Free learning
This text is part of: "I would never send my kids to school" by Piotr Wozniak (2017)
Definition of free learning
Free learning is learning in which all choices are made by the student. Free learning is usually based on self-learning that is self-directed and self-paced. In free learning there are no constraints of time, space, pace, method, direction, or subject matter. Free learning is defined as the polar opposite of passive schooling or direct instruction.
Efficiency of free learning
By definition, free learning is optimum learning. It complies with the Fundamental law of learning. The optimality is derived from the pleasure of learning.
The advantages of free learning over passive schooling can be illustrated with the crystallization metaphor:
Figure: In perfect schooling we create a perfect crystal of knowledge. In college, we add an extra crystal of specialization. In reality though, learning looks a bit less perfect. For most kids, knowledge never builds sufficient coherence and falls apart due to interference (i.e. fast forgetting). As a result, in real schooling, knowledge asymptotically reaches a certain volume and keeps churning around from that point on with little progress in stability or coherence. In contrast, in free learning, the acquisition of knowledge is chaotic and uneven. However, as long as it is based on the learn drive, the volume of knowledge is very large. Individual crystals of knowledge collide, and build consistency and coherence. This in turn helps stability and further integration of knowledge. By the time of college, in terms of volume, free learners should know far more than ordinary students. Free knowledge has multiple areas of strength, and multiple areas of weakness. However, it is superior in coherence. This is why it is more applicable in problem solving
Origins of the term
Ivan Illich proposed the term deschooling, which means "abolishing compulsory education". John Holt proposed the term unschooling, which means "taking kids away from school". Many educators propose the term "life learning", "learning via living" or just "living". Others adhere to the concept of "natural learning", "experience-driven learning", "discovery learning", "independent learning", or limit the debate to the concept self-directed learning, which is possible in prison too. Self-directed learning may be closest to the term free learning, however, it often raises opposition by implying that learning needs no teacher.
In addition, free learning has a major advantage over the terms self-directed learning and self-learning. The latter two have different definitions, can easily be confused, and are weak mnemonically. It is very easy to remember and use the term free learning even then when it is not defined as precisely as in this text.
Peter Gray in "Free to learn" emphasizes the importance of freedom in education and in the life of a child. Gray himself opted to promote the term self-directed education, which may be too unwieldy to become a good meme. Even its proponents often shorten it to SDE, which is a first step to make SDE texts cryptic.
Gray's philosophy is based on freedom, and stems from sheer love for children. Consequently, I became fond of the term "free learning" instead of unschooling or deschooling or SDE. It has been noticed long ago that deschooling and unschooling have many negative connotations. They are associated with rebellion and easily raise opposition from those who don't know the subject, but for whom knowledge or school matter. Even unschoolers object to the need to describe their formula for life by reference to schooling.
An alternative spelling for free learning might be FHREE learning where FHREE stands for Full Human Rights-Experience Education.
Figure: Unschoolers justifiably resist scrutiny. It is inherently hard to answer questions such as "What did you learn?". If learning is passionately blind, it is hard to verbalize goals and effects. The unschooler instinctively knows she is on the right path. However, the rest of the world may remain unconvinced. The benchmarks do not exists, and well-schooled populations fail to appreciate the power of free learning. The picture helps to illustrate the problem. In an illustrative two dimensional knowledge space, a schooled pupil pushed by the pressures of the school drive is dragged along a linear pathway from its present status of knowledge A to a predetermined goal at B (blue pathway). The process is slow and ineffective. The student gradually develops a dislike of school and a dislike of learning. In contrast, a passionate unschooler follows unpredictable pathways in red (see: Mountain climb metaphor of schooling). The learning is highly effective and pleasurable (see: Pleasure of learning). The total mass of knowledge illustrated by the length of the entangled red pathway is huge (in comparison to schooling). The love of learning keeps growing in proportion to the size of the knowledge tree. A pupil will pass the school benchmark test adjusted to the goal B. An unschooler may fail. He would destroy all competition if someone cared to design an "interest benchmark" (in green). While most of the world worships achieving predefined goals (B) for a predefined society, we keep failing to explore the natural learning instinct (the learn drive). In the process, we build unhappy societies
Contributing to Education Reform
What is the best way to assist a cultural paradigm shift needed for the Education reform? Perhaps a bit of ambiguity is welcome? We might speak of "unschooling" when we need to jar somebody's attention, but then pivot back to "free learning" when we need to emphasize that we are a force for good? Please let me know.