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Unschooling Quotes

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Unschooling Quotes

“Everyone who has ever been to school knows that school is prison, but almost nobody beyond school age says it is. It's not polite. We all tiptoe around the truth because admitting it would make us seem cruel and would point a finger at well-intentioned people doing what they believe to be essential. . . . A prison, according to the common, general definition, is any place of involuntary confinement and restriction of liberty. In school, as in adult prisons, the inmates are told exactly what they must do and are punished for failure to comply. Actually, students in school must spend more time doing exactly what they are told than is true of adults in penal institutions. Another difference, of course, is that we put adults in prison because they have committed a crime, while we put children in school because of their age.”

“We didn't want our children to waste their time in the same empty rituals of education that we did: passing tests only to forget the subject matter when the grades were given; spending years with passing grades in foreign-language instruction yet being unable to have even a rudimentary conversation in the language outside of the classroom; struggling to learn advanced math skills that were seldom used outside of class; doing lab experiments that were more rote exercises than scientific inquiries. Time and youth cannot be regained, so perhaps, ultimately, the real crisis in education may be one of disillusionment among graduates rather than poor performance among current students.”

“I no longer believe that the current education system is able to equip our children for a fast-moving future. Technology has evolved so rap-idly in the last five years that to put a child in an education system that was designed for a future that will most likely no longer exist for the majority, seems almost absurd.”

“For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them. What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner.”

“Through Unschooling, families rediscover the intrinsic value of spending time together, engaging in shared learning experiences, and celebrating the beauty of each family member's unique journey. It offers an opportunity to break free from the constraints of rigid schedules, standardized curricula, and external expectations, fostering an environment where curiosity, creativity, and exploration thrive.”

“For most Unschoolers, socialization is not just a box to check—it's a vital aspect of their educational journey. They believe in genuine human connections, fostering relationships that transcend age, wealth, power, and social status. Rather than confining their children to the narrow confines of same-age interactions, Unschooling parents encourage them to engage with individuals from all walks of life.”

“Unschoolers emerge from their unconventional educational journey with a profound understanding of the real world. They have a diverse range of experiences, engaging with individuals of all ages, backgrounds, and walks of life. Their interactions teach them empathy, tolerance, and the ability to thrive amidst diversity.”

“This idea that children won't learn without outside rewards and penalties, or in the debased jargon of the behaviorists, "positive and negative reinforcements," usually becomes a self-fulfilling prophecy. If we treat children long enough as if that were true, they will come to believe it is true. So many people have said to me, "If we didn't make children do things, they wouldn't do anything." Even worse, they say, "If I weren't made to do things, I wouldn't do anything." It is the creed of a slave.”

“The belief that young people are incapable of making reasonable decisions is a cornerstone of our system of compulsory, closely monitored education.”

“I simply stepped out of the way and maintained my courage and my position in the face of constant disagreement, voiced opinion and attack. I held true and I stood my ground. I maintained my convictions and my commitment to allowing them to live in the kingdom of childhood. I protected them from outside influence and allowed their imaginations to soar. I instilled a lifelong love of learning in them and I shared my passion for reading. I allowed them to choose what they wanted to study and I provided the resources for them to delve in, unguided and undisturbed for however long they needed to gather what they believed to be enough understanding to satisfy their own personal drive.”

“It was my assumption that skilled teachers spent their days imparting important and meaningful knowledge to eager students. I also believed, as many of you do, that I didn’t remember or wasn’t good at the things we learned in high school because I didn’t pay close enough attention or didn’t work hard enough.”

“Maybe you’ve noticed what I’ve noticed, and thought it strange, or dismissed it as youthful foolishness or that you were missing some critical piece of information that would reveal itself with age and wisdom – that is: every single teacher believes feverishly in the importance of the content of their class, and furthermore, believes that their assessment of you in their class is a direct measure of your capacity for future success, while simultaneously not having a clue as to the content of virtually any other discipline in the school. They will boldly state things like, That’s math, I’m an English teacher or That’s literature, I’m a biology teacher, practically admitting out loud that nothing learned in school is important (except, of course, the course they are teaching).”

“How many of us have read history, and shook our heads and puffed our chest, and said, “If I were alive during that period, I would never have done those things to those people!” Yet here we are, doing those things to those people.”

“Know what you’re working toward and eliminate debt, so that if you change your mind later it doesn’t kill you to know you have a hundred thousand dollar biology degree hanging in the kitchen of the tapas restaurant you just opened.”

“A teenager’s nature is not laziness, their preferred state is not ignorance, and it is not necessary for extrinsic motivation to be delivered by trained professionals in order to prevent them from bareknuckle boxing under a bridge in exchange for drugs and money.”

“I tend to agree with Robert Frost when he says, 'Education is the ability to listen to almost anything without losing your temper or your self-confidence.' By this definition, I don’t think anyone can claim that we are successfully educating this next generation.”

“If a law violates a person’s liberty, is it not our duty to disobey? Is it not your ethical responsibility to act? Did you not join this profession to help and serve kids?”

“And there you sit, atop the smoking mountain of rubble that was once your home, covered in gray dust, cradling the mangled corpse of your little girl in your arms, looking south to a Mexican people who, in solidarity with you, have stopped riding Uber.”

“It’s good and just that you practice on teachers and school principals, because one day you are going to have to live in a world of lawmakers and tax collectors, and you should have some sense of how to use your freedom of speech to claim control over your life.”

“We smashed their schools, burned them, and shot people based on the time of night they were outside. They dressed up like our allies and blew themselves up, when they weren’t murdering the families of our actual allies and throwing their headless bodies into the Tigris. Write a five paragraph essay on that. Make sure each paragraph has a topic sentence.”

“Being lawful and following the rules means allowing their reality to become your reality, and their reality includes you pledging your allegiance to their republic before you’re old enough know what the words “allegiance” or “republic” mean.”

“This guy tried to kill me, he’s out there, and I’m going to blow his f***ng head off.' Nothing happened for a few weeks, then we went to Kuwait, then we went home to New York, and I was in a bunch of undergraduate English classes within thirty days of landing at Fort Drum.”

“You would think that after fifteen years of war on terror, waged by a country with nuclear submarines, all terror on earth would be destroyed. I’m shocked that nary a nightmare has made it out alive. Yet somehow, killing the shit out of people – thousands and thousands of people – doesn’t make the living not scared. What you do wind up with are millions of refugees and armies of genocidal fanatics.”

“Compulsion – nonconsensual education – requires violence; it requires complete control over what students put into their brain, the people they are exposed to, the places they are authorized to be, and oftentimes, with free lunch programs, what food goes into their body. Compulsory systems are resentful of families who do not enforce homework or dress code policies; are reluctant to allow parents into its buildings except once or twice a year on special “open house” days; and fear parents who choose to homeschool.”

“School vision statements often read something like, “We believe all kids can learn” or “life-long learners” or something silly like that. What an absurd thing to put in writing! “We, at Grassy Hill Elementary, believe all Kindergarteners can get taller” or “We, the Prospect Junior High cafeteria staff, believe that all kids can and will eat food.”

“Our freedom of speech is not some cute, optional, anachronistic thing that you write about on a short answer quiz about school uniforms or some such silliness. Your freedom to assemble (e.g., Junto), to create and distribute content, and to express yourself (e.g., to ask a Klan member Why do you hate me when you don’t know me?), and to be able to do so without fear of violence or censorship (which are essentially the same thing), is absolutely fundamental to a free and just society.”

“Labels are OK for marketing something, but does the Unschooling philosophy of life need any marketing? No. In so many ways, Unschooling stands for a refusal of marketing and a rejection of any consumerist approach to learning. Your learning IS your life, not something you purchase subject by subject in the big education supermarket to hang on the wall like a diploma or certificate. Unschooling by its nature does not need to set up an 'Institute of Unschooling' or an 'Unschooling Foundation': that would be the purest contradiction-in-terms, to institutionalize the very practice that most undermines institutionalization!”

“Unschooling challenges the established paradigms of education and presents an alternative that honors and nurtures the unique strengths and interests of each individual. By recognizing the harmony concealed within the kaleidoscope of unschooling, we unlock its transformative potential and grant individuals the power to shape their educational journeys with intention and purpose.”

“The simplest description is that Unschooling means a way of bringing up children using free play and child-directed activity to develop the child's own individual talents and creativity by supportively following up the child's own interests – without coercion, compulsion, manipulation, regimentation, constant testing and grading and rank-ordering, or top-down authoritarianism.”

“I am beginning to suspect all elaborate and special systems of education. They seem to me to be built upon the supposition that every child is a kind of idiot who must be taught to think. Whereas if the child is left to himself, he will think more and better , if less "showily." Let him come and go freely, let him touch real things and combine his impressions for himself... Teaching fills the mind with artificial associations that must be got rid of before the child can develop independent ideas out of actual experiences.”

“Self-education is, I firmly believe, the only kind of education there is.”

“Learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists.”