Developmental psychologist Gray declares that “school is prison, but almost nobody beyond school age says it.” In this energetic though repetitive manifesto, Gray powerfully argues that schools inhibit learning by “ with the development of personal responsibility and self-direction” by “turning learning into work” and reducing “diversity in skills and knowledge.” Gray suggests that children possess a natural instinct to educate themselves, and through unstructured play and exploration with individuals of all ages, they will blossom and develop into confident individuals. Drawing on various psychological case studies as well as an in-depth examination of the Sudbury Valley School in Framingham, Mass., Gray shows that children learning in “unschooled” environments demonstrate a deep desire to learn, as well as a capacity for self-control, and display feelings of anxiety and depression far less than students in a structured environment. Many educators and parents may find Gray’s ideas naïve and impractical, but his vivid illustrations of the “power of play” to shape an individual are bound to provoke a renewed conversation about turning the tide in an educational system that fosters conformity and inhibits creative thinking. Agent: Jill Marsal, Marsal Lyon Literary Agency. (Mar.)
Our children spend their days being passively instructed, and made to sit still and take testsamp;mdash;often against their will. We call this imprisonment schooling, yet wonder why kids become bored and misbehave. Even outside of school children today seldom play and explore without adult supervision, and are afforded few opportunities to control their own lives. The result: anxious, unfocused children who see schoolingamp;mdash;and lifeamp;mdash;as a series of hoops to struggle through.
In Free to Learn, developmental psychologist Peter Gray argues that our children, if free to pursue their own interests through play, will not only learn all they need to know, but will do so with energy and passion. Children come into this world burning to learn, equipped with the curiosity, playfulness, and sociability to direct their own education. Yet we have squelched such instincts in a school model originally developed to indoctrinate, not to promote intellectual growth.
To foster children who will thrive in today's constantly changing world, we must entrust them to steer their own learning and development. Drawing on evidence from anthropology, psychology, and history, Gray demonstrates that free play is the primary means by which children learn to control their lives, solve problems, get along with peers, and become emotionally resilient. This capacity to learn through play evolved long ago, in hunter-gatherer bands where children acquired the skills of the culture through their own initiatives. And these instincts still operate remarkably well today, as studies at alternative, democratically administered schools show. When children are in charge of their own education, they learn betteramp;mdash;and at lower cost than the traditional model of coercive schooling.
A brave, counterintuitive proposal for freeing our children from the shackles of the curiosity-killing institution we call school, Free to Learn suggests that it's time to stop asking what's wrong with our children, and start asking what's wrong with the system. It shows how we can actamp;mdash;both as parents and as members of societyamp;mdash;to improve children's lives and promote their happiness and learning.
Our children spend their days being passively instructed, and made to sit still and take testsamp;mdash;often against their will. We call this imprisonment schooling, yet wonder why kids become bored and misbehave. Even outside of school children today seldom play and explore without adult supervision, and are afforded few opportunities to control their own lives. The result: anxious, unfocused children who see schoolingamp;mdash;and lifeamp;mdash;as a series of hoops to struggle through.
In Free to Learn, developmental psychologist Peter Gray argues that our children, if free to pursue their own interests through play, will not only learn all they need to know, but will do so with energy and passion. Children come into this world burning to learn, equipped with the curiosity, playfulness, and sociability to direct their own education. Yet we have squelched such instincts in a school model originally developed to indoctrinate, not to promote intellectual growth.
To foster children who will thrive in today's constantly changing world, we must entrust them to steer their own learning and development. Drawing on evidence from anthropology, psychology, and history, Gray demonstrates that free play is the primary means by which children learn to control their lives, solve problems, get along with peers, and become emotionally resilient. This capacity to learn through play evolved long ago, in hunter-gatherer bands where children acquired the skills of the culture through their own initiatives. And these instincts still operate remarkably well today, as studies at alternative, democratically administered schools show. When children are in charge of their own education, they learn betteramp;mdash;and at lower cost than the traditional model of coercive schooling.
A brave, counterintuitive proposal for freeing our children from the shackles of the curiosity-killing institution we call school, Free to Learn suggests that it's time to stop asking what's wrong with our children, and start asking what's wrong with the system. It shows how we can actamp;mdash;both as parents and as members of societyamp;mdash;to improve children's lives and promote their happiness and learning.
Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life
Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life
FREE
with a B&N Audiobooks Subscription
Editorial Reviews
Product Details
| BN ID: | 2940170092086 |
|---|---|
| Publisher: | Hachette Audio |
| Publication date: | 03/20/2018 |
| Edition description: | Unabridged |
Videos
