We've been in this picturesque setting for the past week. Dear daughter got to indulge her love of baroque and early music at the lovely Norvis (Northumbrian Recorder and Viol Society) summer school, where all manner of ensembles come together to play and sing.
The surroundings were absolutely gorgeous, and we saw rabbits, squirrels and huge dragonflies while we ate picnics on the lawn. The music was marvellous too - Rameau, Gibbons, Handel, Purcell (lots from the latter 2, due to significant anniversaries).
The jokes were probably just as ancient as the composers ...
Best of all, though the range of participant ages was from 12 to 80-something, dd got to spend time with several teenagers who share her enthusiasms. This music is a quirky minority interest for young people and it takes peculiarly strong-willed individuals to pursue it in preference to rock, R&B, or modern orchestral. Plus, they got to be kids together in the bar and social areas after each day's events - telling each other stories and playing games.
The schedule was frantic and yet we were totally energized by the experience. Dd couldn't stop smiling and would give me spontaneous hugs just to say thanks for bringing her to this lovely event.
This week has brought me to an interesting realization about autonomy, a topic hotly debated after the publication of an inflammatory article in the TES recently (TES article and comments). Dear daughter is genuinely happiest when she is busy, REALLY busy ... so long as she's flat-out actively doing something that she loves. I sometimes lose this understanding as I strive to ensure the kind of calm and space that I visualize as necessary for her to "unschool". It demonstrates how easy it is to be drawn into confusing autonomy with a completely laissez faire approach. Yet, in order for us to genuinely follow her wishes (surely the definition of autonomy in this case is to allow the young person to do what suits their own personality, energies and interests?) we have to be willing to facilitate her busy-ness, to take her to these events and let her use her energy in the way that she wants.
*..how easy it is to be drawn into confusing autonomy with a completely laissez faire approach...*
ReplyDeleteI am so with you on this one Jude. I think we are rather autonomous even though we do some 'structured' stuff and I suggest and gently encourage the children to partake in new experiences. I never force them to do things against their will or subject them to pressure.
I respect my children's autonomy but at the same time I still consider it my place to introduce them to all the world has to offer - I don't force them to like it, but if I didn't act as a guide/facilitator I feel I'd be letting them down.
I rarely categorise our educational approach these days. I used to, but now, (speaking at the risk of being shot down here), find a lot more of the laissez faire masquerading as autonomy - so much so that I no longer really feel comfortable in using it to describe our approach.
Thanks for those words, Claire - I know what you mean. I'm still finding my way round these labels, all of which sound just dandy in theory but don't fit every child in practice. In order to try and navigate them I'm just trying to tune in to J's responses to different things. It's been an ... interesting few months!
ReplyDeletei'm sure home ed to be good needs to be as individual as we all are . . . . to me it's just life and learning, to be a good decision maker, a good chooser (is there such a word?) the world is full of things that do or do not inspire us and it is individual to each person. Hopefully we'rr be able to bring the right inspiring things into our lives and our childrens lives . . .I'm waffling , I agree with you .
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