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Unschooling/Democratic Curriculum Theory - Coggle Diagram
Unschooling/Democratic Curriculum Theory
Foundations for the Approach
View of History
Unschooling emerged as a critique of compulsory education, highlighting its flaws in promoting conformity and suppressing curiosity
Historical influences
1962 (Goodman’s critique)
: Countercultural movements, Vietnam protests, social reform.
1992 (Gatto’s critique)
: Post-Cold War, growing distrust in institutional systems, and exponential growth of the internet
View of Psychology & Learning Theory
Self-directed learners are intrinsically motivated and learn best without structural schooling systems
Philosophical roots
Romanticism
: Children are innately good and learn naturally (Rousseau, Dewey)
Critical Theory
: Schools perpetuate systemic inequities and class divides (Goodman, Gatto)
Focuses on agency, autonomy, and experiential learning
Philosophy
Education is seen as cultural transmission, focusing on skills, beliefs, and values acquired organically rather than through imposed curricula
Children are biologically prepared to educate themselves through observation and interaction with their environment
Based on self-directed learning principles; learning happens naturally through play and exploration
View of Social Issues
Unschooling challenges societal assumptions about what education should look like and who controls it
Schools are seen as tools of societal control, promoting compliance and class-based hierarchies
Advocates for democratization of education to empower children as equal participants in their learning
Curriculum Domains
Self-Directed Learning
Children pursue their own interests, learning organically in a rich, supportive environment
Focus on life-long learning rather than formalized education
Unschooling Principles
No imposed curriculum, testing, or assignments
Learning integrated with life experiences
Democratic Schooling
Schools like Sudbury Valley allow students to govern themselves
No formal curriculum; staff act as community members rather than traditional teachers
Curricular Theory and Practice
The Role of the Teacher
Teachers are facilitators or guides rather than authority figures
Staff support learning through conversations, mentoring, and helping resolve issues
The Roles of Others
Parents
: Provide a rich and supportive environment for exploration and learning
Community
: Plays a central role in exposing children to diverse opportunities
Administrators
: In democratic schools, administrative decisions are made by the collective (students and staff)
The Role of the Learner
Learners are equal participants with full autonomy over their education
Education is tailored to the learner's interests, curiosity, and goals
The Social Impact
Democratic Values
: Promotes equality, collaboration, and shared decision-making within educational systems
Critique of Traditional Schooling
: Challenges standardized testing, rigid curricula, and the hierarchical nature of schools
Empowerment
: Recognizes children as capable agents of their education
Challenges for the Approach
Implementation Barriers
Limited access to resources, trained facilitators, and supportive communities
Requires a significant shift in societal attitudes toward education and child autonomy
Societal Assumptions
Perceived as inadequate for teaching necessary life skills and contributing to society
Resistance from those who view formal schooling as essential for success
Educational Policy
Lack of standardization may make it harder for students to transition to formal systems
Often fails to meet government criteria for adequate education