Can Formal and Informal Learning Peacefully Coexist?

Recently, I read Joi Ito's blog post on "Formal vs. Informal Learning,"and I have been thinking about a question he asked in his post:

"Is there a way to support and acknowledge the importance of informal learning and allow those of us who work better in interest[-based] and self-motivated learning to do so without the social stigma and lack of support that is currently associated with dropping out of formal education?" 

For many years now, I have been wanting to get away from the either-or conversation about school. Either you go to school and accept the highly structured, teacher-led style of learning—complete with frequent tests and grading—or you don't. The homeschooling community includes many who opted out of schools because their kids, like Joi Ito, were much happier and more motivated when they weren't confined to a classroom under the constant direction of a teacher. Although it wasn't easy to drop out of the mainstream, it was worth the sacrifice to gain greater flexibility and freedom.


In my state, there's a Dual Enrollment option. Homeschooled students who want to participate in a class or two at the public school are welcome to do so. Unfortunately, because the classes are all styled in the same formal way, this amounts to essentially the same choice: school or no school.

Our local high school also offers an "Independent Study" option to high school seniors who have satisfied all their graduation requirements (no easy task, as there are many, many required courses). It isn't easy to get approval, and not all teachers are willing to act as mentors, but it can—in theory—be done. Teachers can work with students one-on-one as they design their own course.

This prompts me to ask: Would it be possible for a few teachers to be assigned to "independent study groups," where blocks of time would be devoted to giving students more free reign and less structure? The students could have access to an adult mentor, materials appropriate for the projects they choose to work on, and opportunities to collaborate with other students. I don't expect this would work for all students, but for those who have demonstrated an ability to be productive without lots of direction, perhaps it could be an option?

Not all kids do well when they are given the freedom to pursue their own interests; or, at least, they don't learn the skills our society deems necessary to find work and become self-sufficient. (And I know better than to get involved in a debate about what constitutes an "adequate eduction.") Also, some of us naturally prefer a more formal approach to learning. As Joi Ito points out, his sister Mimi thrived in a traditional, structured setting. Still, wouldn't it be great if we could answer Joi Ito's question with a resounding, "Yes! We can find a way to support and acknowledge the importance of informal learning"?