Why Do We Learn?

I am often asked by parents who are new to homeschooling, "How do you get your kids to learn?" Usually the question is directed at a specific type of learning, as in, "How do you get your kids to do their math?" Or, "How can I motivate my daughter to do her writing assignments?" The assumption seems to be that kids would study what their parents think they should if only they could find a more exciting curriculum or special motivational strategy to entice them.

Contrary to what advertisers might like us to believe, there is no magical curriculum so uniquely inspiring, adaptable and fun that kids will clamor for it day after day, especially if the kids have no prior interest in the subject the curriculum is designed to teach. I tried a wide range of materials when I was trying to "inspire" my own kids over the years, and even when I found something that seemed to satisfy one child's preferences and learning style, my other kids would often prefer something entirely different. Certainly, some instructional aids are better designed and therefore more effective than others, and some books are especially interesting to read, but if I'm asked to name a single resource that I would confidently recommend as "the one to use," I can't do it. My answer has to be, "It depends."


The curriculum that "works" depends not only on how a child learns (aptitudes, learning styles, and so on) but also on why a child learns. When my kids became passionate about learning to do something, it hardly mattered what materials were available to them. If necessary, they could make do with a box full of random building and art supplies, archaic books from the library, and—when they were older—an internet connection. What we used was almost beside the point: they were learning what they wanted, on their own terms, and in a way that was meaningful to them. My role was to encourage their efforts and provide support when they had setbacks.

The role of teachers is changing. Students now have access to all kinds of information at all times of the day and night; they no longer need a teacher to download information into their heads. What they need is someone to help them make sense of what's out there, to form meaningful connections between what they know and what they don't know. Teachers have an opportunity to spend more time on questions that might have been glossed over in the past, such as, "Why do I need to know this?" "How can I apply this knowledge in a way that's useful to me?" "What specific problems can you help me to solve?"

As a home educator, I have spent as much time helping my kids to see the purpose in learning how to read, write, and compute as I have in teaching them how to do so. There were times when it seemed as though no progress were being made. Days and weeks would go by without any writing being done, for example. It wasn't until the need arose—from a desire to enter a contest, edit a newsletter, or keep up with peers—that writing began in earnest. All the "lost time" never mattered, because once the inspiration was there, the learning happened quickly.

The hard part for me, as a parent and home educator, was resisting the urge to force things along. Sometimes, I lectured ("You have a responsibility to develop and make the best use of the talents you have been given!"or something along those lines). Other times, I demonstrated my faith in my children by presenting opportunities and encouragement while they discovered for themselves why they needed to learn.