are living on their own. Gradually moving toward self-regulation is helpful in this situation.
One fixed ideology won’t create a world in which we don’t have to be flexible and make changes to our lives. We can’t put our parenting or learning on auto-pilot because family needs are evolving and changing every day. Staying flexible and not prescribing a blanket ideology to your life is important.
Naomi gives two wonderful guiding principles to consider: “ Is what I’m doing helping my child to learn?” and “Is it opening up the world for them?”
Autonomy within what the child can manage at the time is the key, but simultaneously parents must always be willing to challenge their assumptions. Is this really true? For example: “Kids should know how to read by the age of 5.” Is this a schooled assumption? Have you challenged this idea? Have a look at the research.
When we’re talking about neurodiversity, we’re talking about how people relate to the world and how their brains interpret the environment. It generally includes people who have diagnoses of; ADHD, Autism, Dyslexia, Dyspraxia, Dyscalculia.
Neurodiversity is more than just the characteristics of the person, it’s also about how the world around them responds to them. In this way, the severity of their disability is in relation to how negatively they are impacted by their environment.
School can make the environment more disabling for these neurodiverse children.
With self-directed education, we can look at how a child interacts with the world and create an...

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The Fifth and Six Optimizing Conditions for Self Directed Learning and 'What About Math?"

Show Notes

The fifth optimizing condition is free age mixing with children across all ages. Throughout history, children have spent most of their time in the company of other children, not adults. Sudbury Valley School offers this model. Children learn from one another. Kids don’t inherently self-segregate if they aren’t forced to. Age gaps provide learning opportunities for younger children by way of the older children boosting the younger ones up to an activity level they wouldn’t otherwise be at if they were with their same-aged peers. The older children learn how to explain things which cements their own knowledge. They also learn to care for others and lead. Kids even learn to read through games with older kids, because the game demands they learn it. This is a natural motivator for learning to read. It’s important for kids to have older children as models, maybe even more so than having adult models.

Jenna adds that for her, it’s been challenging to provide age-mixing for her kids during the Covid-19 pandemic due to all the restrictions on social gatherings. As a solution, she provided an online self-directed school alternative which allows for age-mixing and guidance from facilitators. You can learn more about Galileo here, or sign up to try it out with the code “Rogue Learner” and get $100 off your first month’s tuition.

The sixth optimizing condition is immersion in a stable, moral, and caring community. Even with the other optimizing conditions in place, if a child doesn’t feel a sense of being part of a larger community of people. They learn that the purpose of life is not just to serve their own selfish needs. It helps them become good citizens later on.

Jenna says that American schools can provide this sense of belonging through school spirit and mascots and ultimately provides validation to those raising questions about socialization and the lack of a sense of community for homeschooled children.

Peter Gray talks about the research supporting how school climate is the most important factor in determining how schools would perform academically, and closes the gap between students who do well and not well in school. Feeling comfortable and accepted in a school was critical.

Jenna points out that after interviewing people from all different backgrounds, she was surprised to uncover a trend in which people felt relatively happy in elementary school, but as they began entering secondary school, they lost their motivation and felt like a small fish in a huge pond.

Peter Gray notes that the pressure and stress put on children is however, happening earlier and earlier. His own half sister resigned after years of teaching in middle school because administrators dictated exactly how and what she taught even though she had evidence to support her methods were effective. Although kindergarten used to be a place of play and socializing, it’s now become drill and practice with worksheets and messages that children are already behind.

Jenna follows up with a question regarding the 3 R’s. If children are given full autonomy over their learning, how do they learn math, reading and writing?

Peter Gray asks, “Why are we so concerned about math in the first place?” Most of the math we need in everyday life can be learned in context by cooking, playing board games, and making change when you buy something. Research of the “summer slide” shows that children’s ability to solve computational calculations decreased over the summer, yet their ability to solve problems involving reasoning and problem solving increased, and increased at a faster rate than that of which it would have in the course of the school year. You can find some of Peter Gray’s blog posts on Psychology Today about math, particularly this article about a survey he did with unschooling families. We live in a numerate world and to the degree the child is being brought up in a numerate world, the child will learn about numbers and will learn to do those calculations that are necessary to do. Any other calculations can be learned at any point in life when the child finds them important to what they want to do in life. There are two times to learn something, when you’re so curious about something that you just can’t stop yourself from learning it, and the other is when you need to know it. There’s no critical period for learning anything other than your native language without an accent. You learn most efficiently when you need to know it.