The Art of Education by Linda Dobson

This is the 5th post in my series about books related to teaching, learning and homeschooling. (See my earlier post for a description of the series.)

Imagine that all the books I'm writing about are having a conversation. Here's what the books I've written about so far have had to say: 

• Homeschooling for Excellence says it's possible for kids who do not attend school to excel academically. It provides an example of one family's approach to homeschooling.
• Family Matters makes a compelling case from various points of view (emotional, familial, academic, social, political, philosophical) for choosing to homeschool.
• Learning All the Time argues that children are typically born knowing how to learn and will continue to do so if we don't get in their way (similar to the way an object in motion will continue in motion unless an outside force acts upon it). 
• In Their Own Way explains why it's important to consider how someone learns, their preferred learning style(s), before you try to help them with what they want to learn.

The Art of Education by Linda Dobson adds another voice in favor of homeschooling. Unfortunately, the first six chapters come across (in my opinion) as unnecessarily inflammatory, reactionary and specious. For example, she writes:

" . . . public school programming has managed to create a society void of internal moral motivation and filled with hate, violence, and distrust." 

Well, maybe. But I've seen school "programming" that's inspiring, and I've known students for whom school was a sanctuary. It's not a black-and-white situation (school = evil, family-centered learning = good).

I'm glad I didn't give up on The Art of Education after the first few chapters, though, because the book also offers compassionate advice for those who believe homeschooling can be more than simply an alternative way to learn math and science. For instance, I agree with Dobson when she writes:

"Balanced learning with loved ones provides that sense of wholeness it is our nature to seek. Instead of feeling denied, we feel fulfilled, instead of feeling disrespected, we respect Self. Instead of separation, we experience connection."

How I chose to educate my children—striving to respect their choices instead of dictating their lives, for example—has had a lasting impact on the quality of our family relationships, our community of friends, and even how I feel about myself. The point Dobson makes is that homeschooling is not simply a matter of replacing school teachers with home tutors—if we are open-minded and willing to adapt, the experience can be both personally and socially transformative.

"We're free to do things you can't do in school. We can make noise; we can talk to each other; we can help each other [without being accused of cheating]; we can take as long as we want when a topic of book captures our interest; we can follow our hearts and interests wherever they lead; we can make mistakes without ridicule and attempt something new without fear of being graded, judged, and labeled should we reach a bit too high. We can do many of those things research shows increase the odds of children enjoying the learning experience. We can practice the art of education." 

I'd argue that students may also be allowed do these things in schools, where teachers and administrators have worked together to find creative alternatives to the old-school model of lecture, test, grade, repeat. What I like most about The Art of Education is that it pushes all of us to re-examine our priorities, deal with our personal baggage, and become better human beings in the process. 

The Art of Education includes an introduction by John Taylor Gatto, professional educator and author of Dumbing Us Down—the book I plan to review in my next post.

In Their Own Way by Thomas Armstrong

This is the 4th post in my series about books related to teaching, learning and homeschooling. (See my earlier post for a description of the series.)

When I started homeschooling, I didn't know anything about learning styles. My daughter and I seemed to learn in pretty much the same way—we both loved using language. We thought in words, played with words, increased our understanding with words. So, to help her learn, I just did what came naturally to me.

As she got older, though, and as my younger daughter reached school-age, I began to scrutinize our word-centric approach. Not that learning through reading, writing and conversation wasn't effective. So far, it had worked pretty well for us. But I had reasons for wanting to experiment with other methods.

When my oldest daughter was maybe five or six and had been reading for a few years, I worried she was spending a little too much time with her nose in a book and a pencil in her hand. (Yes, I realize it's an enviable "problem" to have, but we neurotic parents have to find something to worry about, right?) I wanted her to experience the world through all five of her senses, and to explore what might be latent talents. I thought it would be good for both of us to stretch ourselves in other directions.

At about the same time, I began noticing that when I read to my younger daughter she seemed less interested in the words in the books than she was in the rhythm of the words. She loved the singsong stories of Dr. Seuss, the poems of Shel Silverstein and Jack Prelutsky, and pat-a-cake games. She also tended to spend almost as much time watching my face as a I read as she spent looking at the book I was reading. Although these differences between her and her sister were subtle, I noticed them and started thinking about what they might mean. I wanted to prepare myself for the possibility that my three kids might not all learn in the same way.

So, what would teaching and learning in other ways look like? 

Looking for answers, I read Thomas Armstrong's book, In Their Own Way, which describes seven kinds of intelligence (paraphrased below): 

1. Linguistic—learning by saying, hearing and seeing words. 
2. Logical-mathematical—learning by forming concepts and looking for abstract patterns and relationships. 
3. Spatial—learning by using visual cues, looking for abstract patterns and relationships.
4. Kinesthetic—learning by touching, manipulating, and moving. 
5. Musical—learning through rhythms and melodies.
6. Interpersonal—learning through dynamic interaction (socializing) with other people. 
7. Intrapersonal—learning when left alone (independent study, self-paced instruction, individualized projects and games).

This gave me the terminology I needed to think about the differences I'd been observing. It also helped me to think of creative ways to reach my kids when they were struggling to learn something new. Instead of simply handing them a book (which is what I would want for myself), I'd find a way to use music or movement or discussion groups—or whatever worked best—to help them reach their "Aha!" moments. 

Each of us possesses all seven kinds of intelligence but in varying degrees. This means it's theoretically possible for all of us to learn in the same way, but it's harder for some than others. If we want to nurture the innate intelligences in our children, why force them to rely on only one or two of those intelligences? Pay attention to what resonates with them. Give those linguistic learners lots of books and opportunities for writing, but allow the kinesthetic learners to follow their passion for "role play, dramatic improvisation, creative movement, and activities of all kinds involving physical activity."

Over the years, I've spoken to many homeschooling parents with two or more children who were amazed at how different their kids were from each other. Parents who had hoped to reuse the same books or curriculum for the whole family were often dismayed when they discovered that the writing program or math games (for example) that worked so well for their firstborn child simply bored or frustrated their other children. Curriculum swaps helped ease the financial burden of having to use different materials for different kids in the same family, while reading In Their Own Way helped us to understand why it was necessary and worth the trouble to seek out alternatives.

For More Information on Multiple Intelligences (MI) Theory

In Their Own Way is based on the work of Harvard psychologist Howard Gardner and his theory of multiple intelligences (which he wrote about in his own book, Frames of Mind: The Theory of Multiple Intelligences). For more information, refer to the following sites:

• MI Oasis—Howard Gardner's Official Website of MI Theory
• Howard Gardner—Hobbs Professor of Cognition and Education, Harvard Graduate School of Education