Кіріспе
Білім беру әдісі мен философиясы; үйде оқытудың түрі.
Unschooling is an informal learning method that prioritizes learner chosen activities as a primary means for learning. Unschoolers learn through their natural life experiences including play, household responsibilities, personal interests and curiosity, internships and work experience, travel, books, elective classes, family, mentors, and social interaction. Often considered a lesson and curriculum free implementation of homeschooling, unschooling encourages exploration of activities initiated by the children themselves, under the belief that the more personal learning is, the more meaningful, well understood, and therefore useful it is to the child. While unschooled students may occasionally take courses, unschooling questions the usefulness of standard curricula, fixed times at which learning should take place, conventional grading methods and standardized tests, forced contact with children in their own age group, the compulsion to do homework regardless of whether it helps the learner in their individual situation, the effectiveness of listening to and obeying the orders of one authority figure for several hours each day, and other features of traditional schooling. The term unschooling was coined in the 1970s and used by educator John Holt, who is widely regarded as the father of unschooling. Unschooling is often seen as a subset of homeschooling, but while homeschooling has been the subject of broad public debate, unschooling received relatively little media attention and has only become popular in recent years. Critics of unschooling see it as extreme, and express concerns that unschooled children will be neglected; miss many things that are important for their future; lack the social skills, structure, discipline, and motivation of their schooled peers; and not be able to cope with uncomfortable situations. Proponents of unschooling disagree, asserting that self directed education in a non academic, often natural and diversified environment is a far more efficient, sustainable, and child friendly form of education than traditional schooling, as it preserves innate curiosity, pleasure, and willingness to discover and learn new things; invites children to be part of society; shows children how to deal with their surroundings and own existence in a self determined and responsible manner; makes children understand why certain properties, skills, abilities, values and norms are important rather than just telling them to obtain and adhere to them; rewards and supports creativity, individuality, and innovation; teaches how to acquire new things and find one's way in unfamiliar situations quickly; and better equips a child to handle the "real world" outside of school. In an early essay, Holt contrasted the two terms:
GWS will say "unschooling" when we mean taking children out of school, and "deschooling" when we mean changing the laws to make schools non compulsory
At the time, the term was equivalent to home schooling. Subsequently, home schoolers began to differentiate between various educational philosophies within home schooling. The term unschooling became used as a contrast to versions of home schooling that were perceived as politically and pedagogically "school like," in that they used textbooks and exercises at home in the same way they would be used at school. In 2003, in Holt's book Teach Your Own (originally published in 1981), Pat Farenga, co author of the new edition, provided a definition:
When pressed, I define unschooling as allowing children as much freedom to learn in the world as their parents can comfortably bear. In the same passage Holt stated that he was not entirely comfortable with this term, and would have preferred the term living. Holt's use of the term emphasizes learning as a natural process, integrated into the spaces and activities of everyday life, and not benefiting from adult manipulation. It follows closely on the themes of educational philosophies proposed by Jean Jacques Rousseau, Jiddu Krishnamurti, Paul Goodman, and A. S. Neill. After Holt's death a range of unschooling practitioners and observers defined the term in various ways. For instance, the Freechild Project defines unschooling as:
[T]he process of learning through life, without formalized or institutionalized classrooms or schoolwork. New Mexico homeschooling parent Sandra Dodd proposed the term radical unschooling to emphasize the complete rejection of any distinction between educational and non educational activities. Radical unschooling emphasizes that unschooling is a non coercive, cooperative practice, and seeks to promote those values in all areas of life. These philosophies share an opposition to traditional schooling techniques and the social structure of schools. Most emphasize the integration of learning into the everyday life of the family and wider community. Points of disagreement include whether unschooling is primarily defined by the initiative of the learner and their control over the curriculum, or by the techniques, methods, and spaces used. Peter Gray suggested the term self directed education, which has fewer negative connotations.
Unschooling – оқушы таңдаған іс-әрекеттерге басымдық беретін бейресми оқыту әдісі. Unschooling-тің оқушылары өмірлік тәжірибелері арқылы үйренеді, оның ішінде ойын, шаруашылық жұмыстары, жеке қызығушылықтар мен құштарлықтар, тәжірибелік жұмыс және жұмыс тәжірибесі, саяхат, кітаптар, қосымша сабақтар, отбасы, тәлімгерлер және әлеуметтік өзара әрекеттесу. Unschooling – бұл үйде оқытудың сабақтар мен оқу бағдарламасынан толықтай босатылған түрі, балалардың өзі бастаған іс-шараларды зерттеуге ынталандырады, себебі жеке оқыту оқушы үшін мағыналы, жақсы түсінікті және тиімді деп саналады. Unschooling оқушылары кейде курстарға қатысса да, стандартты оқу бағдарламаларының, оқытудың белгілі бір уақытының, дәстүрлі бағалау жүйесінің және стандартты тесттердің қажеттілігін күмәнданады, сондай-ақ өз жастағы балалармен мәжбүрлі қарым-қатынасты, оқушының жеке жағдайына көмектеспесе де үй тапсырмасын орындауды, бір өкілетті тұлғаның бұйрықтарын бірнеше сағат бойы тыңдау мен орындаудың тиімділігін және дәстүрлі мектептің басқа да ерекшеліктерін сынап бағалайды. Unschooling термині 1970 жылдары педагог Джон Холт қолданған, ол осы әдістің әкесі ретінде танылады. Unschooling үйде оқытудың бір саласы ретінде қарастырылады, бірақ үйде оқыту кеңінен талқыланса да, Unschooling бұқаралық ақпарат құралдарында аз жарияланды және соңғы жылдары ғана танымал бола бастады. Unschooling-ті сынаушылар оны экстремалды деп санайды және балалар қанағаттандырылмағандықтан, болашақ үшін маңызды нәрселерді қалып қояды, мектептегі құрбыларының әлеуметтік дағдыларынан, құрылымынан, тәртібінен және ынтасынан айырылады, сондай-ақ қиын жағдайлармен күресуге дайын болмайды деп алаңдайды. Unschooling-ті қолдаушылар келіспейді, өзін-өзі басқару білімі, академиялық емес, көбінесе табиғи және әртүрлі ортада дәстүрлі мектепке қарағанда тиімді, тұрақты және балаға ыңғайлы білім беру түрі болып табылады, өйткені ол баланың туа біткен қызығушылығын, қуанышын және жаңа нәрселерді ашуға және үйренуге деген құштарлығын сақтайды, балаларды қоғамның бір бөлігі болуға шақырады, оларға өздерінің айналасындағы ортамен және өмірмен қалай өзара әрекеттесу керектігін көрсетеді, балаларға белгілі бір қасиеттердің, дағдылардың, қабілеттердің, құндылықтардың және нормалардың маңыздылығын түсіндіреді, тек оларды алуға және сақтауға мәжбүрлемейді, шығармашылықты, жекелікті және жаңашылдықты ынталандырады және қолдайды, жаңа нәрселерді қабылдауға және бейтаныс жағдайларда жол табуға үйретеді, сондай-ақ балаларды мектептен тыс "нағыз өмірге" дайындауға көмектеседі.
Unschooling is an informal learning method that prioritizes learner chosen activities as a primary means for learning. Unschoolers learn through their natural life experiences including play, household responsibilities, personal interests and curiosity, internships and work experience, travel, books, elective classes, family, mentors, and social interaction. Often considered a lesson and curriculum free implementation of homeschooling, unschooling encourages exploration of activities initiated by the children themselves, under the belief that the more personal learning is, the more meaningful, well understood, and therefore useful it is to the child. While unschooled students may occasionally take courses, unschooling questions the usefulness of standard curricula, fixed times at which learning should take place, conventional grading methods and standardized tests, forced contact with children in their own age group, the compulsion to do homework regardless of whether it helps the learner in their individual situation, the effectiveness of listening to and obeying the orders of one authority figure for several hours each day, and other features of traditional schooling. The term unschooling was coined in the 1970s and used by educator John Holt, who is widely regarded as the father of unschooling. Unschooling is often seen as a subset of homeschooling, but while homeschooling has been the subject of broad public debate, unschooling received relatively little media attention and has only become popular in recent years. Critics of unschooling see it as extreme, and express concerns that unschooled children will be neglected; miss many things that are important for their future; lack the social skills, structure, discipline, and motivation of their schooled peers; and not be able to cope with uncomfortable situations. Proponents of unschooling disagree, asserting that self directed education in a non academic, often natural and diversified environment is a far more efficient, sustainable, and child friendly form of education than traditional schooling, as it preserves innate curiosity, pleasure, and willingness to discover and learn new things; invites children to be part of society; shows children how to deal with their surroundings and own existence in a self determined and responsible manner; makes children understand why certain properties, skills, abilities, values and norms are important rather than just telling them to obtain and adhere to them; rewards and supports creativity, individuality, and innovation; teaches how to acquire new things and find one's way in unfamiliar situations quickly; and better equips a child to handle the "real world" outside of school. In an early essay, Holt contrasted the two terms:
GWS will say "unschooling" when we mean taking children out of school, and "deschooling" when we mean changing the laws to make schools non compulsory
At the time, the term was equivalent to home schooling. Subsequently, home schoolers began to differentiate between various educational philosophies within home schooling. The term unschooling became used as a contrast to versions of home schooling that were perceived as politically and pedagogically "school like," in that they used textbooks and exercises at home in the same way they would be used at school. In 2003, in Holt's book Teach Your Own (originally published in 1981), Pat Farenga, co author of the new edition, provided a definition:
When pressed, I define unschooling as allowing children as much freedom to learn in the world as their parents can comfortably bear. In the same passage Holt stated that he was not entirely comfortable with this term, and would have preferred the term living. Holt's use of the term emphasizes learning as a natural process, integrated into the spaces and activities of everyday life, and not benefiting from adult manipulation. It follows closely on the themes of educational philosophies proposed by Jean Jacques Rousseau, Jiddu Krishnamurti, Paul Goodman, and A. S. Neill. After Holt's death a range of unschooling practitioners and observers defined the term in various ways. For instance, the Freechild Project defines unschooling as:
[T]he process of learning through life, without formalized or institutionalized classrooms or schoolwork. New Mexico homeschooling parent Sandra Dodd proposed the term radical unschooling to emphasize the complete rejection of any distinction between educational and non educational activities. Radical unschooling emphasizes that unschooling is a non coercive, cooperative practice, and seeks to promote those values in all areas of life. These philosophies share an opposition to traditional schooling techniques and the social structure of schools. Most emphasize the integration of learning into the everyday life of the family and wider community. Points of disagreement include whether unschooling is primarily defined by the initiative of the learner and their control over the curriculum, or by the techniques, methods, and spaces used. Peter Gray suggested the term self directed education, which has fewer negative connotations.
Жон Холт бұл екі терминнің айырмашылығын былай түсіндірген:
Unschooling is an informal learning method that prioritizes learner chosen activities as a primary means for learning. Unschoolers learn through their natural life experiences including play, household responsibilities, personal interests and curiosity, internships and work experience, travel, books, elective classes, family, mentors, and social interaction. Often considered a lesson and curriculum free implementation of homeschooling, unschooling encourages exploration of activities initiated by the children themselves, under the belief that the more personal learning is, the more meaningful, well understood, and therefore useful it is to the child. While unschooled students may occasionally take courses, unschooling questions the usefulness of standard curricula, fixed times at which learning should take place, conventional grading methods and standardized tests, forced contact with children in their own age group, the compulsion to do homework regardless of whether it helps the learner in their individual situation, the effectiveness of listening to and obeying the orders of one authority figure for several hours each day, and other features of traditional schooling. The term unschooling was coined in the 1970s and used by educator John Holt, who is widely regarded as the father of unschooling. Unschooling is often seen as a subset of homeschooling, but while homeschooling has been the subject of broad public debate, unschooling received relatively little media attention and has only become popular in recent years. Critics of unschooling see it as extreme, and express concerns that unschooled children will be neglected; miss many things that are important for their future; lack the social skills, structure, discipline, and motivation of their schooled peers; and not be able to cope with uncomfortable situations. Proponents of unschooling disagree, asserting that self directed education in a non academic, often natural and diversified environment is a far more efficient, sustainable, and child friendly form of education than traditional schooling, as it preserves innate curiosity, pleasure, and willingness to discover and learn new things; invites children to be part of society; shows children how to deal with their surroundings and own existence in a self determined and responsible manner; makes children understand why certain properties, skills, abilities, values and norms are important rather than just telling them to obtain and adhere to them; rewards and supports creativity, individuality, and innovation; teaches how to acquire new things and find one's way in unfamiliar situations quickly; and better equips a child to handle the "real world" outside of school. In an early essay, Holt contrasted the two terms:
GWS will say "unschooling" when we mean taking children out of school, and "deschooling" when we mean changing the laws to make schools non compulsory
At the time, the term was equivalent to home schooling. Subsequently, home schoolers began to differentiate between various educational philosophies within home schooling. The term unschooling became used as a contrast to versions of home schooling that were perceived as politically and pedagogically "school like," in that they used textbooks and exercises at home in the same way they would be used at school. In 2003, in Holt's book Teach Your Own (originally published in 1981), Pat Farenga, co author of the new edition, provided a definition:
When pressed, I define unschooling as allowing children as much freedom to learn in the world as their parents can comfortably bear. In the same passage Holt stated that he was not entirely comfortable with this term, and would have preferred the term living. Holt's use of the term emphasizes learning as a natural process, integrated into the spaces and activities of everyday life, and not benefiting from adult manipulation. It follows closely on the themes of educational philosophies proposed by Jean Jacques Rousseau, Jiddu Krishnamurti, Paul Goodman, and A. S. Neill. After Holt's death a range of unschooling practitioners and observers defined the term in various ways. For instance, the Freechild Project defines unschooling as:
[T]he process of learning through life, without formalized or institutionalized classrooms or schoolwork. New Mexico homeschooling parent Sandra Dodd proposed the term radical unschooling to emphasize the complete rejection of any distinction between educational and non educational activities. Radical unschooling emphasizes that unschooling is a non coercive, cooperative practice, and seeks to promote those values in all areas of life. These philosophies share an opposition to traditional schooling techniques and the social structure of schools. Most emphasize the integration of learning into the everyday life of the family and wider community. Points of disagreement include whether unschooling is primarily defined by the initiative of the learner and their control over the curriculum, or by the techniques, methods, and spaces used. Peter Gray suggested the term self directed education, which has fewer negative connotations.
«Біз балаларды мектептен шығарып алуды білдіргенде "unschooling" деп айтамыз, ал заңдарды өзгертіп, мектепке баруды міндетті емес етуді білдіргенде "deschooling" деп айтамыз».
Unschooling is an informal learning method that prioritizes learner chosen activities as a primary means for learning. Unschoolers learn through their natural life experiences including play, household responsibilities, personal interests and curiosity, internships and work experience, travel, books, elective classes, family, mentors, and social interaction. Often considered a lesson and curriculum free implementation of homeschooling, unschooling encourages exploration of activities initiated by the children themselves, under the belief that the more personal learning is, the more meaningful, well understood, and therefore useful it is to the child. While unschooled students may occasionally take courses, unschooling questions the usefulness of standard curricula, fixed times at which learning should take place, conventional grading methods and standardized tests, forced contact with children in their own age group, the compulsion to do homework regardless of whether it helps the learner in their individual situation, the effectiveness of listening to and obeying the orders of one authority figure for several hours each day, and other features of traditional schooling. The term unschooling was coined in the 1970s and used by educator John Holt, who is widely regarded as the father of unschooling. Unschooling is often seen as a subset of homeschooling, but while homeschooling has been the subject of broad public debate, unschooling received relatively little media attention and has only become popular in recent years. Critics of unschooling see it as extreme, and express concerns that unschooled children will be neglected; miss many things that are important for their future; lack the social skills, structure, discipline, and motivation of their schooled peers; and not be able to cope with uncomfortable situations. Proponents of unschooling disagree, asserting that self directed education in a non academic, often natural and diversified environment is a far more efficient, sustainable, and child friendly form of education than traditional schooling, as it preserves innate curiosity, pleasure, and willingness to discover and learn new things; invites children to be part of society; shows children how to deal with their surroundings and own existence in a self determined and responsible manner; makes children understand why certain properties, skills, abilities, values and norms are important rather than just telling them to obtain and adhere to them; rewards and supports creativity, individuality, and innovation; teaches how to acquire new things and find one's way in unfamiliar situations quickly; and better equips a child to handle the "real world" outside of school. In an early essay, Holt contrasted the two terms:
GWS will say "unschooling" when we mean taking children out of school, and "deschooling" when we mean changing the laws to make schools non compulsory
At the time, the term was equivalent to home schooling. Subsequently, home schoolers began to differentiate between various educational philosophies within home schooling. The term unschooling became used as a contrast to versions of home schooling that were perceived as politically and pedagogically "school like," in that they used textbooks and exercises at home in the same way they would be used at school. In 2003, in Holt's book Teach Your Own (originally published in 1981), Pat Farenga, co author of the new edition, provided a definition:
When pressed, I define unschooling as allowing children as much freedom to learn in the world as their parents can comfortably bear. In the same passage Holt stated that he was not entirely comfortable with this term, and would have preferred the term living. Holt's use of the term emphasizes learning as a natural process, integrated into the spaces and activities of everyday life, and not benefiting from adult manipulation. It follows closely on the themes of educational philosophies proposed by Jean Jacques Rousseau, Jiddu Krishnamurti, Paul Goodman, and A. S. Neill. After Holt's death a range of unschooling practitioners and observers defined the term in various ways. For instance, the Freechild Project defines unschooling as:
[T]he process of learning through life, without formalized or institutionalized classrooms or schoolwork. New Mexico homeschooling parent Sandra Dodd proposed the term radical unschooling to emphasize the complete rejection of any distinction between educational and non educational activities. Radical unschooling emphasizes that unschooling is a non coercive, cooperative practice, and seeks to promote those values in all areas of life. These philosophies share an opposition to traditional schooling techniques and the social structure of schools. Most emphasize the integration of learning into the everyday life of the family and wider community. Points of disagreement include whether unschooling is primarily defined by the initiative of the learner and their control over the curriculum, or by the techniques, methods, and spaces used. Peter Gray suggested the term self directed education, which has fewer negative connotations.
Ол кезде бұл термин үйде оқытумен бірдей мағынаға ие болған. Кейіннен үйде оқытушылар үйде оқытудың әртүрлі білім беру философияларын ажырата бастады. Unschooling термині үйде оқытудың саяси және педагогикалық тұрғыдан "мектепке ұқсас" деп саналған нұсқаларына қарама-қарсы ретінде қолданыла бастады, себебі олар үйде оқулықтар мен жаттығуларды мектепте қолданылатындай қолданды. 2003 жылы Холттың «Өзіңді оқыт» (алғаш рет 1981 жылы жарық көрген) кітабында жаңа басылымның автор-орындаушысы Пат Фаренга мынадай анықтама берді:
Unschooling is an informal learning method that prioritizes learner chosen activities as a primary means for learning. Unschoolers learn through their natural life experiences including play, household responsibilities, personal interests and curiosity, internships and work experience, travel, books, elective classes, family, mentors, and social interaction. Often considered a lesson and curriculum free implementation of homeschooling, unschooling encourages exploration of activities initiated by the children themselves, under the belief that the more personal learning is, the more meaningful, well understood, and therefore useful it is to the child. While unschooled students may occasionally take courses, unschooling questions the usefulness of standard curricula, fixed times at which learning should take place, conventional grading methods and standardized tests, forced contact with children in their own age group, the compulsion to do homework regardless of whether it helps the learner in their individual situation, the effectiveness of listening to and obeying the orders of one authority figure for several hours each day, and other features of traditional schooling. The term unschooling was coined in the 1970s and used by educator John Holt, who is widely regarded as the father of unschooling. Unschooling is often seen as a subset of homeschooling, but while homeschooling has been the subject of broad public debate, unschooling received relatively little media attention and has only become popular in recent years. Critics of unschooling see it as extreme, and express concerns that unschooled children will be neglected; miss many things that are important for their future; lack the social skills, structure, discipline, and motivation of their schooled peers; and not be able to cope with uncomfortable situations. Proponents of unschooling disagree, asserting that self directed education in a non academic, often natural and diversified environment is a far more efficient, sustainable, and child friendly form of education than traditional schooling, as it preserves innate curiosity, pleasure, and willingness to discover and learn new things; invites children to be part of society; shows children how to deal with their surroundings and own existence in a self determined and responsible manner; makes children understand why certain properties, skills, abilities, values and norms are important rather than just telling them to obtain and adhere to them; rewards and supports creativity, individuality, and innovation; teaches how to acquire new things and find one's way in unfamiliar situations quickly; and better equips a child to handle the "real world" outside of school. In an early essay, Holt contrasted the two terms:
GWS will say "unschooling" when we mean taking children out of school, and "deschooling" when we mean changing the laws to make schools non compulsory
At the time, the term was equivalent to home schooling. Subsequently, home schoolers began to differentiate between various educational philosophies within home schooling. The term unschooling became used as a contrast to versions of home schooling that were perceived as politically and pedagogically "school like," in that they used textbooks and exercises at home in the same way they would be used at school. In 2003, in Holt's book Teach Your Own (originally published in 1981), Pat Farenga, co author of the new edition, provided a definition:
When pressed, I define unschooling as allowing children as much freedom to learn in the world as their parents can comfortably bear. In the same passage Holt stated that he was not entirely comfortable with this term, and would have preferred the term living. Holt's use of the term emphasizes learning as a natural process, integrated into the spaces and activities of everyday life, and not benefiting from adult manipulation. It follows closely on the themes of educational philosophies proposed by Jean Jacques Rousseau, Jiddu Krishnamurti, Paul Goodman, and A. S. Neill. After Holt's death a range of unschooling practitioners and observers defined the term in various ways. For instance, the Freechild Project defines unschooling as:
[T]he process of learning through life, without formalized or institutionalized classrooms or schoolwork. New Mexico homeschooling parent Sandra Dodd proposed the term radical unschooling to emphasize the complete rejection of any distinction between educational and non educational activities. Radical unschooling emphasizes that unschooling is a non coercive, cooperative practice, and seeks to promote those values in all areas of life. These philosophies share an opposition to traditional schooling techniques and the social structure of schools. Most emphasize the integration of learning into the everyday life of the family and wider community. Points of disagreement include whether unschooling is primarily defined by the initiative of the learner and their control over the curriculum, or by the techniques, methods, and spaces used. Peter Gray suggested the term self directed education, which has fewer negative connotations.
«Мен unschooling-ті ата-аналары төзімділікпен қабылдай алатын әлемде балаларға білім алуға мүмкіндік беру деп түсіндіремін». Осы үзіндіде Холт бұл терминге толыққанды келіспейтінін және «өмір сүру» терминін артық көретінін айтты. Холттың бұл терминді қолдануы білім алуды табиғи процесс ретінде, күнделікті өмірдің кеңістіктері мен іс-әрекеттеріне біріктірілген және ересектердің манипуляциясынан пайда таппағандығын көрсетеді. Ол Жан Жак Руссо, Джидду Кришнамурти, Пол Гудман және А. С. Нилл ұсынған білім беру философиясының тақырыптарына жақын. Холттың өлімінен кейін Unschooling-ті тәжірибелеген және зерттеген көптеген адамдар бұл терминді әртүрлі жолмен анықтады. Мысалы, Freechild жобасы Unschooling-ті мыналай анықтайды:
Unschooling is an informal learning method that prioritizes learner chosen activities as a primary means for learning. Unschoolers learn through their natural life experiences including play, household responsibilities, personal interests and curiosity, internships and work experience, travel, books, elective classes, family, mentors, and social interaction. Often considered a lesson and curriculum free implementation of homeschooling, unschooling encourages exploration of activities initiated by the children themselves, under the belief that the more personal learning is, the more meaningful, well understood, and therefore useful it is to the child. While unschooled students may occasionally take courses, unschooling questions the usefulness of standard curricula, fixed times at which learning should take place, conventional grading methods and standardized tests, forced contact with children in their own age group, the compulsion to do homework regardless of whether it helps the learner in their individual situation, the effectiveness of listening to and obeying the orders of one authority figure for several hours each day, and other features of traditional schooling. The term unschooling was coined in the 1970s and used by educator John Holt, who is widely regarded as the father of unschooling. Unschooling is often seen as a subset of homeschooling, but while homeschooling has been the subject of broad public debate, unschooling received relatively little media attention and has only become popular in recent years. Critics of unschooling see it as extreme, and express concerns that unschooled children will be neglected; miss many things that are important for their future; lack the social skills, structure, discipline, and motivation of their schooled peers; and not be able to cope with uncomfortable situations. Proponents of unschooling disagree, asserting that self directed education in a non academic, often natural and diversified environment is a far more efficient, sustainable, and child friendly form of education than traditional schooling, as it preserves innate curiosity, pleasure, and willingness to discover and learn new things; invites children to be part of society; shows children how to deal with their surroundings and own existence in a self determined and responsible manner; makes children understand why certain properties, skills, abilities, values and norms are important rather than just telling them to obtain and adhere to them; rewards and supports creativity, individuality, and innovation; teaches how to acquire new things and find one's way in unfamiliar situations quickly; and better equips a child to handle the "real world" outside of school. In an early essay, Holt contrasted the two terms:
GWS will say "unschooling" when we mean taking children out of school, and "deschooling" when we mean changing the laws to make schools non compulsory
At the time, the term was equivalent to home schooling. Subsequently, home schoolers began to differentiate between various educational philosophies within home schooling. The term unschooling became used as a contrast to versions of home schooling that were perceived as politically and pedagogically "school like," in that they used textbooks and exercises at home in the same way they would be used at school. In 2003, in Holt's book Teach Your Own (originally published in 1981), Pat Farenga, co author of the new edition, provided a definition:
When pressed, I define unschooling as allowing children as much freedom to learn in the world as their parents can comfortably bear. In the same passage Holt stated that he was not entirely comfortable with this term, and would have preferred the term living. Holt's use of the term emphasizes learning as a natural process, integrated into the spaces and activities of everyday life, and not benefiting from adult manipulation. It follows closely on the themes of educational philosophies proposed by Jean Jacques Rousseau, Jiddu Krishnamurti, Paul Goodman, and A. S. Neill. After Holt's death a range of unschooling practitioners and observers defined the term in various ways. For instance, the Freechild Project defines unschooling as:
[T]he process of learning through life, without formalized or institutionalized classrooms or schoolwork. New Mexico homeschooling parent Sandra Dodd proposed the term radical unschooling to emphasize the complete rejection of any distinction between educational and non educational activities. Radical unschooling emphasizes that unschooling is a non coercive, cooperative practice, and seeks to promote those values in all areas of life. These philosophies share an opposition to traditional schooling techniques and the social structure of schools. Most emphasize the integration of learning into the everyday life of the family and wider community. Points of disagreement include whether unschooling is primarily defined by the initiative of the learner and their control over the curriculum, or by the techniques, methods, and spaces used. Peter Gray suggested the term self directed education, which has fewer negative connotations.
«[T] өмір бойы үйрену процесі, ресми немесе институционалды сыныптар немесе мектеп жұмысысыз». Нью-Мексикода үйде оқытатын ата-ана Сандра Додд білім беру мен білім беруден тыс іс-әрекеттердің арасындағы кез келген айырмашылықты толығымен қабылдамауды баса көрсету үшін радикалды Unschooling терминін ұсынды. Радикалды Unschooling Unschooling-ті мәжбүрлеусіз, өзара ынтымақтастықпен жүзеге асырылатын практика ретінде қарастырады және осы құндылықтарды өмірдің барлық саласында қолдауға тырысады. Бұл философиялар дәстүрлі мектептік оқыту әдістерімен және мектептердің әлеуметтік құрылымымен күреседі. Көптеген жағдайларда олар білім алуды отбасының және кеңінен қоғамның күнделікті өміріне енгізуді баса көрсетеді. Пікірталас тудыратын мәселелерге Unschooling оқушының бастамасымен және оқу бағдарламасын бақылауымен анықталады ма, әлде қолданылатын техникалармен, әдістермен және кеңістіктермен анықталады ма. Питер Грей «өзін-өзі басқару білімі» терминін ұсынды, ол теріс мағынаға ие емес.
Unschooling is an informal learning method that prioritizes learner chosen activities as a primary means for learning. Unschoolers learn through their natural life experiences including play, household responsibilities, personal interests and curiosity, internships and work experience, travel, books, elective classes, family, mentors, and social interaction. Often considered a lesson and curriculum free implementation of homeschooling, unschooling encourages exploration of activities initiated by the children themselves, under the belief that the more personal learning is, the more meaningful, well understood, and therefore useful it is to the child. While unschooled students may occasionally take courses, unschooling questions the usefulness of standard curricula, fixed times at which learning should take place, conventional grading methods and standardized tests, forced contact with children in their own age group, the compulsion to do homework regardless of whether it helps the learner in their individual situation, the effectiveness of listening to and obeying the orders of one authority figure for several hours each day, and other features of traditional schooling. The term unschooling was coined in the 1970s and used by educator John Holt, who is widely regarded as the father of unschooling. Unschooling is often seen as a subset of homeschooling, but while homeschooling has been the subject of broad public debate, unschooling received relatively little media attention and has only become popular in recent years. Critics of unschooling see it as extreme, and express concerns that unschooled children will be neglected; miss many things that are important for their future; lack the social skills, structure, discipline, and motivation of their schooled peers; and not be able to cope with uncomfortable situations. Proponents of unschooling disagree, asserting that self directed education in a non academic, often natural and diversified environment is a far more efficient, sustainable, and child friendly form of education than traditional schooling, as it preserves innate curiosity, pleasure, and willingness to discover and learn new things; invites children to be part of society; shows children how to deal with their surroundings and own existence in a self determined and responsible manner; makes children understand why certain properties, skills, abilities, values and norms are important rather than just telling them to obtain and adhere to them; rewards and supports creativity, individuality, and innovation; teaches how to acquire new things and find one's way in unfamiliar situations quickly; and better equips a child to handle the "real world" outside of school. In an early essay, Holt contrasted the two terms:
GWS will say "unschooling" when we mean taking children out of school, and "deschooling" when we mean changing the laws to make schools non compulsory
At the time, the term was equivalent to home schooling. Subsequently, home schoolers began to differentiate between various educational philosophies within home schooling. The term unschooling became used as a contrast to versions of home schooling that were perceived as politically and pedagogically "school like," in that they used textbooks and exercises at home in the same way they would be used at school. In 2003, in Holt's book Teach Your Own (originally published in 1981), Pat Farenga, co author of the new edition, provided a definition:
When pressed, I define unschooling as allowing children as much freedom to learn in the world as their parents can comfortably bear. In the same passage Holt stated that he was not entirely comfortable with this term, and would have preferred the term living. Holt's use of the term emphasizes learning as a natural process, integrated into the spaces and activities of everyday life, and not benefiting from adult manipulation. It follows closely on the themes of educational philosophies proposed by Jean Jacques Rousseau, Jiddu Krishnamurti, Paul Goodman, and A. S. Neill. After Holt's death a range of unschooling practitioners and observers defined the term in various ways. For instance, the Freechild Project defines unschooling as:
[T]he process of learning through life, without formalized or institutionalized classrooms or schoolwork. New Mexico homeschooling parent Sandra Dodd proposed the term radical unschooling to emphasize the complete rejection of any distinction between educational and non educational activities. Radical unschooling emphasizes that unschooling is a non coercive, cooperative practice, and seeks to promote those values in all areas of life. These philosophies share an opposition to traditional schooling techniques and the social structure of schools. Most emphasize the integration of learning into the everyday life of the family and wider community. Points of disagreement include whether unschooling is primarily defined by the initiative of the learner and their control over the curriculum, or by the techniques, methods, and spaces used. Peter Gray suggested the term self directed education, which has fewer negative connotations.
Көңіл көтеру
Ата-аналар балаларын түрлі себептермен мектепке бармауды таңдайды, олардың көптегені үйде оқыту себептерімен сабақтас келеді. Мектепке бармайтын балалар мектепті ата-ана мен бала арасындағы байланысты әлсіретеді, отбасылық уақытты азайтады және қорқыныш атмосферасын қалыптастырады деп сынға алады. Кейбір мектепке бармайтын балалардың жақтастары мектептер балаларды оларға қажет емес фактілер мен дағдыларға үйретеді, ал мектепке бармау арқылы балалар үйренуге қалай үйрену керектігін біледі, бұл одан ұзаққа созылатын пайдалы екенін айтады. Кейбіреулер мектептер балаларды тек нұсқауларды орындауға ғана үйретеді деп мәлімдейді.
Кейбір мектептер салыстырмалы түрде мәжбүрлеуші емес және ынтымақтастық әдістерді қабылдады, бұл мектепке бармау философиясымен үйлеседі. Мысалы, Садбери моделіндегі мектептер мәжбүрлеусіз, идеологиялық емес, балалар мен ересектер арасындағы ынтымақтастыққа және демократиялық серіктестікке негізделген, ата-аналармен толық серіктестікте жұмыс істейді, онда білім беру жекелендірілген және баланың қалауынша жүзеге асырылады, бұл үйдегі білім беруді толықтырады. Мектепке бармау баланың көретін адамдары мен жерлерінің әртүрлілігін кеңейтуі мүмкін. Мектепке бармайтын балалар, әдетте, өздерінің мектепте оқитын әріптестерінен гөрі жасы жетілген болуы мүмкін, және кейбіреулер бұл олардың көптеген адамдармен қарым-қатынас жасау мүмкіндігінен туындайды деп санайды, бірақ "әлеуметтендіру үшін балаларды табу қиын болуы мүмкін". Соңғы жылдары мектепке бармайтын балалардың басқа мектепке бармайтын балалармен кездесу және қарым-қатынас жасау мүмкіндіктері артты, бұл оларға ұқсас тәжірибелері бар балалармен байланысуға мүмкіндік береді.
Табиғи оқыту
Мектептен тыс оқытудың негізгі қағидасы – оқу үнемі жүріп жатқан табиғи процесс екендігі және балалардың бойында қызығушылық туа біткен, олар оқуға құштар. Сондықтан балаларды "барлығына бірдей" немесе "зауыт сияқты" мектепке күштеп тығу – олардың уақытын және әлеуетін тиімсіз пайдалану болып табылады, себебі мұндай жағдайда әр баланың белгілі бір пәнді, белгілі бір тәсілмен, белгілі бір қарқынмен және нақты уақытта үйренуі талап етіледі, олардың қазіргі немесе болашақ қажеттіліктеріне, қызығушылықтарына, мақсаттарына немесе алдын ала білімдеріне қарамастан. Көптеген мектептен тыс оқытуды қолданушылар оқушылардың білім алу мүмкіндіктері мектеп ғимаратымен ғана шектелген немесе оған басымдық берілген кезде, құнды, қоғамдыққа бағытталған, спонтанды және шынайы өмірлік тәжірибелерден қағылып қалатынын айтады.
Оқу стилі
Психологтар балалардың оқу жолдарындағы көптеген айырмашылықтарды анықтады. Білім алмастырушылар (unschoolers) білім алмастырудың мұндай айырмашылықтарға бейімделуге жақсырақ мүмкіндік беретінін айтады. Адамдардың жаңа ақпаратты қабылдау әдістері, яғни оқу стилі әртүрлі болады. Дегенмен, 2008 жылы жасалған зерттеулер оқу стилінің оқуды жақсартуға немесе нәтижелілікті арттыруға ешқандай дәлелі жоқ екенін көрсетті, бұл тек қана жеке талғам мәселесі болып табылады. Оқушылардың оқу қажеттіліктері әртүрлі, бірақ дәстүрлі мектептерде мұғалімдер көбінесе әрбір оқушыға бағалау әдісін жекешелеп қоймайды. Оқыту әдістері мұғалімдер арасында әртүрлі болуы мүмкін, және әр мұғалім бірнеше әдіс қолдануы мүмкін, бірақ бұл кейде жүйесіз болып, әрқашан жекелендірілмейді.
Даму айырмашылықтары
Психологтар балалардың әртүрлі жаста даму кезеңдеріне жететінін, сондай-ақ әртүрлі жаста әртүрлі нәрселерді үйренуге дайын екенін атап көрсетеді. Дәстүрлі білім беру жүйесі барлық баланың бір уақытта оқуға және көбейтуді үйренуге кірісуін талап етеді; бірақ үйретуден бас тартушылар кейбір балалар оқылатын тақырыпты ертерек үйренуге дайын болса, олардың қызығушылығы төмендеп, ал кейбіреулері әлі дайын болмағандықтан оқуда сәтсіздікке ұшырауы мүмкін деп санайды.
Негізгі білімдер жиынтығы
Мектепке бармайтын оқушылар кейде нақты бір пән үйренуден гөрі қалай оқуға үйренудің маңыздырақ екенін айтады. Холттың айтуынша:
<blockquote>Келешекте қандай білім қажет болатынын білу мүмкін емес болғандықтан, оны алдын ала үйретуге тырысудың қажеті жоқ. Ең бастысы – оқуға құштар, жақсы оқитын, қажет болғанда кез келген нәрсені үйрене алатын адамдарды тәрбиелеу. Джон Холттың сөзімен айтқанда, "Егер балаларға әлемді жеткілікті түрде тануға мүмкіндік берілсе, олар өздері үшін және басқалар үшін шынайы маңызды нәрсені анық көре алады, сондай-ақ олар үшін осы әлемге ешкімнен жақсы жол таба алады".</blockquote>
Ата-ананың рөлі
Мектепке бармайтын балалардың ата-аналары балаларына әлемді зерттеуге, түсінуге және онымен байланыс орнатуға көмектесетін тәжірибелерді жеңілдету үшін қажетті ресурстарды, қолдауды, бағыт-бағдарды, ақпаратты және кеңестерді ұсынады. Көптеген білім туралы қалыпты пікірлер айтылмайды және жазылмайды. Осы парадигмалық өзгеріске қадам жасау – "біз не істейміз, одан гөрі не үшін істейміз" дегенді қабылдау.
Үйде оқытатын басқа үлгілермен салыстырғанда
Unschooling – үйде оқытудың бір түрі, ол балаларды мектептен басқа орындарда немесе үйде оқытуды қамтиды. Unschooling балаларды белгілі бір оқу жоспарына сәйкес емес, олардың қызығушылықтарына қарай оқытады. Басқа үйде оқыту түрлерінен Unschooling-тің ерекшелігі – оқушының білімін мұғалім мен оқу бағдарламасы емес, оның өзі бағыттайды. Жобаға негізделген Unschooling студенттердің нақты өмірдегі қиындықтарды, мәселелерді және өздерінің күшімен шеше алатын жобаларды зерттеу арқылы терең білім жинауға көмектеседі. Ойын арқылы оқыту (Gameschooling) оқу процесін жеңілдету үшін түрлі ойындарды – үстел ойындары мен карта ойындарын пайдаланады. Математика, тіл, тарих сияқты дағдыларды дамытумен қатар, үстел ойындары адамдар арасындағы қарым-қатынас, келіссөздер жүргізу, өзгелерді сендіру, дипломатия және әділ ойынға қатысты ізгілік сияқты әлеуметтік дағдыларды да жетілдіреді.
Басқа баламалы білім беру түрлері
Көптеген басқа да баламалы білім беру нысандары оқушының оқу үдерісін бақылауына басымдық береді, бірақ бұл міндетті түрде жеке оқушы арқылы емес. Мұндайларға Sudbury мектебі, Stonesoup мектебі және ашық оқуға мүмкіндік беретін виртуалды университеттер сияқты еркін демократиялық мектептер жатады.
Сын
Үйде оқытудың бір түрі ретінде, үйде оқытпау үйде оқыту сияқты көптеген сынға ұшырайды. Үйде оқытпауға қатысты сын-ескертпелер көбінесе стандартты білім беру жүйесімен салыстырғанда, мұндай аз құрылымда оқушылардың жеткілікті білім ала алатынына байланысты мәселелерге назар аударады. Кейбір сыншылар оқушыларға қоршаусыз оқуға қабілетті болу үшін жеткілікті мотивацияны дамыту қиын болуы мүмкін екенін, соның салдарынан кейбір оқушылар қалып қоюы мүмкін екенін және олардың құрбыларымен салыстырғанда үлгерімі нашар болуы мүмкін екенін айтады. Үйде оқытпауға қарсылар балалардың жаман ата-аналардың ықпалында болуынан қорықпайды, бұл олардың қоғамға бейімделуіне кедерес келтіруі мүмкін. 2006 жылы жасалған зерттеуде 5-10 жас аралығындағы балалардың үйде оқытпайтын балалары зерттелген жеті санаттың төртеуі бойынша дәстүрлі мектепте оқыған балалардан төмен, ал барлық жеті санат бойынша үйде оқытылатын балалардан айқын түрде төмен көрсеткіштерді көрсетті.